001The regular meeting of the Chula Vista Elementary School District Board of Education is now in order. Welcome everyone. All board members are present except for Trustee Kin Ramirez Dominguez and Vice President Francisco. We will now approve the agenda. Is there a motion? >> Motion to approve. >> Second. Moved by um trustee Castillo Tolston, seconded by trustee uh Dominguez Cvantes. All those um recording secretary, please call the vote. >> Dominguez, >> I cast Tolston. >> I motion carries. Three, two, absent. Oral communication on closed session items. The oral communication section provides the public with an opportunity to address the board on close session items only. Persons wishing to be heard may attend in person and should complete a request to be heard card and submit it to the recording secretary before the start of the meeting.
002Speakers are requested to limit their remarks to three minutes and speak in a respectful and professional manner. The board shall limit the total time for public input on each topic to 20 minutes. With board consent, the president may increase or decrease the time allowed for public comments depending on the number of persons wishing to be heard. The board of trustees cannot legally take action or respond to matters not posted on the public agenda due to government code but will refer the matter to the superintendent for review and report. There are no speakers. We will now adjourn to close session in accordance with the following. Government code section 3549.1D and 54957.6 6 collective bargaining employee negotiations agency negotiator Adam Silva McNell LLP employee organizations Chula Vista classified employees organization Chula Vista Educators non-represented employees administrators association
003Chula Vista Government Code section 54957B1 public employee discipline dismissal release government code section Section 54957 public employee appointment employment title principle 2 there are four conference with legal counsel existing litigation pursuant to government code section 54956.9D1 one case number 25-06302 government code section 54957B1 complaint against employee. Appeal of district findings and conclusions. Government code section 54956.9D1. Conference with legal counsel. Existing litigation in the office of administrative hearings. Case number 202621178. Conference with legal counsel. Anticipated litigation. Government Code Section 54956.9 Subdivision D2, case 308506, Government Code Section 54956.9D1, Conference with Legal Counsel, Existing Litigation in the Office of Administrative Hearings, Case number 20250672, Government Code Section 54, 956.9D1 conference with legal counsel potential litigation in the office of administrative hearings case. There's one. reconvene to open session with all board members present. Please um let the
004minutes reflect that trustee Ramirez Dominguez arrived at was it 420 trustee 420 >> 4 414 oh 4:14 and trustee um Tamayo arrived at 4:48 close session announcements will be made by the clerk when close session finishes at the end of the meeting of open session because we need to reconvene close session after at at the conclusion of open session. We're in the middle of close session. The open session of the regular meeting of the Chula Vista Elementary School District Board of Education is now in order. Welcome everyone. All board members are present and trust if you will lead us in the pledge please. To the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Thank you. We will
005now approve the agenda. Is there a motion? Motion to approve. >> Second. >> I have a question. Discussion. >> Agenda item 10A. We had a standing agenda item. District safety update. It's not on here. I'm uh I don't know if what the motion what motion would be required to possibly move the viva presentation to 10B make it a 10B >> I think we can just add safety health and since this is safety to this >> so just >> add safety >> okay >> so it be district safetyhealth update all right thank you >> so with that revision Well, can we make So, can we revise your motion? >> So, I'll revise the motion to approve the agenda with the amendment of item 10A to include the safety component. >> Second. >> Yeah. >> Okay. Moved
006by Vice President Tomo, seconded by clerk Castillo Tolston. Recording secretary, please call the vote. >> Ramirez Dominguez. >> Hi. >> Dominguez. >> Hi. >> Castillo Tolston. >> Hi. >> I. Motion carries. 50 communication to the board of education, Chula Vista classified employees organization, Miss Ruby Williams. Good evening. I'm here today to speak on behalf of our English learner instructional assistants or ELAS, the staff who plays a critical and often unseen role in supporting some of our most vulnerable students. ELAS are responsible for serving large case loads of approximately 180 to 240 English learners across one or or two campuses. Their work goes far beyond basic support. They are trained and certified twice a year to administer highly complex state language assessments like the ELPAC, ensuring students are accurately identified, placed, and supported according to their
007language proficiency. They independently manage testing, scoring, and reporting under strict state guidelines. They coordinate class refle classification processes, monitor student progress for up to four years, and maintain detailed records required for compliance. This work requires a high level of accuracy, confidentiality, and accountability. In addition, ELAS collaborate with teachers, principles, and families. They communicate with parents, track documentation, support interventions, and ensure students receive the services they need. Many are also many also provide small group instruction to help students improve English proficiency and successful successfully reclassify. They must be proficient in multiple data systems and technologies, travel between sites, and meet critical state and district deadlines, all while working with limited time and resources. ELAS are not just support staff. They are essential to the success, compliance, and equity of our English learner programs. Their work ensures
008that students gain access to opportunities, succeed academically, and feel supported in our schools. Another group I'd like to recognize are our buyers and secretaries. The district must take a serious look at the workload and responsibilities placed on our buyers. Because a level of support provided has not kept pace with the demands placed on this department. When EL ELOP programs were added at every school site, the number of purchasing requests effectively doubled, meaning twice the approvals, twice the queries, and twice the compliance burden. That that increased burden on buyers has had a ripple effect. Buyers who were once able to provide phone support to guide secretaries through the paperwork process no longer have the time to do so, which means secretaries are now being asked to complete forms. They are always accustomed to leaving for buyers
009to finish and are left bearing the pressure of getting getting it right or on their own so that the paperwork isn't kicked back causing delays in deliveries. Buyers perform highly specialized highstakes financial work scrutinized to the penny and governed by strict state laws and district policy work that is simply irreplaceable. Rather than responding to that increased demand by hiring an additional buyer, the district instead removed the supportive resource from from them and supportive resource from school secretaries who were already stretched thin. That is not the solution. It is cutting corners on the backs of classified employees who deserve better. We ask that their contributions be recognized, valued, and supported at the level they deserve. Thank you. >> Thank you, Chula Vista educators. Miss Rosie Martinez. Good evening. Um, it's hard to believe that this is
010our last board meeting of the year. I want to thank everyone who has dedicated their time and effort to the students and staff of this district. While our public education system is under attack, we cannot lose perspective of all the employees who show up every day ready to teach, support, guide, and love our students in order to provide them with the best possible learning opportunities. For us to do our job at the school sites, we need the supports and resources provided by everyone who also works diligently here at the district office. Thank you to everyone who makes CVESD the best place to be for our babies and for their families. We also need to make sure that it's the best place to be for our employees. It is an honor for me to stand and
011represent the 1,400 members that make up Chiliva Vista educators. all the teachers, the nurses, the psychologists, the counselors, the social workers, and the speech pathologist. I get to see firsthand their commitment and their hard work. I want to also thank Dr. Reyes and this cabinet for their constant collaboration. We don't always agree, but I appreciate that our conversations are always student centered. CV is glad to see that this leadership recognizes the important role that our counselors and social workers play in our schools. Thank you for funding a part-time counselor at every site for next school year. Mental health needs to be I'm sorry. Mental health needs are at an all-time high and we were all very concerned about how we would be able to function next year without these essential partners. Thank you for prioritizing
012our students mental health and continuing to provide this district-f funed support to our school sites. We recognize that this is one-time money and it's just a band-aid. So, we welcome the partnership to continue to work on finding more sustainable funding. Although we are happy and grateful that all sites will be staffed with a counselor or social worker next year in order to support our students mental health, we continue to worry about ensuring our members also having access to staying healthy. We have many members who have essentially taken a pay cut with the increased cost of health benefits for their families. As you know, our first mediation session was not fruitful. We are hopeful that next Friday we can come to an agreement. We appreciate Mr. Pong sitting with us today and continuing the dialogue around
013the district's budget and look forward to seeing how the governor's may revise can impact our ability to reach a reasonable agreement. As you can see here tonight, this is a tremendous impact on our members. We believe that taking a closer look at benefit options will allow us to think creatively at finding solutions for this issue. We recognize that inflation is not in our control, but we must continue to prioritize our students and keep them at the center of everything we do. We cannot provide our students with the best teachers if those teachers and service providers cannot afford to live and provide for their families in this community. We have you have heard us speak before about the impact that this is having on individual employees. We are here again to remind you just as you
014ask us to think about our individual students when we plan, we ask you to do the same. The current insurance cost is not sustainable for our members. We appreciate VIBA being here and the district's willingness to explore all options around benefits. We look forward to hearing the budget presentation tonight as well as tomorrow looking deeper into the governor's may reise. We ask that you come prepared next week with a fair proposal that shows us your appreciation and respect. We must retain our highly qualified staff. I wish us to be able to go and enjoy a fun summer break with a tentative agreement. We prefer our next steps to be around ratifying our contract, not preparing for factf finding. Thank you. Thank you. Administrators Association Cha Vista, Miss Teresa Corona. >> Thank you. Good evening, President
015Ugarte and board members and Dr. Reyes. Uh this week our San Diego community experienced an unimaginable tragedy at the Islamic Center of San Diego and an act that authorities are looking at as a hate crime. Events like this remind us how important it is that schools remain safe havens, places where students and adults feel physically, emotionally, and psychologically safe. As we approach the close of the school year and the end of the testing season, as president of AACV, I felt it was important to speak tonight about school safety and about how we view student achievement and accountability. AACV is local 145 of the American Federation of School Administrators, the only national union representing school administrators. And we support along with ASA the position that school safety must focus on prevention, relationships, mental health supports, and
016inclusive school environments. School leaders know firsthand that students need connection, belonging, counseling supports, and caring adults who recognize signs of distress before situations escalate. Principles are also leading schools through one of the most intense periods of the school year. State assessment results that are discussed publicly and used as indicators of success. But AACV along with ASA believes that test scores should be viewed as one important measure of student learning, not the only measure. This year, principles across our district have led significant work connected to rigorous learning for all, including instructional improvement, data cycles, professional learning, MTSS, family engagement, intervention systems, and student supports. all while continuing to respond daily to the operational and emotional needs of our school communities. That work matters deeply. And while every principal and associate principal, all of our members hope
017to see that growth reflected in student achievement data, we also recognize that not all meaningful growth immediately translates into a test score. Some of the most important work happening in schools is reflected in stronger systems, stronger relationships, improved school culture, increased student support, and creating learning environments where students feel safe enough to learn and take academic risks. A single score cannot fully capture school climate, intervention systems, student growth, resilience, creativity, relationship building, family engagement, and the daily work our members do to support children academically, socially, and emotionally. Principles and associate principles of course believe in accountability. We analyze data and we work collaboratively to improve outcomes for students. But improvement happens best when schools are supported with resources, staffing, training, and stability. And we need to look at schools beyond just test scores. Uh in
018addition to all, uh AACV asks that principal safety and well-being remain part of district conversations in the coming school year. School leaders are often the first responders during crisis, conflict, threats, and emotionally charged situations. while continuing to lead instruction and support entire school communities. Um, thank you for your time. >> Thank you. Item eight, special recognition, awards and honors. CBSD school highlight, Dr. Reyes. >> Good afternoon, board. Um today we have the privilege and to have uh the presentation of uh McMillan and who's going to be sharing what all the great things that they're doing at their school and how they're making a difference in students lives every day. >> Good evening. My name is Jacqueline Gracia. I'm the very proud principal at McMillan Elementary and we have a short video that we are excited
019to share with you today about the work we've been doing around phonics and literacy and we're excited to get started. So, >> there's no phonics. >> There's no sound. I promise there really is sound though. >> In the meantime, can I recognize my students and families and teachers that are here today that joined us here today? Can you guys please stand? Thank you. They are really the heart of the school and the heart of the work. So, thank you guys for being here. instruction and using district resources including McLass dibble. >> Let's go ahead from the beginning, please. >> Thank you. >> Strengthening tier 1 ELA instruction is the focus at McMillan Elementary School to ensure all students receive targeted literacy support. Teachers are implementing small groupoup differentiation, deepening phonics instruction, and using district resources,
020including Mclass Dibbles assessment and progress monitoring data to guide instruction. I use my MClass Dibbles data to understand where my students are performing and where they need extra support. So, I can see trends in their reading skills and um it allows me to form my small group strategically and plan my lessons according to what they need. My teacher helps me by using some strategies and and breaking it up and then blending it back together and and using context clues around the word to know what it means. Progress monitoring has been helpful because it's allowed me to assess my students throughout the year. And here at McMillan and in our district, we've been using MClass to assess our students one-on-one. So, when I'm working with my English language learners or students with disabilities, I'm able to
021see what they know and what areas they need to grow in. And I'm able to see throughout the year how much they're growing. I'm able to adjust my groups and maybe even meet with different students to meet those needs. >> I feel so proud of myself and I feel so happy that I can like read a lot of books and I can read even more. >> McMillan Elementary's focus on strong tier 1 instruction is building a more consistent and datainformed approach to teaching and learning. Through professional learning and coaching, teachers are strengthening their practice and improving outcomes for all McMillan beagles. All right? Word comments. >> Thank you so much. Um, McMillan is one of those schools that I've been able to visit multiple times for different reasons and it's always been a welcoming environment
022and knowing people that work there, I've always heard really good things about it. um looking at your guys's dashboard, I have to see the the um result of all your hard work. And one of the biggest things that I saw was um that you guys imp like 83.1% improvement in English arts and 87.7% of students improved their score from the prior year. So obviously, yes, you guys, you know, we can see your hard work. Um, it's always something amazing to see when our schools are, you know, working to be better every time. Um, so thank you so much for what you're doing. Thank you for your effort. Thank you for the teamwork. Um, the way that you highlight your um, teachers and staff, it's something that I I really enjoy seeing. Um, it's not a
023oneperson show for you. It's something that you always share. So, thank you so much for all your hard work and let's give up the good work. Thank you. >> Thank you. >> I've also had the privilege of being able to visit your school for different events and they're always so different and so engaging. And uh, Miss Romo and um, Miss Gibson and our special big reader Yes, we're so happy you can read so many books because that makes us so happy that that means there's a lot more like you that can read a lot of books. So, that's really good. Keep up the good work. Good. Keep up the good work, Mom. It's working. And teachers, the partnership. And speaking of the partnership, I was at your last one of your last events and uh
024maybe the other schools do it, too. That's this was just my my first experience there. the rotation you had of the parents coming in for lunch. It was great. I mean, they took like the picnic table, tables, blankets, their lunch, and as the kids were switching out for the next uh cycle of kids coming in. Parents were so happy. The kids were so happy. I really appreciate the work you're doing for par parent engagement. That that shows the partnership all around. And for your staff that's not here, please also thank them for us too. >> Absolutely. And thank you for coming. And really that event that you recently attended was our military lunch on the lawn in honor of Month of the Military Child. And that credit honestly goes to Miss Sandy Pleton and Heather
025Deos Reyes for organizing the logistics of that. But it's a fantastic event and we love doing it every year. So >> well I was counting there. You had Air Force there. You had the Marines. They were going uran. And the other one's going the other all saying they're they're different sounds. And I thought, "Oh, geez." You know, the only one we're missing is the Space Force. Well, as I was walking out, I never even took down my chair. It was just hanging over me saying, "Hi to everyone." There was space force. Thank you. You're well represented. >> Thank you. Thank you. >> So, um, me too. I've had the opportunity to attend the speech contest there and I could see how the kids were all engaged and the speeches were fantastic a few months back
026and I think like Miss Corona just said test scores mean a lot but there's a a lot of other reflections of what a school is being successful at. It's seeing the engagement and seeing the kids growing socially, emotionally, and academically of course. and you can see how all of your teachers and staff work together and what's what you guys are all learning together to pull the year through and to pull your school through. So, congratulations. >> Thank you. >> Likewise. Uh congratulations and thank you for giving us a small glimpse a window into the school. Um I'm curious, how long have you been using or implemented the MClass Douls program? >> So, we started using it this school year. Um, of course the teachers dived in in quarter 1 with the assessments and then with
027the help of our literacy coach. We really dived into the progress monitoring in quarter two. Um we got you know that work started with ILT rolled it out with the teachers and they really really committed to it in quarter three and um n so we committed to progress monitoring all of our students who were eelss or students with disabilities that scored well below or below um and we progress monitored all 90 of the eelss who fell into those categories plus a few additional students um and some of them went through multiple rounds of progress monitoring so really proud of our teachers for committing and diving into that and embracing that and utilizing that data as they plan their instruction. So, >> yeah, looking forward to seeing the results of that data and see how it
028improved and what uh we can do for next year. >> Me, too. Thank you. >> I just want to echo um and be very brief um everything that my colleague said. Um I thought you were crazy in December inviting me to an event in April, but you're smart because you must know my calendar. um very smart because and then following it up with a a reminder um and I had um as we said um it's not just test scores that environment was so welcoming I never sat down um for the lunch on the lawn with the military ch uh for the military child month um very welcoming talked to so many families um having the Navy band there it was it was a great event um seeing the video I can see why kids are
029excited to learn and why they're doing so well in the classroom because that environment there is just very welcoming and very engaging. So, congratulations and thank you for the presentation. Good job. >> Thank you. And thank you to the leadership team. Thank you to Dr. Reyes. Um, you know, the school really is a community. So, thank you for the teachers and the parents for, you know, all being together and being the wonderful community that we are. I also have to give a really big shout out to if McMillan will stand up again so we can see all of the participants. Thank you so much. And yes, >> even ours with signs back. Come on, McMillan people. Even those with signs. Yay. All right. Thank you. >> And then our senior director has been outstanding. Both
030Jen and Raquel and sped department. Oh my gosh. Thank you so much. So, couldn't have done it without you. So, thank you. >> Thank you. >> Okay. Item nine, oral communications. The oral communication section provides the public with an opportunity to address the board on non-aggenda items. Persons wishing to be heard may attend in person and should complete a request to be heard card and submit it to the recording secretary before the start of the meeting. Speakers are requested to limit their remarks to three minutes and speak in a respectful and professional manner. The board shall limit the total time for public input on each topic to 20 minutes. With board consent, the president may increase or decrease the time allowed for public comments depending on the number of persons wishing to be heard. The
031board of trustees cannot legally take action or respond to matters not posted on the public agenda due to government code, but will refer the matter to the superintendent for review or and report. The first three speakers are Anna Garcia, Albert Baysa, and then Claudia Perez Chica. Anna Garcia. >> Um, good afternoon. I am here in representation of my mom, Anna Garcia, and my little brother, Alejandro Rodriguez, who is currently in a special education class in Harbor Elementary. Okay. Uh, dear members of the district administration, I am writing to formally submit a complaint regarding discriminatory treatment I have experienced as a mother and guardian of a student receiving special education services, as well as concerns concerns related to the educational services provided to my son, Alejandro Rodriguez, who currently attends Harborside Elementary School. On May 12,
0322026, I went to the school due to an accident that occurred during school hours involving my son. However, I was never notified by the school about what happened, which I consider a serious failure of communication and responsibility toward our family. During my visit to the school to obtain information and express my concerns, the principal raised his voice towards me in a disrespectful and intimidating manner. Subsequently, a restraining order was placed against me, which I consider excessive and unjustified. As a result of these actions, my children have missed school days and their education has been negatively affected. These actions may constitute violations of my child's rights under the Individuals with Disabilities Education Act, IDA, section of 504 of the Rehabilitation Act, the Americans with Disabilities Act, ADA. On multiple occasions, I have felt that my concerns
033and opinions as a mother have not been taken into account in a fair and respectful manner. I believe I have been treated differently and inappropriately when attempting to advocate for my child's educational and emotional needs. Despite my efforts to communicate with school staff and seek solutions, situations continue to occur that I consider discriminatory and harmful to both my family and my child's ed education. My concerns include lack of respectful and appropriate communication toward me as a parent/guardian, discriminatory treatment when participating in meetings or requesting support for my child, failure to implement accommodations or support established in the IEP 504 plan, and lack of appropriate attention to my child's academic and emotional needs. As a parent, I have the right to participate in my child's educational decisions without fear of discrimination, retaliation, or unfair treatment. I
034respectfully request that the district conduct a serious and impartial investigation into this matter and take the necessary steps to ensure a respectful, professional, and appropriate environment for my child and our family. I also request a written response outlining the actions that will be taken to address these concerns. Thank you for your attention to this matter. I look forward to a prompt response and an appropriate resolution. Sincerely, Anna Garcia. >> Thank you, >> Albert Bessa. Good evening, uh, esteemed board, district leadership, community, and staff. My name is Albert Bayza and I'm here to advocate for an updated job description, accurate job title, and compensation that reflects the responsibilities that IAS, the ELAS, carry every day. ELAS are highly specialized professionals whose work ensures the district may remains compliant with federal and state laws, generating English learners
035equal access to education. The specialized nature of our work also helps the district avoid state violations. So how do we how do we carry out this monumental responsibility? Under title five ed code section 11518.5E we investigate and review educ academic history every of every newly enrolled student and administer the initial LPAC under to hundreds of eligible students within a 30 calendar day of en of of their enrollment under e under EC section 31 313 and We implement the Summit of ELPAC by managing testing logistics, preparing secure materials, conducting one-on-one assessments for hundreds of students. We also ensure the district's compliance with EC13131 313F by coordinating EL reclassification through data management, staff coordination, record verification, direct parent communication required under 313F3. Without this process, reclassification cannot legally be finalized. To comply with EC section 48980, we
036manage student records, update east echool plus, generate in initial parent notification letters, collect sign forms, maintain legal requirements of student files during an FPM audit. If even one of these documents uh do if one of these documents are not there compliance violation is in place we are out of compliance. Also our work directly supports district LPAC goals. Our ELS by by helping ensure compliance monitoring student progress implementing services that promote academic and and linguistic achievement. Finally, our job makes it possible for our title 3 supplemental federal funding to achieve the academic and and language expectations of ELS's and immigrant students. We are not assistants. We are professionals who independently manage essential compliance, assessment, data management. May I thank you. and accountability functions while wearing multiple hats every day. We are the backbone of the language
037acquisition department and without our targeted methodical work, compliance with state and federal mandates would not function effectively. It is exhausting to carry these responsibilities while while our job description, title, compensation fail to reflect the scope and importance of our role. You're sta you've stated tonight that you value classified employees. Now is the opportunity to show that that through your action. We are we are requesting a formal review of our job description, accurate recognition through through an updated job title and compensation that reflect the level of our responsibility that we carry every day. Thank you for your time. Thank you, Laudia Perez, Chica, and then Jade and Christy. >> Good evening, board of trustees, superintendent, and staff. My name is Claudia Perez Chica, and I am a classified employee and CVCEO member. I want to begin
038it by expressing genuine gratitude to this board. At the last meeting, I brought forward a concern about classified employees who were improperly notified regarding reductions in hours and pay. You listened. You took responsibility. You directed that those employees would be made whole, that their hours and pay would be protected for the coming year. And that matters. And I want to acknowledge that publicly tonight. However, I am here tonight because there is a gap between what is this board directed and what some of those employees are now being told. When those employees called the district to confirm their placement for next year, some of them were told that their hours would be kept, but that their pay might be lower. That's inconsistent with this board said at the last meeting. I don't know whether this was
039just a communication breakdown or something else because it was so new. So, I am not here to assign blame. I'm just here asking here that this board close that gap. What you directed was clear. Hours and pay protected. Make them whole, not partial. Not just hours without pay. you said to make them whole. Those employees are counting on what you promised. And please ensure that your direction is carried out completely and consistently. I was going to stop there, but can I tell you it is amazing to see that your classified are now coming to you and looking to you for help. Please listen to them because our classified employees deserve this and this is not easy. I've been here maybe 30 plus times and I shake every single time. So, thank you again for your
040time tonight. >> Thank you, Jade. Uh could we make a point of privilege here? >> We can't we can't address any of the public comments. >> Okay. But when uh Trusty Tamayo requests that we do >> at the at the end at the end. >> Okay. Then I'll wait till the end of public comments. >> Jade. >> Hi. Good evening. First I want to thank the board and district leadership for their collaboration and support at Rogers this school year. I especially want to recognize Dr. Andy Faulner and Mrs. Dorsy. Their teamwork, steady leadership, and consistency brought something our campus deeply needed, stability. Last year, I stood here expressing real fear that we would experience a mass exodus of teachers and staff without the systems or supports in place to sustain our campus. While we are
041still losing some incredible educators due to displacement, including Miss Makaba and Miss Holly Jones, two teachers who made such meaningful impact on students this year, this year does feel different. We have a more stable campus culture, and that matters. I also want to thank the district for hearing concerns regarding the workload placed on our psychologists and for funding a behavior support assistant this school year for at all school sites. I believe the data this year clearly showed how impactful the support was for students, staff, and campus safety, but at the same time, we have significant work ahead. I understand the financial challenges facing our district, but I also want to challenge the language we use around special education. Board member Francisco Tamayo once stated in a March 2024 board meeting, "When you look at our
042budget and you look at what's eating our budget, it's special ed." But I would challenge us to remember that special education should not be framed as the cause or burden of the school of the district's budget. is one of the greatest responsibilities we have as a public school system. And instead, we should ensure medical billing is maximized and work directly at school sites to maximize IEP compliance and service delivery to reduce due process complaints and litigation. Each case can cost a district 50,000 to $200,000 in just legal fees alone. Roger continues to accept and welcome some of the district's most vulnerable population and has doubled, if not triple, any other school site's special ed population. And next year, the district is asking our staff to continue doing that with even fewer supports. At our school
043site council meeting, we learned that next year's funding will be lower. Our school will now have to fund its own BSA while losing a noon duty position, resulting in less supervision and fewer preventative supports on campus. We decided to fund some of those to be our BSA and our noon duties. And now we'll have less than $6,000 for the rest of the school year. This year, Roger staff worked incredibly hard implementing systems through MTSS and our instrual instructional leadership team committees. So much progress was made, but next year we will not have the funding to do those continue those or expand those systems or provide additional special education teacher collaboration opportunities. So my ask is simple. If Rogers is going to continue serving as a district special education hub, then we need the staffing and
044the supports necessary to truly live up to that responsibility. Our students, staff, and families deserve that investment. Thank you. >> Thank you. >> After Christy, Cara Good, and Annie Good. Good evening. At our recent SSC meeting, projected 26 27 site allocations were reviewed. After funding one full-time BSA and four noon duties, reduced from five this year, Rogers will have roughly $6,500 remaining combined in combined Title One and LCAP um supplemental funds for the entire school year. Roger serves the highest special education population in our district, which drives significantly higher needs for behavioral supervision, intervention systems, and campuswide supports. From from an LCAP perspective, Rogers demonstrated measurable outcomes aligned to LCFF priorities this year, including PBIS implementation, school climate, and pupil outcomes. suspensions were reduced from the highest in the district in the prior year to
045zero full-time fullday suspensions this year and and I am happy to report that Rogers also achieved silver in PBIS recognition this year. These outcomes reflect the effectiveness of current investments in behavioral systems supervision structures and MTSS PBIS implementation. The issue is not effectiveness but funding structure and sustainability. A substantial portion of title one and LCAP supplemental funds at Rogers is required to maintain foundational tier one and tier 2 behavioral systems and basic supervision capacity. This leaves limited ability to allocate site funds toward enrichment, expanded academic programming or supplemental student opportunities. This raises a broader LCAP question for district consideration. whether foundational behavioral supports and supervision structures at high need sites should continue to be funded primarily through site level allocations or whether these systems should be supported at the district level to ensure equity and
046allow supplemental funds to function as intended. At present, Rogers is using supplemental site funding to sustain to sustain core operational infrastructure required to for school climate and student safety. Without adequate and stable resourcing at the appropriate level, there is risk to sustaining the the gains achieved this year in suspension reduction um PBIS implementation and overall school climate. I humbly request all of this is considered while finalizing LCAP goals for the 2627 school year and to please remember what Rogers was like without these supports. Thank you. >> Thank you. Good >> superintendent Reyes, school board trustees and cabinet members. First, I just wanted to say respectfully, I would ask that all school school board members be present for special board meetings in the future so that all voices can be heard. Over the last year, I've
047appeared before you asking that you keep our VAPA program intact and our school counselors and behavioral assistants at their current schools. In his revised budget, Governor Nuome increased funding 6.4 billion to a total of 151.6 6 billion for TK through 12 education. What does Tula Vista School District's new budget look like as a result for the 2627 school year? Currently, the VAPA program is being funded solely by Prop 28 funds, which lasts for three years. What happens after that? Liberty Elementary currently employs a full-time music teacher and a half-time drama teacher. They put on a full-size production with around a hundred students every year. My daughter has performed in four musicals during her time at Liberty. Her love of theater began there. Please tell me that some of the funding we received will go towards
048our VAPA program. It is indispensable for our students. I invite all of you, even though my daughter won't be there next year because she's a sixth grader, but come see Frozen. That's what they're doing next year and you will think you're at a Broadway play. The arts are proven to improve mental health. According to Jenna Rainey's article, the connection between art and mental health, art can improve mindfulness, emotional processing, and even relieve stress. By keeping our VAPA program intact, our students mental health improves and or remain strong. In addition to the arts, school counselors and behavioral assistants offer another outlet for our students to express their emotions. Students develop a connection with these individuals who create a safe space for them to express who they are and share what is going on in their lives.
049Through these relationships, early intervention can take place so that our students can get the help they need and learn valuable coping skills. Your motto is that every child is of great worth. I ask that you use some of the funds from the revised budget be used to keep our counselors and behavioral assistance and show our students that you care about their mental health, not just their academic performance. A student who is supported mentally will will perform better academically. The National Alliance on Mental Health said one in six US youth ages 6 to 17 experience a mental health disorder each year and half of all mental health conditions begin by age 14. Early intervention is key. If we do not invest in mental health services I'm almost done in elementary school. There will be problems later.
050Please show our students that you value them as a whole person and allocate funds to keep our counselors and behavioral assistants not just for next year but for years to come. Thank you for your time. >> Thank you. Any good? Good evening school board members. My name is Annie Good and I attend Liberty Elementary. Today I have come to share my opinion on how important mental health resources are. Did you know that in the US someone commits suicide every 11 seconds? Now count to 11. >> Someone just committed suicide and it could have all been prevented if they had good mental health support. I know that you were thinking of getting rid of counselors due to budget cuts and you and were keeping I ready and other academic platforms. Teachers and staff at my school
051always say that mental health is the most important even above academics. So my question to you is do you think the same? I just want to ask you that you show us how much you care about our mental well-being as much as they do. Thank you. >> Thank you. Olga Loada. Good evening, superintendent and members of the board. My name is Olga Lozada and I'm speaking tonight on behalf of the instructional assistance English language learners to request an update on our job description and salary adjustment. First, we would like to express our sincere gratitude to our director Lonnie Perez for her unwavering support. Her constant recognition of IAL's team dedication and hard work has been a source of motivation and encouragement for all. Two years ago, the language acquisition instruction department underwent drastic instructional and
052operational changes. Consequently, Ills were divided into two groups, site and district AELs. This distinction is important to understand the seriousness of the issue I am about to explain. The changes in the department undeniably created a significant discrepancy in the workload and specialization of responsibilities between the two types of IALS. On the one hand, site IIAL's duties were reduced to exclusively provide academic support to English learners. So their workload was significantly reduced. On the other hand, districtlls not only continued providing instruction to students in small groupoup instruction like site IAELLs, but also continued carrying out the extensive responsibilities related to compliance with federal and state laws. Ironically, the job description and salary rate remained the same for both groups. We believe that the failure to update or perhaps even create two new different job descriptions along
053with the lack of salary adjustment is unfair. For the record, human resources has continued posting the same outdated and insufficient job description to hire new IIALs for both groups, which have certainly misled new hires. Furthermore, to compensate for the reduction of staff, most district IIAL's were assigned a second school. Human resources emphasized that they had managed for us to keep our same hours, although this was done at our own expense as our student case load grew significantly. Yet, while District IIA ELLL's workload and expertise have expanded, our job description and compensation have remained stagnant since 1997 at a range of 17 with a starting salary of $1912. For comparison, non-educational entry level fast food workers in California make a minimum of $20 per hour without strictly requiring a high school diploma or GED. It is
054regrettable to underpay staff that performs specialized duties and carries high level of responsibility such as undergo training and calibration for state testing twice a year. Receive clearance to handle secure state testing materials. provided with access to students with sensitive information being trustworthy enough to be provided with the personal laptop by the department having credentials that authorize permanent changes within the district's internal state student databases such as ehchool plus and elevation and I can go on and on. I urge the district to take this step and give um district IAELL's the recognition we deserve by updating our job description and salary range. Thank you. Thank you. The next two speakers are Maddie Thomas and then Dr. Hezekiah Era. >> Good evening. Good evening. My name is Mavi Thomas and my husband Michael is a special education
055teacher in the district and I'm just here to share our perspective on the healthc care benefits being negotiated and how it's affected us. Like I said, he's a special education teacher. I was a special education teacher myself for many years until I was diagnosed with multiple sclerosis. and I'm no longer able to teach and I am dependent on his medical benefits basically for survival and um it's very important to our family and every time there is a decrease in benefits it's like a pay cut to us and given the you know the economy that everyone's struggling with it really impacts us and so he loves this district we live in this district our children both graduated from Wolf Canyon and he wants to stay here, but um given the circumstances, he's forced to consider moving
056districts to one that provides better medical care. So um my request is that you, you know, take into consideration how important this is, not just to the hardworking teachers, but to their families as well. And please settle the contract so that they can all enjoy a peaceful summer break without having to be back in here in July. Thank you. ALL RIGHT. GOOD EVENING, President Garte, members of the board, and superintendent Reyes. My name is Dr. Hezekiah Herrera, and I'm a teacher at Sonia Sotomayor Elementary School. I'm also um on our Chiliv Vista Educators Union. I want to report back to you tonight because the work that we've been doing belongs to you and this district as well. Recently, as part of the California Teachers Association's effort, I was repres I was selected to represent um
057our educators in Sacramento alongside 15 other educators. We didn't do this for just ourselves. We did it to protect the education dollars that um every classroom your students walk into goes to. And we met with legislative offices. We crossed paths with the Association of California School Administrators. Those are our representatives for our administrators that are fighting the very same fight for the very same dollars. Teachers and administrators side by side. That's the kind of partnership that moves this district forward. And that work is getting traction. The governor's main revise now proposes record funding for our schools and it's providing flexible dollars that can be used specifically for educator recruitment and retention. We earned that. And I understand the pressures that the district is under. Declining enrollment, budget constraints, but this moment is also an opportunity.
058And the retention dollars mean nothing if our educators can't afford to stay. Our families are paying hundreds of dollars more a month for healthcare. Some of our colleagues have dropped coverage entirely as you've heard these heartbreaking stories. So, I'm not here only to ask, but I'm here to partner. We're here to partner. The funding is moving. The mandate is there. Let's meet at the table and solve this together for our educators and for the students who count on us to stay. Thank you so much. Thank you very much. >> Thank you, >> Jackie Venegas. Good evening, Superintendent Dr. Reyes, Board President Ugarte, Trustees, and District Cabinet. My name is Jackie Venegas, and I am the proud vice president of Chiliva Vista Educators. Tonight, I have a gift for you. I'm here speaking tonight in support
059of Chiliva Vista educators and our fair and reasonable proposals that have been made at the bargaining table. Since the start of the 2026 year, health care costs have increased anywhere from 8 to 11%. Our members are paying the extra costs and my colleagues on a family plan are paying up to $1,500 a month out of pocket, which is amounted to a pay cut for our employees. We can't sustain this. We can't wait any longer for affordable healthcare. I am passionate about supporting Chula Vista schools. I am born and raised from the South Bay and I made a deliberate decision after leaving for university to return to my home community because I care about our students, our families, and our communities. This is our home. But these rising costs are unsustainable. I may be on a
060single plan, but as I think about the possibility of planning for a future family, these costs are making the decision for me. I won't be able to afford one. That leaves employees with the question, should I stay in CVESD? Is this truly the best place to be? Because the proposals that have been shared by the district do not reflect that? Do I need to leave to another surrounding district that actually prioritizes the health care and well-being of their employees? We have bargained now for eight sessions this year and are in mediation. We are all full-time educators and have spent countless hours outside of the classroom to meet at the table and be disrespected by the pitiful offers by the district. We know you have the money. There are $44 million budgeted in books and supplies
061and we know you don't go through that. We can't wait anymore. So tonight, I present a fraction of our members and petitions that we have signed for you, the district, to act. We are ready to pick it, rally, and amp up our actions with the broader community if we are not presented with a fair offer on May 29th. So we ask cabinet, please settle our contract now and provide our educators with affordable healthcare. Thank you. Tracy Talamantes. >> Good evening everyone. Thank you for giving us the time to address the board and speak on behalf of Chula Vista Educators. My name is Tracy Telamontes. I am a CVE member. I'm the proud union rep for Chula Vista Hills Elementary School. Woo! Woo! Um, I'm here tonight with just one simple message. Please settle our contract.
062These times are very stressful times for teachers, for psychologists, for all of our members. We have a lot going on with our classrooms, with our students. And then to add the stress of not having our contract settled, not knowing what our future looks like is adding an extra burden that we don't need. The resources are available. You have them. Please use them and please settle our contract. Thank you. Thank you. Um, Madame President, I think there was a point of privilege being made uh regarding the comment of the classified union still having um an impact and not fully executing what the board decided um last month. Does it >> the point is the personal privilege is to refer >> right it's to refer to the superintendent >> that >> yeah my my inquiry is connected
063to whether or not did I misunderstand I watched I had I streamed in I wasn't here um but that the intent was if I understood uh trustee Tamayo and the discussion that was made here is that those particular uh classified staff that were not properly notified would be made whole. And my understanding from that and I believe I'm getting the same sense here is that the understanding was that it wasn't about reducing their hours and it wasn't about reducing their pay. So is I think the question I'm asking here are are their hours whole and are there is there pay whole? >> Yes. And uh Dr. Rosendell, can you share and can you also share what information has been communicated to uh CBCO? >> Yes. Um so every week um almost every week we uh
064meet with Ruby Williams and um CVCO president and what was shared was that for those individuals um at the direction also of of from the board that individuals who are not noticed properly would be made whole and would not lose pay. That has been that's the direction >> and not lose hours either. >> Correct. >> Or reduce pay. >> Correct. Well, that's part of the make hole. >> Oh, to make hole is all the above. Just to clarify, >> they got everything back. >> Yes. For however, for those who were properly noticed and if they are going if they have been their positions have been eliminated and they are bumping back into a position, their pay will be in alignment to what they were being paid in the prior position. >> Okay. So the the
065direction was if they were not notified properly, right? Because that's not something that we do or should do. Um those individuals have been made whole. >> Yes. >> Okay. So unless they were bumped, which would be the natural >> Well, but if they were bumped, they were not notified, right? >> No, no. What's different? >> They No, that's different. >> Difference. >> So, if they were properly notified, >> well, they they have to be notified >> by certified mail >> that they're losing the position, right? >> Correct. >> By March 15. Correct. >> Now, they have the right to bump into another position. >> That's correct. >> But that certified letter should have gone even if they bumped. Even if they went to another position. >> Correct. >> So So we're talking about the the
066Correct. So we're not talking about the the Okay. >> I think we're talking about two different things. >> Two different things. Yes. >> The ones that were not notified properly >> are whole. >> Mhm. >> They're not bumping anything. No, they're they're not they're not bumping anyone. They stay where they are. But if somebody else is bumping them, >> it's a different story. >> Nobody should >> Oh, no. It might It's quite possible that >> it is possible. >> So, if we have a like as an example, >> that would be that would be the exception if if I don't know if we have or don't, but if if they're being bumped, which would happen regardless if they're notified. >> So, let's do this. Can can we get a report on how many people were
067affected by bumps? >> I think that will create will give us more clarity on what's happening. >> And then identifying that overlap of those that were made whole. That might be the response or the inquiries they're getting >> that they're bumped but they were not but they were notified. >> Yeah. >> Again, if they were not notified, >> no action. How much time do you think that would take for us to find this out? >> Could probably be at the beginning of I would say I'll shoot for the end of this week, but beginning of next. >> So, can we do a not this Friday, next Friday? >> Just so that staff knows because they're on this correct edge. Thank you. >> Yes. >> All right. Item 10, the um safety and our California schools
068voluntary um employee benefits association presentation. Dr. Rosenale. >> Tonight we have um individuals from Viva representatives who will be sharing out the value it provides to its members um districts and the impact that of current rates. Good evening. Thank you to the board for having us this evening. Um, we will in our time try to take be as quick as possible to go through the information, but we provided some supplemental information in the board packet that might be useful for you to look afterwards. My name is Aaron CrarAel. and vice president of client services to California schools VIBA. And I'm joined today by Laura Josh, our general manager, who's going to kick off our presentation today. >> Good evening. Thank you. And apologies. I usually like to talk with my hands, but I might fall
069over if I do that. So, I'll try I'll try to be contained. Um, we just wanted to go I think when we look at Viva's mission and vision, it aligns really well with what we've been hearing is important in Chula Vista. We really believe our goal is to deliver uh strong supports for your staff that are doing hard work and building your communities because healthy teachers in the classroom deliver healthier students and healthier outcomes. And so we're really supportive of how do we create a total state of well-being for that population. And we know rates and dollars are important. So we'll talk about how not only do we think that's the right thing to do, but we think when you do the right thing for your members, you're actually going to be driving your costs
070down as low as possible. So this is Viva's core values. Um, and really looking at I think a couple things that are important again that I think align with what you're saying is we really value people and promote equity when we look at making sure that every single member has what they need to be healthy whether it's uh providing free child care in our resource centers on demand mental health services um intervening with our advocacy department when people have complex issues that require support outside the system. We know everybody has different backgrounds and needs and we focus on making sure every single member gets connected to the high-quality health care they need. And I think finally, we also we believe there's a better way. So, we focus on how do we keep costs down without
071having to shift that cost to the back of our members. We're really proud about what we've been able to deliver in terms of keeping deductibles low and making sure that not only are your members getting health care, but they can actually afford to use it. they can afford to go to the doctor. Um, they can afford to get the care that they need when they need it. So, who is Calviba? Just fast facts about us. We are a nonprofit trust uh under section 501c9 of the IRS code. We only uh deal with public sector employees. We were born right here in San Diego. So, 38 of the districts in San Diego County are members of VIBA along with the county of San Diego. And what we think is really powerful about that is that gives
072us the negotiation power, extreme leverage with the hospital systems, with the medical groups to be able to press their rates down as far as possible um when we're doing our negotiation. We do have employers all across the state. So we have over 160,000 members total in our um in our program. and we are governed by a board of directors which is made up by representatives of both management of the school districts and labor union partners. So it's a lot of what I've heard tonight around partnership. We look at VIBA as healthcare impacts all of us no matter what your role is and that's something I think we can all agree on is how do we keep costs low, how do we keep quality high and how do we work together to do that. All right.
073So, I know one of the big questions tonight is what is fueling cost growth? So, when we look at the premiums that have been growing, we brought a couple slides um from some of our research agencies. So, one, we've seen an incredible growth in the spend on drug costs. When I started doing this 17 years ago, um drug costs used to be four to 5% of our total cost uh for your healthcare plan. It's now up to 25% of the cost is going to drugs and growing rapidly. That is one of the highest inflationary um spend areas we're seeing in healthcare. On the next slide, we'll see uh a huge part of that is driven by GLP1s. So, we've seen almost a 1,500% increase in GLP1s. Every GLP1 user is almost $8,000 a year in
074spend. So when you think about we went from zero users to thousands of users almost overnight, uh it's been an incredible burden on the health care system. The other place we're seeing a huge impact in drugs is in cancer and specialty drugs. So can there are cancer medications, life-saving lifealtering medications now, but they're two, three million um which we've just had never seen before in the market. We're also seeing higher utilization in terms of um usage in the population really positive in seeing I think the reduced stigma in being able to access mental health services but a huge increase in that cost of what we're seeing and then finally higher provider rates. This is heavily driven by the hospital systems. So, we have hospital systems starting negotiations in this market asking for 20 to 30%
075increases year-over-year to their rates. So, they've been incredibly contentious negotiations in being able to ratchet those percentages down as low as possible because we know it's not sustainable. Um, but they are continuing to come back again and again looking for higher and higher rates in that hospital system. And then finally, this is just a a quick snapshot um in looking at what does specialty and the drug spend look like. Uh so we're seeing that specialty, the drug spend is growing. So you can see when we were in 2016, we were under 1%, it was really helping mitigate health care costs. We're now um we're upwards of 11% in in aggregate in the entire system. This is not just Viva data uh but really is is driving over and over and we're not seeing that slow
076down. So as innovation is continuing as usage is continuing those costs are continuing um to go up and as you see there's over 334 projected specialty medications coming out which is just uh increasing our exposure to those expenses. But the important thing I think coming today that I'll hand off to Aaron is really talking about given those dynamics, given what's happening in the system, what can we do? How can we fight that? And how do we make sure we can get the best prices for you? We're going to transition into healthcare cost control and things that you as a district can actually control. We've kind of limited it into four areas that we think are really critical that have been brought up in many of the discussions today. Um having to do with total well-being
077of membership and having a coordinated program that's actually provided through thirdparty resources, trusted resources, so you have high engagement and participation by your employees and membership. The health plan selection education for instance there are a lot of different plans that are offered currently but we don't have a heavy amount of education on which plan is right for each individual situation. There may be plans that are going to be a better fit, but because we have done a passive enrollment, for instance, the a lot of people are staying on the same plans they've always had when there might be a choice that could be lower cost if they could look at the total cost of the plan. For example, a couple of the plans offered within our system include Viva Direct, which is a direct health
078care programming that Viva provides that eliminates the insurance middleman and the cut of the cost and is offered at the lowest price product that you have a total cost to your membership across all of the different um labor unions that you're working alongside. This is definitely a product that we can help individuals that would be able to have a seamless transition into that. The second is our journey plan which is an HRA plan. And the HRA plans that you currently have available have fully funded HASS that are completely funded by California Schools VIA that allow the employee to build tax-free medical care accounts that are not only for them to be able to utilize as they'd like towards the future and cover their deductible and first C dollar spend on those particular plans. They offer
079a lesser cost family plan and they also give the opportunity for that employee to actually make it portable or to save that in the long term if they're a low utilizer that they can use in their retirement for health care. Avoiding burnout. We're hearing this in every district that we walk into today and advanced mental health resources are really critical. One of the things that we're providing are additional mental health resources. So in addition to all the benefits that are provided with the health plan, we're enriching the system by having dedicated counselors that are available virtually in our resource center which you'll hear a lot about that is going to give additional ways for our members to be able to work through health care challenges that are have no additional cost to them and get
080readiness and availability to the member faster than going through their traditional insurance product. And then of course we have our early detection screenings. This is something that we can provide for our districts. A great example of a South Bay district, we had an employee in the bus driver department. We provided screenings on site which actually included a thyroid screening. People who are working in those departments um are exposed to chemicals and exhaust and have a higher chance of thyroid cancer. We've identified many cases in the county, but one just very close to you. we were able to detect and cure stage one thyroid cancer and make sure that member didn't become a heavy cost to us. So why do we do this? Um the resources that we provide and these additional well-being and wellness resources
081that you have are because within the California and within our trust, your members are going to stay with us through their entire careers and very likely into retirement. And so the health of these members and investment to us, not only is it the right thing to do, but in addition to that, it gives us the opportunity to be able to impact their long-term health. So when we look at some of the things that Viva does to impact some of the areas in which we think drive down costs, that includes our Chula Vista Resource Center just opened on 3338 Street. I invite all of you. I think you some of you may were able to come out and see this in addition to the grand opening, but we've had over 800 interactions with Chula Vista Elementary
082School District members since it opened and we've only been live for a handful of months with the official launch in April of this year. They are using this. When I did a tour recently with some of the people at Sweetwater and Chula Vista in the staff, we had a class going on. They looked in the window and they were all waving and screaming. They knew people in the class that came out. And that class, it's our dance fitness class, extremely popular. These women have created a community of health together and now have a brunch group. So it is is creating a community. It is using resources and we have the ability to have child care as well so that no one is left behind. And when children reach 13, they can participate in these activities
083on site at no cost. So, we want to breed wellness into well-being into what you do. And you do get a well-being consultant that is free of charge to help with any of your well-being efforts and to coordinate activities that would happen on district site in addition to what happens in our resource centers. The Calva sponsored screenings including thyroid cancer, skin cancer, blood pressure, and more. We can do skin prick, etc. are great ways for us to be able to utilize the time on your district sites. We can actually provide these types of screening activities in a healthfare environment. We can do them and coordinate them into an inservice day so that we can make sure that we have the maximum number number of people at individual sites. But ultimately our goal is to be
084able to make sure that we're providing additional resources rounding out what we provide so that you have a healthier population which is going to drive down costs. I mentioned Viva Direct. This is a model that we're currently under pilot with the state of California to eliminate that middleman. And the most important thing for you to understand is this is significant savings and lower renewal costs and something that we see as the vision for California, a way for us to be able to provide health care, something that's built out of your backyard and includes transparency with the hospital systems, with the individual payers so that we understand exactly how the dollars are spent that you are paying in premium. When we work and partner with the larger health care organizations like Kaiser Perente and UHC for
085example, we don't have transparency into the actual cost through the medical groups because it's a capitated model. VIBA direct is capitated, but we will have full transparency which means we're going to have better understanding of what your employees need and how those dollars should be spent. So, we are expanding that to the Chula Vista Resource Center. We do recommend if you would like, we'd love to have you down there. Um, we're the goal of the resource center includes having on-site counselors. We have them available a couple of times a week. They can schedule inerson visits. We also have resources. We have, I know, at least six events that were hosted from this district in those facilities that is free of charge for the district to be able to utilize, not only for our staff and
086for your your your administrators. It's also available for the union partners and a unique and neutral place to be able to provide meetings. But in addition to that, all of these efforts are going through many of our different programs there which are to help employees through difficult transitions to provide them with additional health resources and help them through long-term disease states and actually incite change. We have a ton of stories that we can share about what that means and what it looks like. I have additional slides on embedded benefits that are all included and inclusive for you. That includes things like advocacy services that are completely dedicated, our staff that are within San Diego County providing resources on guidance of care for any of your members so that they're not forced to just go to
087their insurance company. In addition to that, it's something that we do a full wraparound for them, plan selection, etc. That includes a HA program that is attached to our journey plan. We believe that we can help bridge some of that gap and provide some creative solutions and even plans that will be able to help as you go through all of this. And we were proud to be a partner with Chula Vista Elementary School District. Thank you for having us. Questions from the board. You mentioned, oh my gosh, excuse me. >> You mentioned that some of our um CVESD staff have already accessed some of your programs there. >> Yes. >> How was that connection made? >> We've worked with actually through our benefit administrator and our union partners to start publicizing this program. It was
088also um Chula Vista word of mouth spreads very quickly. Um, we also have a highly engaged population at Sweetwater that have been part of this and and they know each other quite well. This is without any coordinated district effort, you know, for us to be able to work. We have not done a campaign in your district. This is purely from word of mouth and education over to your benefit administrator. So our staff that were able to access your services, they just needed to show that they were certificated staff or classified. Tell me a little bit more about that. >> Sure. As as your health care provider, we have validation process where they come in and validate themselves as a Viva member and that's how they sign up for classes. They create an account because there's
089waiverss for coming in to actually provide services. So any Viva members are eligible to be able to utilize services and currently we work with the um CVE group the teachers. >> So our staff were had to pay to become a VIBA member. >> No, this is something that's included with their healthcare. >> Okay. Mhm. >> Have you had conversations with I'm hoping you have with um our CVE leadership to see the benefits that might be available there that they're not accessing yet. >> Um yes, we have. In fact, we are very well connected. Um I see a nice water bottle there that says Viv on it as well. Um so yes we we have worked and we also provide additional information that can be shared in um their meetings. So because we are a joint
090management labor trust we have relationships outside of just the staff and administration. We have relationships with your union labor reps and you're also your chapter presidents. And the importance is that is that some of this information there's there their there are employees that are intending attending those meetings that hear it there only. So, we have different ways that we can we can end up distributing this information and hitting them where employees are and meeting them where they are is very important to us. >> And our classified staff do not have access to your programs. >> They do not. >> No, because they're not members of Viva. They are members of another broker called CISK. That's why there's that difference and that disconnect right now. >> Okay. Um, I had a question. So you mentioned that
091one of the one of the um issues or something you see is that there was a passive um how do you state it? It was >> passive enrollment. >> Yes. So passive enrollment. So what is one of the ways that you can because I see that you you said providing education over the plans and for people to know what works better for them which is obviously ideal. Um, so are you guys offering or do you guys do this with our um, unions or the HR here? How does it work? >> Sure. When it's a passive enrollment, I'll just explain the difference between passive and active. A passive enrollment means if you don't go in and make changes, what you've selected the year before rolls over without you taking a look at any of the changes
092in cost, etc. A passive enrollment is something that is easier to do because it requires that you don't have to chase everyone down. Um the only people that have to go in are the waiver people that have to fill out a waiver again. And the reason for that, so with an active enrollment, it requires everyone to go in and select their benefits for that following year. It takes a more active role just like at the word to be able to select them. In terms of education, yes, we can provide custom open enrollment meetings. We can also provide training on specific types of plans and who it might be best for. There's a lot of different ways and we can work with the union chapters and actually do chapter meetings or put additional information in there
093highlighting not only benefits but the different plan selections. I always say the journey plan's incredible for a young person who's not accessing health care. They could be saving this money every year that they could use towards health care in the future when they have bigger life events or a larger amount. The only thing they can't use it for medically is for premiums, but they can use it for anything you would see as an is an HSA or FSA type of plan. The best part about it is that this plan in the commercial market does not exist. This is the type of plan that's only available to public employees because it rolls over. It doesn't expire at the end of the year. So, you can build up a bank if you know you have a bigger
094surgery or you wanted to get some major metal, you know, dental work done. Sometimes we know in a couple years we're going to need to have some major things done. They can actually bank that money if they're not using the medical portion of it for that. There's I mean we have families who use it for braces. There's a lot of ways and it gives them choice at that point. >> Okay. Um are these you know active enrollment like are you guys like offering these because I know enrollment is such a like it's a short period of time. It's not open. >> Yes. all the year all day, you know, like I want to make sure that if you're going to be providing this service that it is like announced and told so people can take
095advantage because there's a lot of things um you know you you have other things to think about you might not understand or you might have questions. So I if you're offering these services I think it'll be great to like you know tell them in advance make sure we we get these people in so if they have any questions so we you can provide that resource that you're offering um they can take advantage of it. >> Yeah. We'd have to partner with HR and what I can tell you is that you have a choice every year to do active or passive in any your open enrollment period. You could potentially make it a bit longer so there's more choice in time. Okay. I will tell you most of the time people either get it done in
096that first week or they get it done on the last day when they're getting bugged that they haven't turned it in. But that's like every human that I know. So it what we would be able to provide is coordinate ahead of that those trainings on the selected plans. So the timeline on that really starts with making sure that the plans are selected and those contracts are signed which happens after our rate release. So oftentimes the training can start as early as that process happens in September even before you have your open enrollment period. And then again during that we've done all different strategies whether it's on-site virtual pre-recorded office hours. There's a lot of different options. And one thing we don't do is we don't charge for anything additional. >> Um so yes we would
097be able to do that for you but that would also that is going to put your your HR department plays a large role in having to follow up with people who do not complete it. That's not something we can do >> because we don't handle the enrollment system. >> Yeah. That was my follow-up question. How do you get them? >> Okay. Thank you. >> Yeah. >> Just a quick a quick question. You said so if there's any follow-up uh services, there's no charge for them or is there for example I'm seeing right now like well I guess I have a few questions. One for the resource centers is there like medical doctors and everybody there or I'm reading you know you have tea dog health access to worldclass physicians for second opinions. Is that all
098accessible in the resource centers or is there referrals at work for our >> they there are referrals. So for instance the TEDoc best doctors this is a best doctor system that we've edited out at Viva. We had an employee who had a serious diagnosis. And what we do is you send over that diagnosis and the information and they have some of the best specialists in the world look at it and that employee was told they how three months >> to live and after that found out that they were misdiagnosed the cancer type and ended up living for years longer. So this is free for anyone who's getting a diagnosis and especially in districts where maybe you're feeling like we are underserved and we don't have the resources we need. This is another access to be
099able to look at these services and be able to make sure that the diagnosis is correct. Everything that is in here is included in the program. Some of them are plan specific and we do have grids for that based on the actual plans. Use of the resource center is also completely included. Um, all of those services are something we're not trying to nickel and dime, but the resources that are within the plan are made to be able to support the well-being of the membership. >> Okay. Thank you. >> Yes, of course. >> Oh, I can talk about the clinic. Okay. So, we are in the process of actually screening vendors for an on-site clinic. And if you have toured Chula Vista, I get really excited about this because I think this is a gamecher. We
100will be putting a small clinic on site with some basic medications for people who can't get in right away to their doctor. Um, and we're also working on a screening partnership right now with UCSD because of Chula Vista and South Bay in general is having issues with getting mammograms and the weight. So, we're trying to create mobile mammogram screenings that we're going to bring down here. So, there is a lot to come and that is why any dollar that's saved goes right back into membership and that's how we we see it. Thank you. Um there's no doubt that uh what Viva offers uh all its members it's it's pretty good. Uh I've been u a member of Viva before through my work and I mean a long time even when you were McGregor and Associates
101all that way then. So I was hoping to get from here from this presentation is to really get to the nitty-gritty. Um, I hear from a lot of our teachers that why does Chula Vista ha uh the teachers in Chula Vista have to pay out of pocket substantially more than other districts around us even when the contributions to the cap are very similar or the difference between the caps are not uh substantially to warrant that difference in the premium uh that that our teachers are paying and also classified, but that's not your issue right now. Um, it will be probably later, but right now teachers, they're paying a lot of money. Um, can you tell us why is that difference? Why are we pay seems like we're paying more for our benefits? >> Sure. I'm
102going to invite Laura up here to kind of explain with me, but um, it has a little bit to do with redistribution of cap. Okay. >> So, from the underlying rates in terms of what VIVA charges, everybody pays the same in the same tier. So, you're paying the same net rate. Um, but from what I understand is many of your peer districts in the South Bay, the delta between your single party and the cap, they take that excess fund and then they redistribute it to the families to be able to take the family expense down. So, while your cap may seem similar, >> that leaves >> you I mean, I did the math roughly $2.8 $8 million uh delta between the single party and that that gets reallocated. I know I had confirmation at least
103three districts down here are doing that reallocation. >> Yeah, I know South Bay is doing something like that. Sweetwater will probably be is doing or some something's happening over there. >> Yep. Uh but so a part I guess part of that uh is that now do you do you see any value in having still separate uh classified and and CV? I mean, I know you're going to say no because it benefits, but but I mean, a long time ago when we decided to as a district to allow um different bargaining units to have different brokers, it made sense because back then the the cost of benefits were not that substantial. We were able to uh have families pay at one point it was free. I know in Sweetwater we used to have it free, right?
104Francisco. Um, so it was it was free at one at one point. Uh, and now it's $1,500. So when I look at classified uh a classified worker uh a noon duty or um somebody in the cafeteria, they're pretty much working if they're a family, they're pretty much working for benefits or they're working to still owe for benefits, right? They still have to write a check after they receive their check. They have to write an additional check to be able to just afford benefits. and that it's sad uh especially when we're the second largest employer here in Chilow Vista that our employees have to write a check back to us to be able to have benefits and cover their families for their basic necessities. So, I'm looking for ways ways that you can tell me that
105if we do this, we can save x amount of dollars. Uh if we do this, we can restructure our our plan offering and really be able to offer a plan for our all our staff so they can not only have good quality benefits and all these wonderful benefits that Viva offers, but at a affordable rate. And that's what I'm looking and I I know I often say this, we have millions of dollars worth of brain power right here. Um I think we can do better and we should for our for our employees. So I'm looking to you where can we look? >> Yes. So I think I think there's a couple things. I think one it's going to take our rolling our sleeves up um to figure out kind of what do the numbers look
106like? But your number one predictor of health care costs is your average age in your plan. So when you're driving families out of your plan, you're driving your average age up, which drives your prices up. >> So the broader you can make the pool and the more >> um like children and younger ages you can get in that average age app brings your prices down, right? When you look at your rates and what that looks like. So it's good to have family content. You want to have that balance um because you also end up with adverse selection the more expensive it is. So when you're talking about an employee who uses 100% of their paycheck, >> you better believe that employee is a probably a heavy user of health care, right? Because you're invested in
107doing that and making sure you have that. So you want to create um the broadest pool possible. That is why like for teachers um when they came into VIBA, we required the grandfathering of the waiver incentive because although it seems at the beginning like a good incentive to have people leave your plan because you save that premium, >> what you end up doing is diluting the people who are left. So the people who are left pay higher premiums because of the waiver populations that you have out. So, how have we or what is the process for the district to get a a quote, I guess, and look at every every single one of the staff members that receive benefits into one pool, not just teachers, but if we take everybody, right? Because if we spread
108the pool, if we grow the pool >> essentially and we look at everybody that is seeking benefits or is enrolling benefits, then >> that might be a I'm thinking and it should >> be a lower number >> of cost, right? >> So, >> what is that process? How do we get started to at least get that data, be able to present it to our bargaining teams and and show them that there's another way, right? It's if it's with Viva, if it's with CISK, uh we would can have that conversation also, but we want to see that maybe that time of spreading the pool is is gone. Mhm. >> We need to make sure that we unify that pool so we can spread the risk and hopefully drive down >> those prices a little bit down
109because just >> and you know you're toddling the line of >> I am very toddling the line. I am toddling the line and I will risk it >> for a biscuit. >> So >> he knows what I'm talking I I do know I I I I've been in >> You've been warned. >> I've been warned and I think this is a topic that is worth >> I I'll risk it on this topic. This is a mountain that I'll >> He's throwing out hypothetical questions right now just so because and we have good intentions but we if we're being >> Yeah. We're not we're clarifying that we're not bargaining outside of our >> We're not bargaining >> and we're not >> we're gathering information. >> However, the the decision on what what broker to use relies
110on the district itself. >> Yes. And we do need information that maybe HR needs to be provided to give to us. Anyways, we'll continue on that path of I'm advocating for our staff. >> Yeah. >> And I'm advocating to make sure that we explore all options to bring back some alternatives to what we're currently doing. What we have been doing does not work anymore. and we it is time to start looking. Um unions and our friends, labor partners can decide what plan they choose to pick. That's on them. >> But I think we as district as a district, we need to do our best job to bring those options to them >> so they can pick. >> And I'll leave it at that. Well, and I think the thing I would just encourage is openness
111to consider different plans. A lot of times what happens in an RFP process that you're describing is it'll say match our plans exactly, right? Like we're going out to RP, but we don't want to change anything. So, I think part of what the discussion has to be if we're going to change the paradigm, we have to be willing to sit down and say, "Hey, how can we change this to give the best options?" And then to Erin's point, really educate the employees around getting them into the best options for them because if you can drive good participation in your journey plan, right? Um that'll drive your cost down for everybody, right? In terms of what that looks like. So, I know that typically we do do an RFP on something like this, >> but for
112budgetary purposes, could we do an RFQ or just a a quote? >> No. >> Well, I am pushing it. I know. And I think that this is this is the level of advocacy that I want to do. Um because we cannot afford it. Our classified employees cannot afford it. Well, and I would say you have our commitment to partner with you in whatever way is appropriate um in finding solutions because we want to help you find solutions. We want to make sure we can help you model. We can help you look at plans. Um we have an entire underwriting department that can help make sure you have the right plans. We're getting the people in the right place and we're getting the prices as absolutely low as possible for you. >> All right. Thank you.
113So with what you were saying just double checking um you you know there's hypothetical questions um where is the right setting to ask this questions if not here >> this has to be bargained by the associations and we can't have conversations that we might be voting on in the future after the associations bargain and he's trying to get the best information possible. We can't we can't have these conversations >> because because we may be we may we'll be we actually will be voting on these in the future. >> Okay. >> And we also got to be careful because we are out for an RFP right now. >> Okay. >> That's why we have to be careful. >> Okay. Yeah. Cuz well my thought was we can check how much it is you know like >>
114we'll know all that. >> Oh okay. Yeah. That's what I'm like we need to know the money amount and see how we can decide. Okay. Just making sure. >> Hence the R RFP. So >> I I'll ask you later. >> Yes. >> Do that later. >> All my questions were answered. Thank you. >> Thank you for your presentation. >> Thank you for your time. We appreciate that. >> All right. Before we get to consent, um it's 7:47. Be back at exactly 8 o'clock. All right. Consent calendar. The following items listed under consent calendar are considered by the board in one action. There will be no discussion on these items prior to the time the board votes on the motion unless the members of the board, staff or public requests specific items to be discussed and/or
115removed from the consent calendar. Um uh before we uh move the consent, please note that item 11E has been withdrawn by the staff so it can be crossed off the agenda. Item 11E has been withdrawn. >> Okay. >> Do we ask why does that >> withdraw taken off the agenda? Um, and then item 11 BB has been pulled by the public. >> B is in boy. >> B. Yes. B. B as in boy. Um and then I'll start down with um trustee um Ramirez Dominguez. >> Yes. >> Um do you have any items to be pulled? >> Yes. Uh 11 C. >> Uhhuh. >> Uh subsection A. >> Uhhuh. >> Subsection D and sub subsection J. Uhhuh. >> Uh, also um 11 M as a mom. >> 11 P is Peter. >> 11 A. >>
116Mhm. >> Double C. >> Mhm. >> And you said E is still there, right? Oh, yeah. It was B. E and double J. >> Double E and double J. >> Mhm. >> Okay. >> Thank you. >> Trusty Ramirez Domigantes >> 11B. >> Uhhuh. B like boy >> is in boy. >> Okay. >> C subsection 11 C A >> Uhhuh. >> 11 C D >> Uhhuh. >> and 11 CG. >> Uhhuh. >> Then 11 D. >> Uhhuh. >> As a resolution. >> Uhhuh. >> 11 H. >> Uhhuh. >> 11 Z is in zebra. >> Mhm. >> And BB B is in boy. BB. >> That's all. >> Yes. >> Trusty Tolston. Custo. >> Okay. And then Trusty. >> Okay. Is it something you want to speak on? Do you want me to add it? >> The
117the resolution on >> Yes. >> Okay. >> No, it's D. D. >> D. Oh, it's D. Okay. >> Yeah. I meant to >> I can speak on H, but >> you want to speak on it, too? Oh yeah. >> Okay. >> All right. So, let me go back just to make sure I have them all. Um, so Trustee Ramirez Dominguez, I have 11 C subsection A D and J. That's all for C. 11 D 11 M 11 P is in Peter 11 A 11 C E and JJ. Sorry. Can you go back to 11 C? >> Um, just it it was three sections of that one. I don't know if you have >> A, D, and J. >> Okay. Yeah. Sorry. >> Okay. And then trust me, 11B, 11 C. Subsections A, D, and G.
118Is that correct? >> And then 11 D, 11 H, 11 C, and 11 BB. >> And then Trace 11 D. B. >> Yes. Okay. Okay, I'll entertain a motion for the consent without those items. >> Motion to approve. >> Second. >> Moved by trustee Ramirez Dominguez, seconded by Vice President Theayo. Recording secretary, please call the vote. >> Ramirez Dominguez. >> I do. >> Castillo Tolston. >> I motion carries 5. Okay. Starting with um in alphabetical order, Trusted Omega Cervantes 11B. >> Yes, there was a special meeting and my understanding was from uh reading some of the board bylaws that we should have had the special meeting minutes provided at this time also, not just the general meeting. I didn't see it in the packet and I didn't see it posted. >> Yes, >> but I'm
119speaking about the special meeting. >> It was Oh, because it was in May. So, we have until >> But I think it said in the next maybe it's just the way it's worded the bylaw. it it reads that it it'll be um provided in the next general meeting and so here we are in the same month. >> So that's fine. So we maybe we just need to clarify that. >> Okay. >> Duly noted. Thank you. and 10A. Uh in the minutes also from last month's there was uh we did have a discussion about uh previously uh discussed update that was going to be provided to us on the media dangers uh awareness and activities. It was discussed in the previous month and the reason I had pulled it last month in April was to say,
120well, why don't we still have it? So, it's rolled over the last two months. >> So, you want to >> I just want to make sure we get that and and especially probably a good timing for us since school's going to start again for us to be to to develop it so that it's in place. Uh and especially with all the horrors that we hear in the media now and social media, the effect it's having on our youth. >> Yeah. If you Yes. Yes. And if you could um >> remind us Yeah. At the very end, could you uh share share that way we can notate exactly what >> So my point being then is maybe it should be included in the minutes. It was discussed then. >> Was it in the Oh, it was
121So you So what you're saying in the minutes for 10A? Yes. If we add so um recording secretary in 10A can we revise um the minutes for April to >> incorporate that she that trustee Dominguez Svantes asked for media so media update please >> and it was at that time I was bringing it up because I had requested it in March as well and it still wasn't on there. >> Okay. So moving on. Did you want me to go 11 C or is that for characters? >> Well, yeah, we'll come back. We'll go back. You can both So, I'll come back to her and then A. So, you both had 11 C A. So, let me go >> 11 D. >> Well, they both had to live in CA. >> Yeah. >> And then C
122D. Well, I'm I'm going back. Did we go to CA? That was CA. So, now C. >> That was 10. That was That was still >> That was still B. That was the minutes. That was the minutes. So 11 Ca Trustee Ramirez Dominguez. >> Oh, we need to go vote for 11B. Sorry. So um do we accept the minutes with the revision? Um do I have a motion for 11B? >> Motion to approve. >> Second. >> Um moved by Trustee Ramirez Dominguez, second by Castillo Tolston. Recording secretary, please call the vote. >> Ramirez Dominguez. >> Hi. >> Dominguez. Castillo Tolston. >> Hi. >> Tamaya. Hi. I motion carries 5. Okay. 11 CA. And please direct us to the page too so I can find that. >> Uh the page number is five out of 12.
123Uh new hires no employments I think. Um I am my question is on the last last person on the new hires. Um instructional assistant immigrant family/ student support in Spanish. Um I just wanted to have more information. And this is the first time and I always read our our um new hires. Uh so this is the first time I see the immigrant family/ student support in Spanish. Um I just wanted to know is um what school is having this or and is this something um that we have in all of our schools this position? >> Dr. Rosen, >> I'm going to toss this one over to Lonnie Perez. >> Thank you. Hi, thank you for the question. And so the district receives title three immigrant funds. And so these funds are used specifically to support
124our immigrant and newcomer students. And so we currently and have had two employees that have been with us for many years. One of them supports our immigrant students that speak Japanese and one of them supports our immigrant students that speak Korean. And so for about a year we have had postings up a few I think it was last year we approved some revisions to the job descriptions and we um went ahead and decided to fill the position for an immigrant family student support who speaks Spanish. And so this person does work a lot more hours than the other two because we have predominantly uh Spanish-sp speakaking immigrant students. So this person does not work at any one specific school site, but what happens is we use our immigrant um data. And so every six weeks,
125this person will rotate to different schools where we have newly arrived students that speak Spanish. And so currently this um and I can give you that in a board update, but I know they are currently working at Harborside, Lauderbach, some of our schools that have the greatest needs and the greatest amount of students that are immigrants that speak that language. And then when we come back um in the beginning of the school year, our department will look at the data again and we will have this person assigned for six weeks to those highest need schools. And so we get immigrant students all the time throughout the year. So we make sure that this person is supporting um our most newly arrived students that speak Spanish at these schools. >> Yeah. Thank you. I know it's
126a need especially at Lauderbach and um Harvard side. Sorry. Um I know that was one of their biggest needs. So I that's why I was asking if it was a to a diff to a certain school, but I like the way that you're saying um that they are rotating. Um are is this enough um to have one person? Um I don't know if >> do we have a bigger need? >> Well, it's never really enough, but we do have uh a limited number amount of immigrant funding. Okay. >> We don't necessarily get that immigrant funding every year. We apply for it through the consolidated application. And so, uh we're not always guaranteed that money. It depends on the number of immigrant students that we have and the difference between one year to the next year.
127So it's a a difficult formula to understand. Um but if there is an increase then the state will allocate us those immigrant funds. It's not a whole lot. Yeah. Right. Uh but we do want to utilize it before it expires because our students really do need it. >> Okay. >> Thank you for the clarification. >> You're welcome. >> Trustee Dominguez CVantes. So, in subsection uh C D I'm still on A. So, >> Oh, I'm sorry. Did you have anything different on A? >> 11 A. >> Uhhuh. 11 CA. >> Oh, I'm sorry. >> Yes. My questions related to how many um instructional aids uh we let go and how many we're bringing on board appears to be more consistently the instructional assistance special education. So my question is related to couldn't and did we get
128rid of those people sitting in those positions and or if not my question is if we had instructional aids that possibly could have been trained to then take this position. >> Yeah. Could you share uh pro information in regards to uh if there were any uh releases and why are we bringing up uh the aids that we that we have and what is the process from being going from one to the other? >> Okay. So the new employment that you're seeing in terms of pair of professionals instructional aid special education these are these new employments are filling current vacancies. Um then you have individuals who may be eliminated their positions have been eliminated for next school year or you have individuals pair pair professionals who are serving sixth graders at this time. And so right
129now um special education with budget and human resources. We're going through a process of reviewing each site's allocation and the attrition of our students. And so very soon um we will be working together to reassign and reallocate um the staffing that we have for the next school year. >> May I continue? >> I that answers part of the question. The bigger part of the question is, we're bringing these new folks on board and we let go of so many instructional aids. Why were they not provided this opportunity? And if they needed more training, in my mind, of course, I'm not HR. In my mind, I'm thinking half the training at minimum is already under their belt. at minimum they need that special education component maybe. So my idea is we just put so many people
130through that uh horrible exercise of losing their jobs and we're bringing new people on board. So I just my brain does not compute. It doesn't understand that. >> I understand what you're saying. These individuals that are being brought on now though um and these are individuals that were being onboarded prior to spring break. So we are now in a hiring freeze. We're no longer onboarding any new employees in terms of pair of professionals. These individuals that are being brought forth today were already in the process of on boarding prior to spring break >> prior to the the the pink slips. >> Correct. So now um we're in a hiring freeze. the individuals who um whose jobs may have been eliminated or we are looking at the reallocation those individuals will be redistributed. So our plan
131is to um to reassign them into vacant positions for next year. >> Right? But then we go back to what we were speaking of earlier in another agenda item where uh it'll be less hours so it's less pay and it has this domino effect. Um thank you. >> You're welcome. >> Dr. Reyes, my question is now is um we had to have had an idea prior to if we already knew prior to spring break that that uh we were going to have to onboard so many. I know where we have enough experience and skill set in our um uh departments to have known that some of these people could have take some of these other individuals could have possibly taking this jobs. I'm just wondering if we can relook at that process again if this
132comes around and we're faced with similar situation in the next cycle. Yeah, one of the things that uh we did is we we did a hiring freeze. So for this semester uh the ones that were not onboarded prior to uh if there's any openings we are getting um sometimes outside agencies to cover that way that next year it allows the opportunity to possibly have more openings so we can bring back the the the ones that we have. >> But I understand what you're saying. >> Thank you. That was 118. >> Okay. 11D. Trustee Ramirez Dominguez. >> Yes. Um, resignations. Uh, let me see. Okay. Yeah. Uh, I just, you know, I was reading the list again and I I I don't believe that people that have resignations get like a farewell party. Um, but I
133just saw a few of the teachers that have been very instrumental to my own children's life and education. So, I just wanted to acknowledge Kayla Engelhart and Lauren Flores. Um, they've been amazing teachers, guides to my kids. So, it's sad to see them go as I know um, every single one of these teachers has done a great job in our district and whatever the reason that they have chosen to move elsewhere. Um, I hope um the best and that is everything I had to say about that one. >> Trustee Dominguez, >> D and Ger combined, it's the same question and D is on six of 12 and G is on eight of 12. Um I'm just wondering if you had an idea off the top of your head I suppose of how many of these
134were part of the attrition so that we would reduce the number of uh certificated staff or other classified staff that were >> so Mel want to take that one in regards to the teachers. >> Yes. So many of these were taken into account um uh early tells. Um and then as we received more resignations and more retirements, we were able to go through and resend um resend teachers from the layoff. >> Where what number are we at now? Uh and rest of the Janet >> for general ed teachers from the layoff list. We have one teacher remaining but that is a special situation that um we're we are reviewing that teacher's um credentiing. Um she's on a special waiver and so we're waiting for her to secure the final requirements. >> So we just have
135one. Thank you. >> And it's a credential issue. >> Yes. and classified. How many was the last number? >> I I'll have to give you that number. Um I can give that number in that report. >> Yes. >> Thank you. >> And then Trustee Ramirez Dominguez, you had four uh you had 11 CJ. >> Yes. >> Give me one second. Let me get to them. uh for consultants uh for page 10 out of 12, classic Classic for Kids, Inc. uh will provide music education and arts enrichment for students. Uh I just want to know what schools are going to be benefited by this. >> Miss Casey, >> yes, this is for our 13 community schools. >> Okay. So the community schools will use their community school funding to provide this for after school for students.
136>> Okay. For community schools. Okay. Thank you. Next, uh it's page 11 out of 12. Uh Nova Services, Inc. will provide geotechnical services. Um I wanted to know what geotechnical services are. >> Mr. Punk, >> because we plan on building a parking lot. This is where they do an analysis of all the soil um so that way it can make sure that it can hold all the weight and um is developed properly >> and yeah we're trying to build the parking lot Montgomery right >> that's correct >> okay thank you and next one same page two paragraphs down it says Sharpie steely will provide industrial medical services uh yeah so what are industrial medical services. >> That's workers comp. >> Ah, okay. So, they will be providing our workers comp and it's paid out of
137the general fund. Okay. And I think I have one more. Sorry. 11. Oh, that might be it for that one. >> Okay, that's all of 11C. I'll entertain a motion for 11 C. >> Motion to approve. >> Oh, sorry. Sorry. >> Oh, did you find it? >> Yeah, I found it for adapted aquatics. Oh, no. I think that was >> Oh, that's weird. Sorry. It was supposed to be like in the higher. So, I don't know if we can go back >> up. Is it still 11 C? >> It is 11 C. Um, for it's in the new hires. Uh, it's page. Sorry, I mixed all my papers. Let me find it over here. Okay, page four out of 12. um adapted aquatics program specialist. Uh I'm assuming, but I want to make sure I'm
138right. This is for Rogers Elementary. >> That's correct. >> Okay. So, does that mean that they're going to start h using the pool again? >> Correct. >> Um do we have a time when this will happen? >> Well, as soon as we on board the person. >> Oh, no. But like do we plan to have it like for next year or >> Oh, definitely. Yes, absolutely. They're going to start doing the adopted aquatics for our students. Okay. >> Oh, it's open now. Yay. Okay. Thank you so much. That was it. >> So, who motions? Was it Trusty Domantz? >> Yeah. >> I need a second. >> I can second. Okay. Um, move by Trustee Domigvantes, seconded by Trustee Ramirez Dominguez, recording secretary. Please call the vote. >> Ramirez Dominguez. >> Hi. >> Dominguez. >> I.
139>> Castillo Tolson. I >> I motion carries 5-0. Um item 11D, everyone pulled. This is the resolution um adopting um designating May 2026 as Asian-American and Pacific Islander Heritage Month in the Chula Vista Elementary School District. Um I'm assuming you all want to read. >> Yes. Yes, >> it's little. >> Okay, >> little. >> Yeah, it's little. So, I'll just read like the first paragraph. Whereas the state of California is home to approximately 738,22 Asian, American and Pacific Islander students from kinder through grade 12. And whereas diversity of these groups includes Bengali, Burmese, Cambodian, Chinese, Filipino, Mong, Indonesian, Japanese, Korean, Lao, Malaysian, Okinawan, Pakistani, Thai, Vietnamese, Samoan, Asian, Indian, and others. And whereas Asian-Americans and Pacific Islanders have made substantial historical and cultural contributions to the growth and development of California government, industry, and commerce,
140ar agriculture, science, literature, and the arts. And >> whereas the history social science framework for California public schools supports the inclusion of multicultural perspectives and the experiences of diverse racial, religious, and ethnic groups throughout the curriculum. And >> whereas Asian-American and Pacific Icelander uh heritage month is celebrated annually at the local, state, and national levels. Now therefore, be it resolved that the board of education of the Chula Vista Elementary School District proclaims the month of May 2026 as Asian-American and Pacific Islander Heritage Month and encourages all educational communities to commemorate this occasion with appropriate instructional activities. >> Move to approve. >> Second. >> Moved by Vice President Tomo, seconded by Trustee um Castillo Tolson. Recording. Secretary, please call the vote. >> Ramirez Dominguez. >> Hi. >> Dominguez. >> Castillia Tolston. >> Hi. >> Tamayo. >>
141Hi. >> I. Motion carries 5. Okay. Let me get Okay. Um item 11H. Trustee Dominguez. >> Excuse me. I just want to know a little bit more about this program. Doesn't have to be long. Just give me a little briefing. >> Yeah. So, in an effort to support our students and their with their leadership level, we're going to be providing uh during the summertime, we're going to be providing um some summer a summer academy where we're going to be using this this uh software that provides uh instruction in the areas of uh phological awareness, phonics, vocabulary, fluency, comprehension, and other literacy uh areas. >> Thank you. You know, there's a few of us that wanted a summer program to happen. Who's going to have access to that summer program? >> Uh, it's going to be
142for third and fourth graders. >> Even better. All schools. >> Yes. >> At each school site. >> Well, no. No. It's going to be at the We have designated some schools, but students can attend those schools. >> And what's the criteria? >> Just uh attend, right? I mean, Miss Morales. Uh yes, this is part of our lead academy summer program and actually uh during our LCAP presentation, we have a slide dedicated to explain this in more detail. >> Okay, I'll wait. Thanks. >> Thank you. >> Move to approve. >> Was it trustee Dominguez? Did you second? Okay. Move by Vice President Tomayo, seconded by Trustee um Dominguez Cvantes, recording secretary. Please call the vote. >> Ramirez Dominguez Dominguez. Castillo Tolston. Hi. >> Tamayo. I >> I motion carries 5-0. Item 11M trustee Ramirez Dominguez. >>
143Yes. >> I want to know um I understand that we're just changing the frequency of payment. Instead of a yearly payment, we're going to um more frequent. Oh, quarterly. Um I just wanted to know um an update with this. Is this enough parking for those teachers that ladder back? >> So this this to support the parking that exists in Lauder. So as you probably know we don't have enough parking. >> Yeah. >> We have uh two small parking lots at Lowerback. One in the front, one in the side. >> Yeah. >> Fourth Avenue and Palomar. And so we've for several years we've been using the church has been allowing us to use a parking lot. And so um and there's been a sort of like a verbal agreement. And so this is a way to
144memorialize and make it uh a more formal >> um partnership with w with with the church. >> And so it's on a yearly basis. So, it's for it's going to be for 3 years now. In the modernization of the of the school, we are looking at um possibly expanding the parking lot on the one on Fourth Avenue to >> allow for more parking uh spaces. >> Okay. Um when we, you know, this agreement that we have with them, when Ladak has like afternoon events, community events, are we able to use this their parking lot still? So whenever the school hasn't any event or is it only for like morning? >> Yeah. So so my understanding is well it's for during the school day. >> Yeah. >> And if it's not being used then there could
145be communication with the church. Of course if the church has services then no >> but if it's not being used and there's communication with the church. >> Okay. Yeah. I just wanted to know because I know they have like um afternoon programs and all the other stuff >> um or parent teacher conferences or whatever event they have. I wanted to know if those were like covered or stated in this, but I just Yeah. Okay. Move to approve. >> Move by trustee Ramirez Dominguez, seconded by Trustee Dominguez CVantes. Recording secretary, please call the vote. >> I motion carries. 5-0. Item 11P, trustees raid Dominguez. >> Yeah. Um I'm like yeah it's this one. Um I read this and it was like a like a story like this happened and then this happened. Um I just wanted
146to know what caused the delay for the um portable classrooms for ROAR. >> Can you repeat the question? >> Yeah. So, um, it was like they're explaining that there's a delay for the portable classrooms, uh, at ROAR for the the portable classrooms that are going to ROAR, I'm assuming. Um, but I was wondering what caused this delay that has to make us, you know, um, work with a different company and do all the other stuff. >> Okay. So, I'm going to have uh, Mr. Pong explain because this is a very >> um special circumstance that is not it's a very uncommon circumstance. >> So Mr. P can you uh go through the the story or the history of of what happened and then why do we need to go this route >> especially because we
147have a very strict timeline >> right so currently at roar we have an existing project and it's a HVAC and roofing project so air conditioning and heating um and roofing project and the company that the vendor that we're working with is Jackson and Blanc and Um as we started the modernization process at Via Lindo, uh ROAR was identified as one of the relocation sites and that's where um we decided to lease out portables and so we had to submit a change um a change construction change document to the division of state architect. Um and that process took longer than um the other relocation site, LMA verde. Um, that one we were able to do as an over-the-counter process. Um, so this one took a little bit longer. Um, you saw in letter Q that we
148did bid out the LMAR day one, but because of that delay in the construction documents um, and the urgency of the relocation and the need to have those installed um, prior to the start of school in the middle of July, uh, we're asking for adoption of this resolution to approve a change order with Jackson and Blanc. the current um contractor that's on site, they're able to perform the work. >> So, so to be specific, because when we talk when we hear change order, what comes to mind is that we have a specific project with specific um characteristics and then there's a change meaning that we need to uh the cost might go up, might go down or there might be some something that changed. Um, in this particular case, we're adding a whole new uh
149it's not the the HVAC and roofing. It's an additional uh project which has to do with the with the relocatables. >> Okay. >> With the temporary housing. >> It says that because of the um the timeline that we have, we are not going to do bids. >> Correct. So what happens is if we don't go this way it would require us to do uh a whole process which then by doing that process we would not be able to meet the timeline and open up school with with a with a housing temporary housing meaning that students would would be without a classroom. >> Yeah. Okay. Okay. Yeah. It was it was a long story. I read it out but um I was wondering about the delay and Mr. Bong was able to respond to that question.
150Um I think let me double check. Yeah, those are all my questions. I move to approve. >> So with I'll second but what are we buying for $1.7 million? >> Mr. B. >> So it's all the infrastructure to get the um the ground ready for the portables. So, all the paving, electrical, um, conduits, and, uh, plumbing. >> I'm in the wrong business. >> So, second moved by Trustee Ramirez Dominguez, seconded by Vice President Theo, recording secretary. Please call the vote. >> Ramirez Dominguez. >> Hi, Dominguez. Castillo Tolston. I motion carries. 5-0 11 Z. Trustee Domigga Servantes. >> Yes. The cover sheet on the background information second line says that provides competitively solicited master agreements for the use by state agencies political subdivisions. I think I can pause right there. >> Ask the question. What exactly
151does this mean? What are we getting into here? >> Yeah, Mr. Brown, can you uh explain the why we have this and what does it do? >> Yes. So, this is a national cooperative, NASPO, um that we can piggyback contracts off of. And so, as a we're a political subdivision of the state. So, um school districts are subdivision of the state. And so, that's what that is referencing specifically. But this will um allow us to buy um purchase copers and printers under this um piggybackable bid. >> And that's what it's called political sub subdivision. All right. And so we're just piggybacking off of an existing procurement that we use to get our supplies. >> Correct. for for copers and and printers. >> Right. Okay. As needed. >> Thank you. >> Move to approve. >> No.
152Second. >> Sorry. >> Moved by Vice President Tamayo. Seconded by Trustee Castillo Tolston. Recording secretary. Please call the vote. >> Ramirez Dominguez. >> Hi. >> Dominguez Cvantes. >> Castillo Tolston. >> Hi. >> Tamayo. >> I. Motion carries. 5. Item 11 AAA. Trustee Ramirez Dominguez. >> Yes. Uh for the Selpa, it is coming in place of that Aspire program at Allen. I wanted to know are all the programs that we were offering with Aspire going to be offered with SOPA? >> Yes. I'm going to have uh Miss Casey share, but it's actually going to be actually enhanced. So, Miss Casey, >> so our current students that are there, we have we're holding meetings with parents to see if they want to continue with the South County Sulpha program. If not, we're offering district schools, but that
153program will be enhanced because it will be able to provide a more wraparound type service for students and it'll be open to all students in our community, not just in our district. >> Oh, >> yeah. So, other direct surrounding school districts can have that opportunity to place students there as well. >> Okay. Responsibility >> falls on Selpa >> the county. >> County. Okay. >> The county. Thank you. >> And they this is because we're going to be leasing the building to them. >> So, we will be receiving rent. >> Have we fixed the the way the Aspire building the issues we had there? >> Mr. Pong. Uh I know that your team was uh looking into that. Mhm. >> That was with the I think the odor issue. >> Yes. No, we did a walk
154through and we also did >> we also did a walk through with the county and so um that was already taken care of. >> Yes. Thank you. Um I know uh Trustee Tamayo invited me to go smell it and I said no, you can do that yourself. >> Motion to approve. >> Second. >> Moved by Trustee Ramirez Dominguez, seconded by Vice President Tomo. Uh recording secretary, please call the vote. Ramirez Dominguez. >> Hi Dominguez. >> Hi Castillo Tolson. >> Hi Tamayo. >> Hi. Motion carries 5. Item 11 BB um was pulled by the public Noel and trustees. >> I I pulled it too. Good evening everyone. Um, so since it says that the superintendent or designate can make necessary budget adjustments after June 30th, I'm just curious if it still needs to be approved by
155the board of education or or without approval or if it could be uh or if the changes will be presented. Oh, sorry. I'm curious if it still needs to be approved by the board or if the budget can be adjusted without approval of the board of education and if there are changes if it will be presented at another board meeting. Thank you. >> So, so, so Mr. Pong, so Mr. Pong, could you share the reason why uh district school districts have this in place? And when we're talking about transfer of funds, we're not necessarily we're not talking about the budget, but how school districts receive the the funding from the state and in which months and why sometimes we need to transfer funds. >> So, this one actually is related to the closing of our
156books. So, um, we, uh, tonight we'll be presenting our estimated actuals and, um, it's a projection of where we anticipate to end the June 30th, um, school year, but this, uh, resolution provides us the ability to, um, but do budget transfers between categories. So, for example, um, if we were unable to hire a staff member, we might have used an agency. So that's a change in the different categories from a salary over to a service. And so this allows us to make those year-end adjustments because we're still closing the books for two months, July and August. >> And then in September at the September board meeting, we bring back our unodudited actuals for the final board approval um at that time. >> Yes. So there there are operational changes as as are needed to close
157books. And this was pulled by trustee um Ramdes Dominguez and then trustee Dominguez Cvantes. >> I I pulled it not >> Oh. Oh, you know what? I had it circled for the public, but then I also had Dominguez. Sorry. >> The some of the question was uh answered for me. Are we ever going do we find ourselves in a position where like oh my gosh, we just borrowed from Peter and now we can't pay. Now it's so there's some expenditures that can be paid out of um two two different categories. For example, it could be paid out of a restricted fund or unrestricted fund. And so depending on where we are, we might say, you know, let's go ahead and use restricted fund. So So that would be an example. Another example is the the
158one that Mr. Von gave that uh we're using uh a staff and uh let's say that that position uh becomes open vacant then we hire someone someone from an agency. That's what it is. >> So so then that would be a different fund. >> So essentially you're saying no we're not going to get >> So so it's not about borrowing money. No no it's not about it's the ability to to use different funds that best serves Exactly. >> Okay. So, we're not borrowing money from other No, >> it's to >> move to approve. We live in BB. >> Second. >> Moved by Castillo Tolston, seconded by Dominguez Cvantes, recording secretary, please call the vote. >> Ramirez Dominguez. Hi, >> Dominguez. Hi. Castillo Tolston. I >> Motion carries 50 11 CC. Trustee Ramirez Dominguez. >> I
159have E. >> I have CC E and JJ. >> Oh, not CC. >> Move to approve CC. >> Second. >> Moved by Vice President Tomo. Seconded by trustee Dominguez Cvantes. Recording secretary. Please call the vote. >> Ramirez Dominguez. Dominguez. >> I. >> Castillio Tolston. >> Hi. >> I. Motion carries. 50 E. >> Okay. Um I wanted to know why we are rejecting all proposals. >> Yeah. Mr. P, can you share why uh why we did the the RFP and then what we're rejecting and then what the next step is going to be. >> Yes. So, we issued this RFP because um we currently have one software system that's handling our afterchool registration and a separate one that's um helping with some of our other coordinated programs like the YMCA. Um and we wanted to look
160for a program that can combine all of that into one system. And so, um, we did have, uh, three vendors that came, um, but throughout the process, um, it was determined that those three vendors might not fully meet the needs of the program. And so, we plan on, um, reviewing our specifications more closely and then reissuing um towards December, January um to, uh, to solicit more bids. So, there won't be any change to, you know, for the following year because I know they open up, >> correct? >> I don't know if they're already open, but they're going to open up real soon >> um for ELP and um all of our other programs. >> Right. So, we will be bringing back another contract next month to continue those for one year. Yes. >> Okay. Yeah.
161I want to make sure that we have something >> even though I don't love that platform because I've used it and Yeah. Okay. Motion to approve. >> Second. >> Moved by trustee Ramirez Dominguez, seconded by Trustee Dominguez Cervantes. Recording secretary, please call the vote. >> Ramirez Dominguez. >> Hi. >> Dominguez. Hi. >> Castillo Tolston. Tamayo. >> Hi. >> I. Motion carries 5 and item JJ. Trustee Ramirez Dominguez. >> Okay. Oh, there they are. Uh, I just wanted to thank the NFL flag football San Diego for donating $20,000. Um, and the Garner family for donating $500 to Sonia Sotomayor sendin. Um, I just I had a question after that. Um, this money, especially the $20,000, it goes to um what programs? So it helps with the the funding of supplies, athletic equipment, things having to do
162with uh sports. >> And this is not the ELOP or the LEAN program. It's different. >> Correct. >> Okay. I just wanted to make sure. Okay. Thank you. Motion to approve. >> I I pulled it. So sorry. >> Oh, you did? Oh, sorry. >> Yes. So when I read this, it reminded me of one of my grand nephews. He plays football there. They call it Friday night lights at uh Stoayor. What lights are they using? Are those those lights that we talked about before? >> Yes. Portable lights. >> M can you share? >> Uh they rent out their own portable lights. U we do have ours, but it's not part of um the option of them to use it because that was paid for by a specific program. So they rent their own lights and
163bring them out. They rent they rent their own lights. Are they renting them from us since we have some there? >> No, from an external. >> What are we doing with the lights we have? >> We use them for our sports. >> Well, we don't have night sports. >> Uh, yes. Which sports? We have uh uh several ELOP sports. >> I have uh the the lead director. You want to come in and share some of the sports that we have in the evening? I know my ne my grand nephew is playing flag football. >> So, excuse me. We're uh concluding our soccer program right now. We have four fields. So, we're utilizing the the lights at those four different fields. So, Clear View, Casillas, heading camp. Um so, we were using them in the evening.
164So, >> we're using the the lights that we have. We take them over there. Correct. >> How many do we have? >> We have nine. Nine portable lights. Correct. Where are they stored? >> Well, right now at the fields, but they have designated some parking uh slots here at the district, so we transport them back. >> Okay. Thank you. >> Welcome. >> Can I get a motion? >> Motion to approve. Do you have any question? >> It's more specific and I'll ask that one later. >> Thank you. I already motion to approve. >> Well, that's what I was saying. I thought I heard a motion >> and there was a second or >> was there a second? >> I can make a second. >> Okay. >> Move by Trustee Rome Dominguez. Second by Vice President
165Theo recording secretary, please call a vote. >> Ramirez Dominguez Dominguez Castillo Tolston. >> I motion carries 5. Public hearings. The public hearing section provides the public with an opportunity to address the board on specific items. Persons wishing to address the board on any public hearing item must complete a request to be heard card and submit it to the recording secretary before the start of the meeting. Speakers are requested to limit their remarks to three minutes and speak in a respectful and professional manner. The board shall limit the total time for input on each public hearing item to 20 minutes. With board consent, the president may increase or decrease the time allowed for public comments on each public hearing item depending on the top topic and number of persons wishing to be heard. And tonight we're
166hearing that conduct a public hearing to perform a specified service for the period of June 1st, 2026 through October 2nd, 2026 and adopt the resolution regarding short-term classified employees. Dr. Rosendale. >> Yes. Thank you. This item um is requesting that the employment of a short-term classified employee to support the needs of our deployment of our team's phone system as well as supporting the school move via Lindo. Okay, I am now opening the public hearing. There are no speakers. I am now closing the public hearing. This is an action item. >> Move to approve 12B. >> Sorry, can I have a question? >> Yeah. Okay. Um, for this classified employee, is this usually something we advertise in-house or is it open to the public? >> Dr. Rosenale. >> So, it is posted. Um we it can
167be internal but if we have employees staff that are already in positions um they may not be able to do this work. So sometimes there is a need to have um an additional support and hire for this because this is a special project. >> Yeah. I I was thinking of noon duties because, you know, um they only work two hours a day, so this would be perfect. You know, I was just I was just that's why I was considering it. I'm like, I know there's a lot of our staff that's classified that only works for a short period of time, so I'm sure they will jump at this opportunity, but I just wanted to ask that. >> Any other questions? >> I I do I have a a couple of questions about that. Um, >>
168so it seems like a a rather large uh project to support the deployment of the new team's phone systems equipment movement that's like really physical and installation and staff and staff support during the violin migration. $20,000 doesn't seem like like much. I mean, it's it's well, let me put it to you this way. It almost seems like it's more than a one-man job, one person job for that type of maybe I don't I'm not understanding the the level of uh uh involvement or dedication to get this project done. >> Yeah. Mr. Pong, can you share uh why the 20,000 because uh and share regarding the the the window that we have? >> Thank you for your question. Um we also have all of our regular staff that will be supporting the whole program. Um so
169it's only to provide additional in addition to the current staff. Yes. Okay. >> And so it's only for that short period of time. >> Okay. Thank you. That is >> Yeah. And this this something that we do um to create to have a a cushion just to just to make sure that it gets done. >> A motion to approve. >> Second. >> Okay. Motion to approve by um Trustee Dominguez Arvantes. Second by Trustee Ramirez Dominguez. Recording secretary. Please call the vote. >> Ramirez Dominguez. Hi. Dominguez Arvantes. >> I Castillia Tolston. >> Hi. >> Tamaya. >> Hi. >> I. Motion carries. 50-0. >> Conduct a public hearing on Chula Vista Elementary School District's updated local control and accountability plan for 2627. Miss Morales. >> Thank you. President Nugarte. So this evening we are pleased to present
170the goals, actions, and updates outlined in the proposed 2627 local control and accountability plan, LCAP. We'll also take this opportunity to be presenting the academic plans and the supports for our ATP promise students as we've spoken about previously in board meetings. Um I also want to take a moment. We just had our final review with the county and it was really amazing for our team to hear them praise our LCAP >> and it's a big document. We had very minimal corrections on it and um you know I could just see Mrs. Pres's face light up at her exceptional work and um you know they said things like I know I can't help it um that they're going to they use ours as an example and so we've we've worked really hard on this plan over
171the last three years to update it and so I just wanted to take that moment to thank not only Mrs. Perez but the whole team that works on it. It's extensive meetings and writings and so we're excited to share it with you tonight. All right, I'm gonna hand it over to Lonnie. >> Okay, thank you, Jessica. Good evening, President Agarte, members of the board, and Dr. Reyes. It is my pleasure to present the district's proposed 2627 local control and accountability plan. CVSD remains proud of the high quality programs and opportunities we provide for our students. As reflected here on this slide, our district includes 43 schools and serves more than 21,000 students and 3,200 employees within our diverse and vibrant community. As you know, the LCAP is specific to California and it is a three-year
172plan that outlines how we will support positive student outcomes based on our state and local priorities. The LCAP is our promise of equity and accountability. It goes beyond a simple budget to tell the story of our goals, our actions, and how we measure success for every student in our care across every campus. The LCAP gives our district the opportunity to share our story on how, what, and why programs and services are selected to meet our student needs. CVESD's LCAP is a living promise in made in partnership with our parents, educators, and community. It is a commitment to transparency, showing exactly how district-wide investments are working to close the achievement gap and create a culture of belonging. We are entering the final year of our three-year plan. Our LCAP centers on priority student groups by allowing
173us to direct specific resources toward our at promise students, multilingual English learners, foster youth, and lowincome students, ensuring that those with the greatest needs receive the greatest support. Supplemental and concentration grant funds must be specifically directed at these student groups. However, when we discuss the action, supports, and investments outlined in our plan, it's important to recognize that these are the specific efforts we're making to ensure that all of our ATP promise students have every opportunity to thrive. You can see here the timeline of LCAP development. We began the input gathering process with our educational partners in January, which includes engagement sessions with our teachers, staff, labor partners, administrators, parents, students, and community. In February, there was a mid-year report to the board of education, and tonight is the public hearing for the proposed 2627 LCAP,
174which includes revisions based on educational partner input. Tonight is the chance is the chance for the public to comment on the plan and for the board to provide feedback and next month the LCAP goes for board approval. So as you are aware here are our five goals. Goal one academics, goal two, safe and inclusive environments. Goal three, English learner support, goal four, innovation. And goal five, educational partner engagement. The next few slides will include key actions in each of these goals. And this is very important that you note this. This is a little bit different from previous presentations. You'll see some actions highlighted in red. And that means there is a proposed update to that action and I'm going to explain those updates at the end of the presentation. Goal one focuses on academics through
175strengthening standards aligned core instruction, improving instructional coherence and building educator capacity to support sustained academic growth. In English language arts, the district is implementing a universal literacy screener to strengthen literacy and foundation skills. Teachers have received professional learning and are using screener data to inform tier one instruction and differentiation. You heard that from uh the McMillan highlight from today. In mathematics, professional learning has centered on the California mathematics framework and curriculum implementation to support standards aligned instruction and student engagement in mathematical reasoning and problem solving. And this work is further supported through the district's rigorous learning for all plan which identifies key priorities to guide professional learning, strengthen implementation of MTSS through instructional transformation and then build leadership capacity across all school sites. The district also remains committed to ensuring students receiving special education services
176have access to highquality grade level instruction through inclusive professional learning opportunities, focused and uh and focused supports for special education staff. Goal one also includes continued implementation of instructional leadership teams or ILTs who support continuous improvement by leading professional learning, analyzing data and strengthening implementation of effective instructional practices aligned to the state standards and district frameworks. And goal one also uh includes implementation of MTSS to strengthen academic, behavioral and social emotional supports for students. And in addition, school sites receive LCAP sightsp specific needs funding to implement actions aligned to each school's unique needs and priorities and that are outlined in their SIPA. Moving on to goal two, safe and inclusive environments. Goal 2 focuses on creating safe, inclusive, and supporting learning environments where all students feel a sense of belonging and connection. The district's work
177centers on strengthening systems that promote positive school climates, student engagement, and access to social, emotional, and behavioral supports. A key focus of this goal is the continued implementation of MTSS for behavior and social emotional learning to ensure students receive proactive supports based on their individual needs. The district also utilizes datadriven decision-making to monitor student attendance, engagement, and wellness in order to identify needs early and provide timely interventions. Goal 2 also includes coordinated supports and services that promote students social, emotional, and physical wellness while also creating opportunities to elevate student voice and strengthen students sense of belonging and connecting connection to school. And additionally, the district remains committed to the continuous improvement of school safety through ongoing planning, training, and sightbased safety practices that support positive and secure learning environments for all students and staff. Goal
178three. Goal three focuses on increasing English language proficiency, academic achievement, and engagement for English learners through strong instruction, focused supports, and meaningful family engagement. The district uses datadriven practices to monitor progress and provide timely support with English learner instructional assistance, our ELAS, supporting student learning and progress monitoring. Through rigorous learning for all, educators receive professional learning to strengthen integrated language development and access to rigorous grade level content. And goal three also emphasizes strong partnerships with families through English learner parent engagement opportunities such as DAC that elevate student success. Goal four, innovation. Goal four focuses on providing students with meaningful, engaging, and innovative learning opportunities that promote creativity, collaboration, critical thinking, and post-secondary readiness through continued access to visual and performing arts, VAPA, steam learning experiences, instructional technology, and stationbased learning opportunities. The district continues to
179support instructional practices that foster student engagement and deeper learning. This goal also emphasizes realworld hands-on learning experiences that allow students to explore, create, and apply their learning in authentic ways. Expanded learning opportunities through LEAD further extend enrichment experiences beyond the school day, providing students with additional access to academic support, enrichment activities, and innovative programs designed to meet diverse student interests and needs. And finally, goal five, educational partner engagement. Goal 5 focuses on strengthening partnerships among families, staff, students, and the community to support student success and meaningful engagement. Community outreach efforts, including the district's highly attended community expo, help connect families and community organizations while celebrating student learning and strengthening school community relationships. The district also promotes family leadership through the parent ambassador program where parent representatives from each school meet regularly to build capacity, strengthen
180communication, and increase engagement at their sites. In addition, digital enhancements to district and school websites improve accessibility, readability, and access to information, supporting stronger communication and greater community interaction. So those were the five goals. And now to gather educational partner feedback, the district utilized a survey monkey questionnaire that included open-ended questions aligned to each LCAP goal area, and you see them on the slide right here. These questions provided students, staff, families, and community members the opportunity to share input, perspectives, and priorities related to academics, safe inclusive environments, English learner support, innovation, and family engagement. As reflected in the LCAP timeline, educational partner engagement took place from January through March 2026 and included multiple opportunities for certificated staff, classified staff, parents, and community members to provide their input. Principles facilitated sitebased engagement sessions, and the district
181also hosted virtual sessions to expand participation and gather additional feedback. This slide highlights the important role of our labor partners and special parent groups in the LCAP development process. Through ongoing collaboration, dialogue, and feedback, these groups provide valuable insight that helps inform district priorities, strengthen communication, and support student success. Their partnership continues to be an essential part of our shared commitment to continuous improvement and positive outcomes for students. As a reminder, our proposed 2627 LCAP is based on the top 10 themes that emerged from educational partner input which you see here on this slide. So these are the top 10 themes that emerged from our uh educational partner engagement input. Personalized learning support, engaging realworld learning, safe and respectful school climate, integrated academic and mental health supports, accessible counseling services, teacher quality and development, social
182emotional learning, multilingual and language development support, family and community engagement, and special education and diverse learning needs support. Now we hear from our students. In March, student focus groups were held at CVESD sites with the highest concentration of unduplicated students. And you see the school names here on this slide. Each site selected students representing diverse demographics and programs. And students were asked two questions. What do you love about school? And what would you change? and responses were analyzed to identify themes that inform the LCAP. And here they are on this slide. Student feedback highlights. What students loved about school. Supportive, caring staff who build trust and encourage success. Opportunities for involvement through clubs, sports, vapa, field trips, and special programs, and welcoming campuses that foster belonging, connection, and school pride. Now, what would students like
183to change? Here's what they said. Improvements to food quality, cleanliness, bathrooms, water fountains, seating, and outdoor spaces. They also said more consistent, fair, and respectful discipline practices, and greater student voice, expanded programs and electives, and stronger support for inclusion and engagement. Now, overall, students value positive relationships, meaningful opportunities, and a strong sense of community. And they also identified and communicated facility and campus improvements needs which all have been shared with the facility department to support ongoing improvements. All right. So this is the important slide that includes those key priorities that were highlighted in red when I reviewed all of the goals. After reviewing our progress toward current LCAP goals and considering the input from our educational partners, we have made several adjustments as we move into the final year of our three-year LCAP cycle. This
184slide organizes the updates into four of the goals. Goal one, remove achieve 3000 from metric 1.10 10 and add Mclass Dibbles lectura to better align with our current literacy assessment tool. We are currently finishing up assessments and Mclass Dibbles lectura data will be entered into the final draft of the LCAP for the June board meeting. So if you did not see data in there, it's we don't have it yet, but it will be in there for the June um uh iteration of the LCAP. Next, add LCRS coaches. And you're going to hear more about those details from Miss Montgomery to action 1.1 to provide focused coaching and student support to schools identified by the state. The four schools receiving grant funding are Harborside, Lauderbach, Montgomery, and Los Altos. And the purpose and goal is to
185build capacity, teacher knowledge, and improve student outcomes over the course of three years. The grant requires that each school's literacy plan outlines professional learning that includes classroom coaching and direct support to identify students specifically pushin support with an intentional connection to tier one instruction. And then finally in goal one we are going to rename action 1.5 originally called ENCUST instructional FA framework and we're going to rename it instructional leadership support rigorous learning for all to better align with the district-wide plan updates to goal two. We are discontinuing the coordinator of student services from actions 2.1 2.2 and 2.4. This work will continue with other department staff. We are also discontinuing director of attendance and health and wellness from action 2.2 and the work will continue with other department staff. And here's something very important because
186we heard some very recent updates to the budget. When this LCAP was publicly posted, we had discontinued counselors and behavior support assistance from action 2.3 because one-time funding, LREBG, was insufficient to support these positions on an ongoing basis. And it also stated that if future funding increases that the district will prioritize restoring these positions based on student needs and available resources. as of Monday after this uh LCAP was posted and after uh we did receive that great news and that we are receiving additional LREBG funding and it will be funding a part-time counselor at all of our district school sites and principles were informed of this yesterday and revisions to this LCAP and their school sips will be made by the June board meeting Going on to goal three, we are adding one title three
187district resource teacher to action 3.2 based on educational partner feedback for the need to have multilingual and language development support. And finally, in goal four, we are discontinuing district PE teachers from action 4.1 due to budget constraints. However, please know that students still receive required PE minutes by classroom teachers per ED code. And for action 4.9, we are updating it to include the summer lead academy and it is called learning through adventure. And this program provides extended academic learning opportunities for our at promise students. And we also wanted to note that there is significant additional ELOP grant funding for the LEAD program. And so you'll see that difference in the LCAP. Overall, these proposed LCAP updates reflect the district's commitment to aligning resources, staffing, and supports to current student needs, educational partner uh feedback, and
188long-term sustainability while remaining fiscally responsible and continuing to prioritize academic achievement, student support, and equitable opportunities for all students. Now I will hand it over to Maria Montgomery who will share more about our at promise students. >> Did it not? >> Oh, there it goes. Okay. Thank you. So, I'm going to go over a few of our actions related to supporting our at promise students. And that story for supporting our at promise students really begins by looking um through the lens of the LCAP. The LCAP identifies the district-wide literacy needs and helps us to determine our action staffing and resources so that we can prioritize and strengthen the outcomes for our students, especially for our English learners and our students receiving special education services. You'll notice on the slide that our students in grades 3
189through six are demonstrating accelerated growth and this is something to celebrate. Yet overall proficiency rates have remained relatively stable. This suggests that many students are not yet entering our upper elementary grades with sufficiently strong foundational literacy skills, language comprehension, and fluency that's needed to successfully access increasingly complex grade level texts. As you can see on the slide, the district has responded through a coordinated set of literacy actions and supports. These include the implementation of the universal screener, our new summer lead academy with opportunities to focus on learning supports through adventure and fun in our summer program and focus coaching and capacity building for our educators as well as direct student support. You can also see that we've increased our number of staff that are dedicated to these efforts, including coordinators, resource teachers, our district elas,
190and the literacy coach reading specialist position that you recently approved. In addition, we now have a new metric that's showing that our students in grades three through six are demonstrating that accelerated growth. Moving forward, we will continue to strengthen foundational skills and language development through meaningful knowledge building experiences across all our content areas. And that will help our students to be better prepared as they enter those upper grades in the elementaryaries and access our rigorous learning. In mathematics, the new growth metric also shows that our students are demonstrating growth. We also note that the overall percentages in math re also relate remain relatively the same. There's slight increases or slight decreases. When we look a little bit closer at this data across our grade levels, we're noticing that there is a percentage of students that
191are not meeting standards and this increases across the grade levels while at the same time the percentage of students who are exceeding standards decreases over time. This suggests that our students may not be entering the upper elementary grades with strong conceptual understandings, number sense, and mathematical reasoning skills to fully access the increasingly complex grade level mathematics. This is especially true again for our English learners and our students who are receiving special education services. Therefore, we're focused on strengthening mathematical understanding and communication through a cohesive standards aligned learning experience that's grounded in problem solving, in discourse and conceptual understanding. To support this work, our district is currently engaging in a mathematics curriculum adoption process with a goal to ensure that our students have access to highquality instructional materials that are aligned to the current framework for
192California in math and our grade level content standards. Our district LCAP and our site SPSAS work together as one coherent system and they're focused on improving outcomes for students. While the ALCAP establishes our district-wide priorities and investments, the SPSA brings those priorities to life at each one of our individual school sites based on the local student data and the identified needs by the community. This is an important distinction because equity does not mean that every school will receive exactly the same support. Schools receive support, staffing, and resources needed to create the plans that will help to support improved outcomes for their students. Our focus is on intentionally aligning state and federal funding, staffing, instructional supports, and systems to direct resources where they can have the greatest impact for the students who need them most. The
193SPSA process also reflects continuous improvement. Sites analyze multiple measures of data, monitor progress throughout the year, and adjust actions based on students needs rather than relying on just a one-time solution or isolated programs. Ultimately, this work is about creating a coherent system of support to strengthen the core instruction while also providing the additional supports needed by our at promise students. As one example, let's take a look at Lauderbox SPSA plan. Lauderbox plan provides another example of how school sites use their SPSA process to align actions and resources to student strengths and areas of growth. While the data reflects positive accelerated growth, the site continues to focus on strengthening literacy, writing, mathematical reasoning, and instructional coherence across grade levels. What is especially important here is the emphasis on collaboration and instructional co consistency. The strategies listed
194include weekly grade level collaboration, articulation planning, professional learning, and glad instructional practices for our English learners. These are all designed to build collective teacher capacity and ensure students experience rigorous aligned instruction across all classrooms. You'll also notice that the supports are not limited to intervention alone. The site is investing in culturally and linguistically responsive practices, project-based learning, and integrated supports that promote engagement, language development, and deeper learning opportunities for our students. This reflects a district-wide approach to combining academic rigor, language development, and instructional coherence for our students. Harboright is another example of how a school site plan translates district priorities into specific actions and strategies that are designed to meet the student needs at their school site. At Harborside, the data showed that there's a need to inrren strengthen foundational literacy and mathematic skills through
195consistent instruction, intervention support, and collaborative planning. The site's actions reflect a balanced approach that combines direct student support with investments in teacher collaboration and instructional instructional capacity building. You'll notice strategies such as smallroup instruction, instructional coaching, teacher-led interventions, and additional planning time. These are all designed to strengthen the core instructional experience that students receive every day in the classroom. Staffing supports, including resource teachers, additional teaching support, and release time are intended to create the conditions for sustained instructional improvement rather than isolated remediation efforts. This reflects our broader district belief that improving outcomes for students requires both a strong core instructional program as well as the strategic support systems that can align with the needs identified by our student data. So, as you heard earlier from uh Miss Perez, we are adding the literacy coaches and
196reading specialists to our cap. The California Department of Education recognizes this need to support our students literacy development and beginning next year through June of 2029, four of our schools are receiving this grant. They're listed here on the screen again, Lauderbach, Harborside, Los Altos, and Montgomery. And our initial action for all of these schools is to first hire one full-time LCRS coach that each school will have housed at their site. We held interviews last week and we were able to find three incredible staff members here from CVESD that will be moving into those positions and then we will be reposting to find the fourth LCS coach. So that's really exciting news. We're making progress. we've had our first action and um we're excited to onboard them for next year. Um so rather than serving as
197a short-term intervention program as you heard, this funding goes through June of 2029 that is going to allow us to build a long-term investment in having a sustainable literacy plan at each one of these schools and build the capacity among that staff and to help support student outcomes. So just really quickly a review of how these grants are focused and how we will be using the staff that are supporting this grant. Um are the there's pre three primary focuses. First strengthening literacy instruction through coaching and collaboration that builds teacher knowledge and instructional practice. So that support will be provided directly in the classroom alongside the teacher. Second, developing student support systems connected directly to the classroom instruction through progress monitoring, early identification, and responsive supports. And lastly, creating sustainable lit literacy systems through a site
198literacy plan that we will be creating as we u get ready for the next school year. And this plan will include family engagement as well as ongoing professional learning so that we can build that long-term teacher capacity at the site. Overall, this grant represents an important opportunity to strengthen literacy instruction, increase instructional coherence, and build that sustainable system that's going to support our students and our educators at each one of the sites. So, our district is also investing in an innovative learning opportunity that will help to support our students and strengthen their literacy and language development over the summer. We're going to be launching our new academic summer learning component that's going to exist within our summer lead program. This is an opportunity for us to provide at promise students with an engaging learning experience
199that will help to strengthen their literacy, language, and development in order to help support their academic success. It's being offered at Casillas, Harborside, Montgomery, Rice, Sodtoayor, and Vista Square. Yes, there's still space available. Two schools are full and have quite a long waiting list, but there are four schools that are still um able to enroll students. All parents need to do is go online and fill out the form to register their students and they'll have a selection of four schools that have open slots. This is a collaboration that we're really excited about with ISS and lead departments, reflecting our continued commitment to expanding meaningful learning opportunities for our students so that we can support their literacy and language development while also creating a foundation for their future growth. Just to give you a little bit
200more of a window into what this program is about, we will be providing support for our incoming third and fourth grade students with engaging standards aligned literacy instruction in reading, writing, listening, and speaking. The program is designed to strengthen those skills and to also foster student confidence, engagement, and the joy of learning within a supportive environment. The teachers who are selected for this program will implement district-p provided lesson plans while providing responsive instruction that builds on the students strengths and supports their learning needs. Through ongoing observation and daily reflection, our educators will monitor student progress and adjust instruction to support their success. To further enrich the learning and engagement, students will participate in weekly off-site experiences that are connected to the program themes. For week one, it's Camp Surf. Week two, impossible science, and week
201three is centered on inclusion. These are experiences that are going to provide opportunities for our students to strengthen their literacy skills through hands-on learning, collaboration, and real world connections. This concludes our presentation on our proposed LCAP and our additional actions to support our app promise students. At this time, we welcome any questions or comments or feedback. >> Forward questions or comments. >> Yes. Thank you for the presentation. It was very um clear and enlightening. Um I have a question and It was regarding the food. Um, with the students feedback, um, one of the things that I saw that might not even might not affect our budget was having warmer food. They all complain about the food being cold. Um, and again, being a non duty, I am a witness that they eat food really cold.
202Um, and that they we could have better food. And I know that better food comes with a higher price tag. Um, but just to see that we're taking in consideration what the students say and how adamant these students are about the food quality, it just makes me really happy. Um, also for them to be very um inclusive of even like vegetarian or vegan choices, which very was very enlightening too. Um, so yes. So my question was, can we have hotter meals for these students? So, we did look at the survey results and so we're still um looking at some solutions to some of the comments that were um brought forward by the students. But um just know that food temperature is also heavily regulated for the program and so they are um at temperatures that
203are appropriate for the for the program. >> But it doesn't mean that you know we can look into it more. >> Okay. Yeah. I I understand um again food quality, food regulation and all that, but our students wanted we I understand that they needed and a lot of our parents want better options for their students. So, I just thought that was an easy fix. Um not fix it all, but yes, it was a a very, you know, little thing we can look into. Um for goal number five, educational partner engagement. Um the parent ambassador program was mentioned. Are we going to expand our par parent ambassador program for next year? >> Uh Miss Castro, you take that one. >> Hi. Yes, we will be expanding our parent ambassador program through our senior parent ambassadors. So
204the parent ambassadors that serve this year that want to continue next year um will continue in the program. So we will have up to two parent ambassadors for each school site. Um I've already received 23 parent ambassadors that are interested in continuing next year. And then we did open up the applications already for new parent ambassadors as well. And we have already uh started to receive those applications too. >> Okay. Um are these also um like at schools like the schools are also promoting the parent ambassador program? Okay. Yes, parents please take advantage. Um that was one of my questions and then the other one >> before we change subject since it's the same subject is that okay? >> Yeah. >> Where you see the lack of interest is there specific schools? I don't need
205need to necessarily know this now, but my point more is um what can we do to emphasize it more and help them understand how important it could be for those schools where you're not getting a response. >> Um so my plan this summer in these next couple can you hear me? Okay. Um my plan this summer is to coordinate with the principles that we did not have active participation um this school year to see how we can ensure that we have a active parent ambassador for next. >> Thank you. since it was on that subject. >> Um, for the summer program at our schools and you me you I think you kind of answered it, but I just want to emphasize we will be having the same program in all of these six schools. Yeah.
206Okay. Uh-huh. >> Yes. The same program occurs at all six of the sites. >> Okay. At the same time. >> Yes. >> Okay. Um, and I just do do we provide transportation? >> Um, we provide transportation to any time that the students were to leave that uh site to go on like a field trip or something like that. We would provide that transportation. >> Okay. So, not to the school? >> No, it's just like a normal school day. Um, unless we have a student who requires that uh um based upon their individual's ed education program, their IEP. >> Yeah. And that was my next question. We are we having our students um with special needs be included in these programs? >> We do and we also have instructional aids that support students during the program
207as well as the program staff. >> Okay. >> In relation to those schools, may I this these literacy programs, it's open to all students. uh but wasn't our target to try and get those students that needed the most support. >> So what we've done within the summer program is we have identified a need within the third and fourth grade level to be able to support that literacy. We've talked a lot about that really important point that if we don't have readers by third grade, it really is a problem. And so, um, what we've done is we've identified to start the need there and look at how the program rolls out this summer and then determine if we would like to grow it to different grade levels in the future. >> So, we have certain um
208demographics that we're reaching out to. >> So, all of our lead academy uh programs have a priority enrollment for our unduplicated students. And one of the things that we did at our last leadership meeting is we talked about the program with our principles and encouraged them if they knew families and children who could benefit from this program to please reach out. Um because we think it's a great opportunity that you know we just need to get the word out for our families to to buy in and to attend during those those weeks. >> Thank you. >> Is it a full day program? >> It is. >> So 8 to 3. >> Um Mr. Cayos 8 to 3. 8 to 5. >> 7:30 to 4:30. It's a full day. >> We're providing food, right? >> Yes.
209We provide snacks and lunch. >> Wow. So good. Um, is there any way that we're planning to track progress or like metrics to say, hey, these students at the beginning of the summer, at the beginning of the three, four weeks, they were here and now they're over here. So, what are we planning? Um so that's a that's a good question. Um one of the things that we have put in place is for these students who are um going to participate in the program. Those were those Lexia core 5 accounts. Okay. >> And those are reading programs that track students progress. They they're kind of similar to like an I Ready Math but a little bit different you know for reading. Um has more of an instructional component. Okay. >> We actually have Lexia being used
210at some of our school sites right now. And so as we think about future resources that our teachers might benefit from, we also have want to have the opportunity to see it in action. >> Those accounts actually will stay with those students for 6 months. And so Miss Montgomery is working with her team to identify where those students are going back to their schools and communicating with those teachers and letting them know that, hey, these students have these accounts and can take advantage of them. Yeah, I was going to say that have a continuity so they can move forward like they can keep >> increasing their scores and their abilities. Thank you >> in regards to the at promise the actions and the strategies. I believe I heard you say something about a new math
211material. >> Yes. And so our our teachers are they when do they get it then the training that they're going to have for the implementation? It's a great question. So, we've actually been building a foundation with all of our teachers this year. Um we embarked on a plan for our professional learning this year that was a little different than previous years for math. Um so every teacher, every grade level um in our district has received math training that is based on the new California state framework and big ideas. Uh we also have had um a series of professional learning with our earliest learners and their teachers. So, our TKK and um including our ED specialists, they've all been in training together throughout the year that uh with training that's based on the um the PTKF,
212the early foundations as well as the California State Framework for math for kindergarten. So, that's going to build our foundation so that we know what the standards and the framework is calling for as we look at materials. We've also had a math committee all year long that has been diving deeper into that standard and framework and they have um actually just recently looked at several publishers with a rubric and determined which publishers they wanted to hear from. We had those presentations this week and then they determined which two publishers they wanted to use for a pilot at the beginning of next year. We'll go through that pi pilot process which will also include professional learning and then we hope to have that decision by January or February of next year. We'll bring our proposal to
213the board based on all of the feedback from our partners and from our teachers who are piloting the the programs make that decision and have our new materials for next year is our goal >> for the following school year. Mhm. >> for the following year. >> Mhm. >> Would be 27 >> 2728. And that will include professional learning to not only help us understand the materials, but the instructional practices and the shifts that we're making with the California state framework. >> Thank you. >> So, um, first I want to congratulate you for this amazing presentation. Um, I'm also obviously the LCAP takes the district as a whole, community, administrators, teachers, students, parents, everybody. I know you guys do amazing work. I'm so glad to hear. I mean, I know that you do ask the students,
214but so glad to see it that you're engaging the students, right? Um, one of the things is the food. Um, and I would, you know, we understand the heating and stuff, but maybe in the future, um, check the quality of the food from the contractors cuz I'll tell you, I even I volunteered to a field trip and some of the quality food that was given to the kids, I tried and it was not good. So, just for for the contractors that we have to maybe evaluate what they're being given, whether it's cold or hot, that could maybe improve. Um >> before you move on from the food, I know we spoke about food before about getting that sugared up cereals and then we expected teachers, the students to sit still after all that sugar. I
215know we I think I believe you said Mark would look into it. So along along the lines of what Trusty Tolston is talking about, >> um just uh to clear up again and I'm so glad to hear and it's it's something better than nothing. the one part-time counselor for each school. Can you say that again? Please repeat that. Just we're getting one part-time counselor for every single school in the district. >> I'd be happy to repeat that. Every school in uh every district school will be receiving a part-time counselor. That's across all 43 schools. >> I think that is something >> right >> including the charters or no district schools. district >> non charter >> non- charter school >> and that's independent if the school is using their own funds to pay for their own
216>> they fun them themselves >> correct >> this is district funded not side funded >> they can enhance it >> by using district funds side funds >> that's wonderful to hear so I just wanted to repeat that >> um and just one more question the lead academy I think I missed it right now you guys were talking about it is it it's open for every student in the district or just at promise Um, unduplicated students are prioritized first, but it is open to all students in the district if room allows. >> Okay. >> Yes. >> Thank you. >> And if you do want to turn around, you can see we also are focusing on student experiences with our theme for next year. It is going to be rigorous learning through all uh for all, you
217know, through the lens and shaping it through our student experiences. So, we're going to talk more about that, but we are moving that to really front and center um exploring all of our different programs really through how our kids experience it. Thank you. One more thing, I guess I'll take the opportunity really fast because you mentioned all of our innovation stations. I'll acknowledge um our sound station receiving the honorable mention award at the classroom of the future awards and they were it's just excellent. I mean, we've visited so many stations and it's just that's just amazing work. But just wanted to give him that quick shout out. Thank you. >> Thanks. >> All right, let's see. Without trying to steal your thunder >> cuz he knows I'm excited. >> Yeah, she's excited. So, I'll I'll
218limit my comments to I want to acknowledge and thank the district for moving very fast to develop a summer instruction component. I think that is admirable that we did move fast because it it it was really in a very short time you were able to put together something that it's starting to look very amazing and I'm very excited and I know that it's a long day but not not the entire day is instruction. Uh there there's a a fun component to the day. So students will be able to enjoy summer >> uh with um good activities uh in in a safe environment in our our schools. So kudos to and I want to acknowledge that um because of that is a tremendous effort. That's something that I wanted to to see the district move on
219and be able to provide that additional support to our students and could serve a model to see what kind of data we get from there and see if there's any movement. So kudos to all of you and thank you. Um I know that LCAP takes a long long time, a lot of hours and a lot of staff. So I want to thank you for all the effort. Uh I know we summarize all your work in u maybe 30 minutes at most. Uh but it I know it took days, weeks uh of multiple people, years u the whole year >> um to put the data together to really make sense. And with that, I'll hand it off to our excited president. I was I was up here whispering to both of them, I want to cry.
220Um I remember sitting here not that long ago um not being very nice to someone who presented an LCAP presentation because I was very disappointed. And so I feel like the Grinch today, like my heart grew like 10 sizes um with this report. Um this was amazing. I know why the county gave us kudos because I feel like we gave an assignment and you knocked it out of the ballpark and people have a lot to live up to to recreate this. This is amazing. This is what I was looking for from the beginning. This is my jam. This is also my jam, right? So, thank you. Um, and it it is literally years of work. I understand that. Um, so congratulations and thank you very much. This is a lot of work for all of
221you and all of you back there that put all of your effort into this. Um I as I was going through this and and I just kept getting excited because I think you know the work that I do during the day and I look at some of these schools one that feeds into and one school that I work at in particular that's feeding into and I was working with a teacher and I said I got you. She's like what am I going to do? What am I going to do? I was working with a teacher and I said an English teacher and I said, "Well, we got you cuz I can tell you these literacy coaches and reading specialists are coming and we're going to be utilizing them and the students that are going to
222come to you in the next couple of years that are going to be working with these with these teachers and these specialists are going to be different and they're going to have those skills and they're going to be better prepared and you're not going to be working as hard. I promise you, you just got to you just got to wait a little bit. Um, and we also have literacy coaches and so I was saying you got to work with your literacy coach. So, I'm excited because I I've seen the work at the secondary level. So, I can only imagine how impactful having someone at a school that's there working focused with the kids um at the primary level where we know we need that support. So, I'm not only excited about the amazing report and
223the work, but I'm excited about the plan and implementing the work that you all have um worked on so hard, but it's amazing. I I I said to to Dr. Reyes first, I whispered and then I said, "Remember when I was so mean a couple years ago?" And then that's how he knows I'm excited. So, thank you very much. Thank you for all your hard work. And I know that it's not just a couple days, a couple, it's it's years because as you said, Miss Perez, it's the third year of our LCAP. And I was glad to see like it's very thorough. You said, "These are the changes that are in red." And then you went and said at the end, these are the changes. And thank you, Miss Montgomery, for pointing out these are
224actually how we plan to implement this. And for summer school, it looks like it's going to be fun, but we're actually going to be learning some some skills and doing some reading. And 7:30 to 4:30. Hey, I'm going to drop some kids off. I'll find them. There you go. >> Drop them off. >> So, thank you very much. I do need to open um the public hearing. So, I am opening the public hearing. No speakers. There are no po no speakers. Closing the public hearing. And this is not an action item at this time. So we can move on to Mr. Pong. And I will read out the item. We are going to conduct the public hearing on the district's 2627 proposed budget. I'll let you shine on that one. >> All right. Thank you,
225President Ukarte, members of the board, Superintendent Dr. Reyes. Tonight we have for your information um a update on the May revision for 2627 and our district proposed budget. So last week on May 14th, the governor uh released his May revision and it had some very welcome news. So I'll just highlight some of this um from the May revision. um a lot of the talk about the Prop 98 manipulation um was removed and he's proposing a balanced budget for the following two years. Uh we he did propose a revised COLA of 4.3% up from the previously 2.87% with the caveat that um that COLA would help to fund this new um paid 14 weeks of pregnancy disability. Um there's also uh language for special education equalization about uh $1340 per ADA. Um as Miss Perez mentioned
226earlier, we are receiving restoration of those learning recovery block grant funds and that's how we will be uh funding those counselors for an additional year. Uh we are uh looking at receiving some one-time discretionary block grant money. Um this is actually an increase from the January proposal. So almost double the amount. So 2.8 billion up to five billion. Uh when we look at community schools, um initially he was proposing a billion dollars in supports, but he's reallocating part of that to developing new community schools and then about 515 now for ongoing supports. And then um I know Miss Montgomery had mentioned that the literacy coaches were going to go through June 2029 and the May revision there's actually an extension for another two years of those literacy coaches proposed. >> So when we look at
227our general fund in the current year as we look at our estimated actuals uh we were at revenue of just under 439 million. We had budget adjustments of just about three million bringing us up to 441 million. On the expenditure side, we had 465 million um and that remained about the same. So we can see here that the overall um deficit combined um went in the correct direction, a positive direction of about 3 million um and we still have a 5% reserve for economic uncertainty. Again, when we look at the health of the district, we really want to look at the unrestricted side of the budget. So, we can see here um that our unrestricted uh deficit is at about 16 million. Uh when we add in the restricted of about 8 million, we're looking
228at just under 24 million. Um so that 16 million is where we're really focusing on. And again, it's a little bit higher this year because we had the one-time expenditures for the computer replacements. When we look at our general fund revenue for the 2526 school year, uh we're recognizing an increase in our local control funding formula. So the um the main funding source of about a million dollars and this was due to an increase in our unduplicated pupil counts. So, um there's an adjustment that was made for transitional kindergarten English learners because there's no testing process for this um for the transitional kindergarten. They um made it make an estimate on how many um TKs qualify for those EL services and they made an adjustment for that. the state um and the federal revenue that
229was just um showing up our final federal funds and the state revenues. We did receive um a slight increase in some of our allocations um our literacy um PD fund um our early intervention and our home to school transportation. And then when we look at our local revenue, this is where we adjusted the budget for the um interest that we received with our cash in the treasury. So overall about 2.9 million an increase. When we look at our expenditures, um this is what I had mentioned earlier when we look at um just different classifications. So we did have um vacancies in our special ed program that we um brought down to actual and uh that services line is where um where we make up that difference um with the agency fees. And then the books
230and supplies, this is uh we we're really working based on feedback that we received um last year to get our curriculum delivered early. So, we're aiming to get um our social studies and mathematics curriculum delivered in June so that way we can get it into the hands of teachers by the time that they come back um on their first day. So, we increase the budget here um for books and supplies and we actually have a total of um 33.4 million in our books and supplies um not the 44 million that was mentioned earlier. Um and those are the major changes. So when we look at the budget for next year, we again look at our unrestricted separated from our restricted program. Um our restricted program, we anticipate a deficit because we receive multiple years of
231funding um in advance and then we spend that funds over multiple years. So we receive revenue in the first year and then we have a deficit the future years. So we can see here the restricted side about $17 million deficit. On the unrestricted side we have um $13.5 million deficit um that we're projecting. So a total deficit of about 30.4 when we combine it. This one is also um a little bit higher um because we are budgeting um as was mentioned earlier for mathematics textbooks adoption. So, just some other highlights in the next year's budget that uh we wanted to share. Um, as Miss Toulson had mentioned earlier, our station experiences are really a hallmark of the district and we're able to continue to support those with our transportation services. We offer special ed which
232is required but then gened which is um above and beyond um that is the support in our LCAP uh for the relocation of um sorry that should say violindo um the relocation of violindo the additional supports there the assistant principal health clerk noon duty and transportation services um as Miss Montgomery had mentioned earlier are four literacy coaches and then also our mathematics textbook adoption So when we look at our multi-year projection, uh we are recognizing the increase from the previous um January proposal of 2.41 to the previously um proposed cola of 2.87. Uh the other adjustments we'll be recognizing at a 45day budget revision um in August or June or sorry July or August. Um we are noticing a slight decline in our enrollment. So that affects our average daily attendance and our unduplicated count.
233We're still projecting to be about um just under 60% so 59%. So when we look at our multi-year projection here, uh we can see that um we're at 13.5 million in the 2627 school year. We see a slight dip in that uh deficit because again that one-time expenditure for those textbooks. Um we can see that our commitments are lowering here because we did um budget for those textbooks. Um but we still do have a structural deficit as you can see on the first line. So 10 million next year and then 19 million the next year and this is mainly due to um just the costs overall costs continuing to rise and then we are noticing a slight decline on enrollment. So um that cola is not fully covering all those costs. Uh, I just wanted
234to give the board an update on our budget reduction plan. So, I just want to thank the board for acting um fiscally prudent and um implementing the budget reductions that were proposed um to ensure that the district is on the road to long-term fiscal solveny. But as you can see on the previous slide, there's still more work to do. Um, but I just wanted to highlight um or um give the update of what we have implemented. So in terms of general education teachers, uh we made updates for the enrollment and the attrition um all the retirements that we received. Uh the physical education teachers, that's a program that'll continue, but it's going to be part of the general education program um for those minutes. Uh we do have our administrative positions that we reduced, but
235those were all absorbed through multiple other positions. Um and then we are notice uh recognizing that shift in delivery of some of our special education supports. So the visually impaired services that we plan on utilizing through the SUPA versus um in-house staff. So when we look at um our reserve and the need for a reserve above the 3% we have about 50 just under 54 million in our reserve that we have to substantiate of which uh 13.5 million is that 3% the minimum state reserve. So that means that we have to substantiate about 40 million um in our reserve. So that 40 million um we have set aside for our school site accounts. Um they have carryover that um we are looking to spend down. Um and then the rest the 38.2 million we continue
236with our safety and security measures. Again we have our vehicles and equipment that we're replacing. Um and then as we saw earlier, we're pulling from our commitments to um fund that structural deficit. So um part of this funds are to stabilize the budget. So looking ahead, uh again, we are um noticing a decline enrollment. So, we're closely monitoring this. Um, and we will update our enrollment projections once we have um our final seabeds, which is in October, which is what we base a lot of our information off of. Um, we'll start to analyze the effect of the May revise on our multi-year projection. Um, again, a lot of these items we'll be bringing back uh at a 45day budget revision. There's still um federal uncertainty going on. So in the last proposal um through the
237Trump administration they were proposing changes to the special education funding and our some of our title programs. So title two which is for professional learning and then title three which supports English learners and immigrant students. Uh we are recognizing um rising costs in our special education program. Um, as was mentioned earlier with the attendance recovery program, this was our first year of implementation um, including the summer program that's also um, attendance recovery for us. So students can start to bank um, absences through that attendance recovery program. So that'll be helping us um, and we're starting to look at closing the books for 2526. So with that, I will open it up for questions or comments. >> Board questions. >> Thank you so much, Mr. Pong. You make like 80 pages of numbers in like 10.
238So, yay. Um so you mentioned that on well general fund expenditure change where is the 2 million $2.7 million of salaries and benefit. This is the number that we have so far without um the negotiations, right? >> Correct. >> Okay. >> So, this was adjusting to what we're expecting the actual expenditures to be as of June 30th. >> Okay. That's one. And then my next question, uh for the relocation of Bay Lindo, um the the additional supports are we how many noon duties are we bringing over? So, I'd have to check with the team, but I think it's between five and six hours per day. So, I don't know how many exact staff that equates to it. Yeah, >> I think two probably. >> Maybe two. Yeah. >> Okay. Uh, and the ADA recovery, you
239mentioned that um a the summer program will help with the ADA recovery. How is that? So for every hour that um students attend uh that can credit back 60 minutes of um an instructional day. So on average it's about 240 minutes to credit back one day. So if they attend about four hours of attendance recovery program um which is considered an academic program which the um >> the summer academy is is an academic program. we're able to um offset any future absences. >> So, it'll be to the future, not to the back, to the past >> because summer programs usually help um with the next year. Yeah. >> Okay. Um, and for what we were doing for this year, um, so what you're saying right now for the the ADA, uh, the recovery program right
240now, how much have we saved or is it all starting at the summer? >> Uh, throughout the school year, I believe it was about 125,000. >> Okay. that we're projecting um to receive an additional revenue. >> Okay. >> Um and are we telling people >> that's not complete yet because we're >> there's still time through the end of the year. >> Oh, cool. So, we can have more. But we're not telling people come to the summer program and then you can miss school, right? >> No, no, no. >> Cuz I'm like, well, just making sure. Um and it says the federal budget uncertainty. It says October 1st to September 30th. What does that mean? So the federal government is on a different timeline than us. Okay. Yeah. We operate July July through June and they
241operate October to September. >> Okay. Yeah. Just making sure. I'm like that's backwards, guys. Okay. Those are all my questions. Thank you so much, Mr. Pong. the LAO in response to this new um the May Reise, although apprehensive, they were like, "Okay, this is well on the right track, but it does speak to kicking the can down the to the next year." And so on that note, appreciate your cautiousness on what we need to do >> because it does does speak to it and it and the way it's written, it's going to allow the legislation to change uh programs, but in hopes of them making the appropriate adjustments so that the end um the end numbers are are the same. But the biggest warnings is about uh they did a lot of um finagling with
242Prop 98 on how they're funneling that um what's it called? The BAS the BA BAS uh where they're not making deposits. They haven't made deposits in the last what three years. >> The budget stabilization. >> Yes. They haven't made any deposits and they're supposed to make deposits but we're waving it. So point being is cautiously happy but we know that it if there's changes there's going to be change in administration we might see some even like sterner cuts that are not going to want to move this money around which is why I was asking my questions earlier about are we borrowing from Peter just so then we can't pay it later then that's not a good thing but I just wanted to um thank you and I appreciate that you're being conscious of that because
243there's money that's been moved around that was supposed to be dedicated for something else and it's not being done because the money isn't there. We have corporations that have left. So that revenue is not here. What happened in LA is affecting all those property taxes not coming in either. So, um, just want us to be cognizant that there was a lot of monies being shifted around to make this balance, but we just moved cautiously. >> Thank you. Thank you, Mark. >> No questions for you. Just thank you for always running the numbers and keeping us in check and giving us a little hope. So, thank you. >> Timing. Timing. >> How much time are you going to give me? Watch the clock. >> Okay. >> All right. So on the general fund unodudited actuals, we
244started the beginning balance with 83,942. We ended uh the >> page two. Second slide on page two. Um we ended the balance with 69 67,977 uh to reflect the the deficit expenditures of 15,964. Now, at that point, we had $44 million in commitments that grew from our bud from our initial second or from the second interim by $4.7 million. Are we good still? Yes. Okay. all that I want to know in the 2627 uh proposed budget the commitments go down to 31 million. What what happened to 13 million? So part of that about 7 million is from the textbook um mathematics adoption that we're budgeting for and then there was also 6.5 million that was kind of the remaining deficit that um would still need to be closed. >> What do you mean about the
245remaining deficit? because you're taking it out from the 67 beginning balance going down to 54 which is a $13 million. >> Correct. >> So what is that six million? >> So overall we have a $13.5 million deficit. Mhm. >> Um so that's coming from 6 and a half as the base deficit and then the additional 7 million in onetime expenditures that we're using from the reserve to pay for those that textbook adoption. >> So how much did we spend on our last textbook adoption? Like >> about 1.3 for the history but the math is projected to be more. >> Yeah. three, four times more >> benchmark was around eight million for us when it was all said and done. Um I don't know think we have projected cost because we only have two potential programs
246that we're going to pilot. >> Um so we don't know at this point in time hard numbers. We could find an estimate for each of the two programs. Um >> yeah, if you can share an estimate of what would it actually cost? >> Because that's a common question that we'll get right is if the other textbook adoption costs 2 million, why are you saying 8 million? >> Yeah. >> Uh for math. So, but going back to commitments, still not clear where those $13 million disappeared. Well, that commitment as you can see here on this chart, it's helping to fund that deficit. So, you can see um year after year uh so like in 2728 we still have that $10 million deficit. >> So, you can see that the commitment is going down by about six
247million and then the restricted sorry the reserve for economic uncertainty going down by about four. So that that reduction is helping to fund the the deficit. >> But to me, your your beginning balance is 67. Then you decrease the 13 million of the structural deficit. That's how you end at 54, right? You shouldn't touch the commitments to balance the budget. Or what am I missing? No, that that is how we're balancing the budget because um if we're spending more than we're receiving, we're having to pull from the reserve um for that. But you're you're the commitment is part of the reserve. >> That's interesting though. Um so your beginning budget or beginning balance is 67 million. >> Mhm. >> We get 243 million. Right. Right. >> So overall it's 300 and some million. >> We're
248spending 256. >> Mhm. >> Why are we touching the commitments? >> Because we end so we're ending at 54.4 million. Um and in order to fund that $13 million deficit, we're pulling from our reserve. So the reserve is that 622 million which is our inventory and cash um sorry our cash clearing account the commitments of 31.2 million and that 22.5 million. So all of that >> keep the reserve at >> adds up to the 54 million. So each year we're pulling from commitments and we're pulling from the reserve to be able to fund that structural deficit. So we're we're spending more than we are receiving each year. >> I agree. But you're you're getting it from the beginning balance of the previous year. >> Correct. >> So I don't get where we're touching commitments. We
249can sit down later, but >> Okay. >> We >> So it's about it's a matter of what you're calling it, right? That's what he's calling it. >> Well, yeah, we're calling it. But I if if it's truly reserves, then it's reserved. >> Well, I think I think there's the clarification is this. The commitments are are our commitments. However, commitments to expenditures that we foresee happening within the next few years. >> However, because there is an extra deficit that we see in >> that that we see that we foresee happening. for example the the adoption the uh vehicles uh it was there there was a list of things uh but in addition we have to pull some of it to so we remain at 3% >> so we remain at 3% >> so we don't go
250less than 3% >> gota >> is is that Mr. wrong. >> Correct. So, we can see on the chart, this chart shows it better here. Um, >> on that first, sorry, the the laser is not showing on there, but >> but if you look at the reserves, right, it's $22 million on 2627. >> If we put the commitments back to reserves, we have like a 12% reserve. >> Correct. So, and we still end up with 54 million on spent. >> Yes. But then the next year we're noticing a $10 million deficit. So, we need we need that commitment to stabilize. That's why we're we're using that for budget stabilization, right? because if we don't make any other further reductions, we're going to have $10 million in. So, I guess where I get lost is if
251we're putting money back into the pool, I should see I I guess I should see or I'm thinking I should see $54 million still on the second >> Well, on the second year, we're spending down that 54 million by the 10 $10 million deficit. So, that's why it's going down to the 43. And then the 43 carries forward, but we're spending 19 of it and that's why it's going down to 24. Okay, you'll sit there. >> Okay. >> I don't like the commitment. >> Okay. >> I don't have questions. >> Okay. >> I think my confusion is just around the word commitment. I just But I'll figure it out. Um, thank you for the presentation. >> Um, I'm working hard on my end with other associations with our legislators and getting that thirdyear elimination and
252making sure that our percentage in the based on enrollment gets reduced. trying to get that number >> uh moved down a little bit as well so that we don't have to have the 3%. We can maybe hopefully get it uh moved down to 2% but you know that's going to take some work. >> Um so we're we're trying to on our end. Um but thank you very much. I look forward to what I call the real numbers when we get to the unodudited actuals. So, and when we get to see the actual because I was what we were kind of talking about here is your your graph doesn't include the new obviously the new cola but um we understand that it was tight tight window. So, thank you very much. I'm going to open the
253public hearing. No speakers. Seeing no speakers, I'm going to close the public hearing and then this is justformational this time. No administrative action items. There are no board policies for reading. We are now to the report calendar. We have about 10 minutes because we do need to go back to close session. There any report items you would like Trusty Ramirez Dominguez? >> Um no just the one that we were we had mentioned prior that I think Miss Dia is going to touch on. >> Okay. Trustee Domin. >> Yes. Um, I know Trusty Tamayo and myself asked for the report that broke down uh those students that were not meeting the state standard, broken down by school site and then further broken down by grades and the report we got received the math section the math
254report was it was just off and um it it misses I I brought the copy here. It was like saying something like 450 something percent. You know, things like that. So, there's there was a typo. I don't know. We we responded both. Um >> it it seems like on the Excel sheet the formulas didn't copy over. So, it showed like 400% of uh certain population >> and there was just like no way that could be >> Yeah, that doesn't seem correct. I we don't see that on our end. Okay. So, it would be helpful if I could see what you see and then I can get it fixed. >> Sure. Is that something that we get from the state? Is that what they asked for? >> Um what we submitted was the number of students
255by grade level in the different score bands. Um and that is public data. If you do click on um the public facing websites, you can um you can get those numbers as well. >> We'll submit it to them. >> Well, we're going to you still get it. Correct. >> All right. So that's what I was just requesting that because I wanted to work off of that. >> So So why don't we do this because we submitted that information. So but apparently there's a some kind of a >> So we'll we'll send you the screenshot on how we see it on our side. >> Yes. Thank you. >> Then then we know what's >> right. What to look at. Yes. >> Right. And it I know that it even went as far as saying well we
256did the math ourselves and said okay approaching is still not met and that wasn't included in it but we could figure that out. It was just the numbers that the math the math was wrong on the math. >> Yes. >> Yeah. I would appreciate seeing it and then I can I can fix it for you. Thank you. >> I think I have it. >> All right. So I would like um so the district has been operating um a lot of our contract contra construction contracts and one of the things that I see we spend a lot millions of dollars in in in contracts. So, I wanted to see if we could start looking at how small businesses, um, veteran, military, womenowned, could have a better opportunity to interact with the district to have an opportunity
257to get some of those contracts, participate. Um, a lot of the uh small businesses that I hear from say we don't know how to access uh the bidding process on the district. I don't know who to reach out to the district and we are spending a lot of taxpayers money and I think there has to be a way for us to be able to work with um with our small businesses and especially if they're local military womenowned. >> And I know this is a subject that I've brought up throughout since I started about letting the little guy getting a piece of the pie. And I've asked about um how they how they can access exactly what Trusty Tomo is speaking about. And I've been told that there's this contractor system that they can access. But
258the little guys, they don't know about what these bigger uh conglomerates have. They have a paid staffer that's just monitoring that. And so back to the principle is that, you know, we we we had there's enough of this bond measure taxes that they're paying, they should be able to get some of that money back in their pocket. Our local will, you know, our neighbors. Mhm. >> And then also on that topic, uh I know that uh renewing our project labor agreement uh is something that we need to do uh that we've been talking about. I think that if we can look at that also at renewing it uh with the um caveat that um part of those negotiations that we do that the district staff should evaluate negotiate potential supplemental labor partnership provisions and agreements
259including uh workforce participation project scopes and currently um address or not fully addressed on the existing PLA. Okay. >> Can you repeat that? >> Sure. >> I can give it to you and write. >> Give it to him and write. >> I'll give it to you. Right. >> Repeat it again. Anyway, >> so it's um that the district staff should evaluate and negotiate potential supplemental labor partnership provisions and agreements including proposals related to work classifications, workforce participation, which goes to uh small businesses and project scopes not currently addressed or fully covered under this uh current district PLA structure. >> Not current based on the one that we have. >> Yes. So basically not excluding >> not excluding >> I have no report to ask for. Um now it's time to where the board can report
260on any of the events they've um been to. >> President Garte, before we do that, can we uh do you mind if we make a motion to extend for close session? Do we need to extend for close? >> Yes. >> Okay. Trustee, would you like to make the motion? >> I would. >> I think half an hour would be >> half an hour. >> What suffice? >> 11. >> All right. Move to extend the board meeting to 11. >> Second. >> According Secretary Trustayo made the motion. Trustee Castillo Tolson. Second. If we could call the vote, please. >> Dominguez. >> Hi. >> Dominguez. >> Hi. >> Castio Tolson. >> Hi. >> Damayo. I >> I motion carries 5-0. >> And again, now is the time for um board of education to communicate to the public
261the events that they have attended since the last board meeting. Trusty Ramirez Dominguez. >> Yes. Um first of all, happy Mother's Day. Happy National Prayer Day. Happy Future Father's Day. It's been a long time since we've been able to speak. So, I just wanted to share um that I actually attended a heading camp's purple star breakfast and McMillan's military lunchon which were very fun. And I thank you and all the schools that invited me to come along um and bring my little one to just enjoy this great occasions to celebrate our military families. Um, and I hope I can uh continue visiting schools and I'm going to ask Mr. um the our lead program person to invite me to the summer school. I want to see one of the summer school. Um and yeah, so
262thank you everybody. Have uh the great end of your year. I can't believe we're finishing a year. And that's it. Thank you everybody. Yes, I attended the Selpa art show and that was really cool. You always see some amazing work out there. And um I attended the uh military luncheon at McMillan. I spoke to that earlier. And um also attended Liberty's The Wizard of Oz play. It was amazing. It was really good. And um I I think I attended two Liberty ones because one my nephew and niece niece were in it so I had to attend two different days. I think that's it. Thank you. Oh the Viva the Viva ribbon cutting was there. Thank you. Um I want to wish everybody a happy summer. Um, happy break. I think I'm ready, but then I'll
263be ready to turn in my son again to school in July. So, um, >> the summer program. >> I'm going to look into the summer program. So, yeah, I will look into it. Um, I attended again one more shout out for our sound station, uh, and them getting the the innovate honorable mention for the classroom of the future awards. and I got the opportunity to attend Fiesta de Lasas in Salt Creek which was amazing. All these kids dancing fllororico. Um the community is amazing. It was a huge turnout and I will take that opportunity to acknowledge principal who will be retiring at the well I guess she was on this announcement today and I wanted to shout her out. She's amazing dedication that she shows and she's always been so warm for every every event
264that we get to attend together. So, congratulate her for her retirement and again that's it. Happy summer. >> I'll wait my comments since we have close session. >> Uh I also want to wish everyone a happy break. Congratulations to all our retirees and um hopefully I'll be there soon. Um, and um, I want to um, say I've been to a number of things running around the district. Um, I did a lot of community schools events. We went to the community school summit. I was able to attend um, the community school strand for the castle parks, the elementaryaries, all the feeders, the violindo, the roar, the um, valley. Can't even think of them all. They all fed into they all feed into the castle parks. They all met at Castle Park Middle. They started planning um
265and working together so that they can prepare our students um understanding that they're all one community. So, that was fun. I did attend the lunch on the lawn as I was mentioning. um just a number of things um that we've had that I can't remember them all, but um I'm looking forward to um I'll probably visit some summer some summer school things um and hopefully get to rest a little bit um and travel working with uh CTA and NEA. And uh with that, I will um also say that we did a great job of uh celebrating our teachers um this last month, celebrating our classified staff, um celebrating our counselors, and um wishing you all a great break and Dr. Reyes, I think, will take some time off, too. >> Okay. So, I want to
266wish uh everyone a happy Memorial Day weekend. Uh it's a it's an important day. Uh also want to thank all of you like always, the ones that are here, but also the ones that are uh the sites in the classrooms uh uh supporting our our students every single day making a difference. And uh you know we see today during the presentation those are the all those results is the result of the hard work that happens at sites at schools. And so I want to thank everyone but I also want to thank everyone here because I see all the work that you put in and how dedicated you are to ensuring that our district continues to being the strong district that that uh it is. So, thank you so much and uh I hope everyone has
267a great summer. Thank you. >> With that, we're journeying to close session. in session and the um close session announcements will be made by the clerk. Conference with legal counsel pending litigation government code 54956.9D125CU023739C. On April 8th, 2026 on motion of Tamayo, seconded by Tolston, the board took action to approve the settlement agreement concerning employee number 26658. By the following vote by the by the following vote by the following vote. Eyes were four. Recusal one Dominguez CVantes conference with legal council anticipated litigation government code section 54956.9 subdivision D2 significant exposure to litigation case 308506 on motion by member Domingo CVantes second by member Tamayo the board approved the settlement agreement by the following vote the A's were five government code section 54956.9D1 conference with legal counsel existing litigation and office of administrative hearing Hearings case
268number 2026090672 on motion by member Dominguez CVantes second by member Ramirez Dominguez the board approved the settlement agreement by the following vote the A's were five government code section 54956.9D1 conference with legal council existing litigation in office of administrative hearings case number 2026021178 on motion by member Tamayo second by member Ramirez Dominguez the board approved the settlement agreement by the following vote. The A's were five. Government code section 54957B1 complaint against employee appeal of district findings and conclusions. On motion of Castillo Tolston, seconded by Ugarte, the board took action to uphold the appeal of district findings and conclusions by the following vote. However, we are asking that the assistant superintendent sharing Casey follows up with the needs of the student and staff concerns. The A's were five, absent one. Tamayo government code section 54957 public
269employee appointment employee employment title principle 24 on motion by member Dominguez Cvantes second by member Ramirez Dominguez the board approved Pedro Parado principal 2 for Sonia Sotomayor Elementary by the following vote the A's were five government code section 54957 public employee appointment employment title Principle 24. On motion by member Dominguez Cvantes, second by member Ramirez Dominguez. The board approved Christina Varakas, principal 2 for Los Altos Elementary by the following vote. The A's were for a recusal. Tamayo. Yay. Government code section 54957 public employee appointment employment title principle two for on motion by Castillo Tolston second by member Dominguez Cvantes. The board approved Jose Viegas's principal 2 for Lilian J. Rice Elementary by the following vote. The A's were five. Government code section 45 54957 public employee ma employee appointment employment title principle 24. On motion
270by member Ramirez Dominguez, second by member Tamayo, the board approved Sienna Barroso, principal two for sing silver wing elementary by the following vote. The A's were five. The next regular meeting. >> Oh, >> he did that one. April. >> Yeah. >> The next regular board me meeting of the board of education of the Chula Vista Elementary District will be held on June 17th, 2026 at 4 p.m. for close session and 6:00 p.m. for the open session. Do I have a motion to adjurnn? >> Motion to adjurnn. >> There's a motion and a second. Recording secretary, please call the vote. Ramirez Dominguez. Hi, Dominguez. Castia Tolston.