04/08/2026 - English - Chula Vista Elementary School District Board Meeting

001District Board of Education is now in order. Welcome everyone. All board members are present. We will now approve the agenda. Is there a motion? Move to approve. >> Second. >> Moved by Trustee Tolston, seconded by Vice President Tamayo. Recording secretary. Please call the vote. >> Ramirez Dominguez. >> I. >> Dominguez. >> I Tolston. >> Tamayo. >> Hi. >> Ug. >> I. Motion carries. 5-0. The Hey, the open session of the regular board meeting of the Chiliva Vista Education Chilivista Elementary School District Board of Education is in order. Again, all board members are present. And if Miss Casey, you will lead us in the pledge of allegiance, please. To the flag of the republic for it stands one nation indivisibley andice for all getting used to the open session close session at the end. Okay. Um

002I will um now entertain a motion to approve the agenda with flexibility to move the administrative actions to the beginning of the agenda which means that is number has to do with the curriculum vice president help me out 13A. >> Can we also entertain moving the speech? Yes. >> 13. >> Okay. I think so. 13 A and B and then uh to the front. But before that moving which are students the speech contest which is >> 8 A. So move 8A to the very front and then 13 >> A and B. >> Do I have a motion? Motion to approve. >> Second. >> Okay. Um motion by trustee Dominguez Arvantes, second by trustee Ramirez Dominguez. Um recording secretary, please call the vote. >> Dominguez. >> Hi. >> Dominguez. >> Hi. >> Tolston. >> Hi. >>

003I motion carries 5. Okay. Mot um item 8A, special recognition, awards and honors. Dr. Reyes. So last uh board meeting we had the opportunity to listen to three amazing students who won their first place in their speech contest. But unfortunately our uh winner for fourth grade was not able to make it. So we have the honor of uh having him today so we can listen to his speech. Huh? >> Yes. >> Come on. >> Hello everyone. My name is I'm 10 years old and I attend Harborside Elementary. Today I want to tell you something that means a lot to me. Muay Thai and how it creates a strong community. When most hear they think about punching, kicking and fighting. But Muay Thai is not just about fighting. It's about people. It's about respect, friendship, and

004helping each other become better. Not just in the gym, but in life. When I first walked into the high gym, I was nervous. I didn't know anyone. I didn't know who my hands. But right away, people smiled at me. Older kids, adults cheer me on. Even when I messed up, no one laughed at me. They told me good job and keep going. That made me feel like I worked hard together. We train side by side. Sometimes we're tired, sweaty, and out of breath, but we keep going. because the people around us keep going too. When someone is struggling, others encourage them. When someone grows, we celebrate. That's what community does. It doesn't leave anyone behind. Which I also teach respect. We value our coaches, our teammates, and even our opponents. We learn that respect is

005more important than winning in the gym. It doesn't matter how old you are, how big you are, or where you come from. Everyone is treated the same. Everyone to learn and grow. Another reason creates a strong community is because it builds confidence. When you believe in yourself, you help others believe in themselves too. I've seen kids who are shy become great. I've seen people who are having a bad day leaving the gym smiling. But when you become kinder on the outside, we learn to show and try our And when everyone falls together, the dream comes a safe and positive place. That's how trust is built and trust is what holds a community together. One of my favorite things about that together, we support each other. We celebrate birthdays, watch fights together, and check on each

006other when someone is hurt or sick. It was like a big family. It's just about it's about helping others stay humble and never giving up. When everyone shares values, a strong community is created. which may make us stronger fighters but most importantly it makes us stronger people and stronger together. Thank you. More comments. CJ, congratulations. I had the opportunity to hear you at the semi-finals and finals and here today and every time I heard it, I was just inspired by you. I you're a spark of energy. You are a spark of light. Like you really light up a place which is amazing. Um I love that you mentioned stronger people, stronger on the inside, kinder on the outside. And that is what I'm taking with me today. Thank you for sharing your learning. And I'm

007definitely going to have my little boy join Muay Thai now. Thank you, CJ. I don't know anyone who can jump up in the air and talk while they're up there in the air. That's amazing already. An amazing feat, but your delivery is even more amazing. Thank you. You have it all a lot to say and a lot that we can learn from. So, I want to thank you and just keep it up because every time you share that what you're talking about, you're going to help others grow just like you were talking about. Thank you, CJ. CJ, congratulations. I'm so glad we waited for you to be able to watch you alone today. Um, probably one of the best speeches I've ever heard. Um, your enthusiasm and just your words were just inspirational for all

008of us grown-ups. Continue doing what you're doing. You're going to go really, really far. Congratulations. Likewise, uh, as my colleagues have said, it it's impressive how you were able to deliver a speech, still do a karate kit, and continue speaking. A muai, sorry, multi-kit. >> Um, often I call these uh when when the students come to speak uh a gift because we learn a lot. We learn from you. Uh today I learned from you. Um I try to get pointers from from all the students that come and speak because they're way better than what I can do. Um I don't know if I can integrate a Muay Thai cake into my speeches, but you know, uh I I'll try. Um but definitely you have a lot of talent and I want to congratulate the parents

009for supporting your student. Uh that's that's an amazing kit you have there. So congratulations >> again. He took everything I was going to say because I was like, "Oh, I learned a lot from you." And um thank you and and to your parents. Um you're raising a wonderful boy there. Great job. Um I I did I learned a lot. I never heard of Motoy before. So I can't even say it. Mai Muay Thai before. Um, and as my colleague said, they took all the words that I wanted to say, but being able to move and express yourself and that breath control. So, great job. I learned a lot. I'm going to go look it up and do some research. And thank you for that wonderful speech. And you expressed not only the words, but you

010exemplified them because you talked about the confidence that you gain that people gain from that. And you showed us the confidence through your words, through speaking. So congratulations and well done and welld deserved. Good job. Okay, moving on. We're going to 13A, administrative action items. Approving the submission of the declaration of need for fully qualified educators for the 2627 school year. Thank you. So this is the annual requirement um of the California Commission on Teacher Credentiing. It identifies anticipated staffing shortages for the upcoming school year. Um typically staffing shortages that we see are in special education DI. Um this authorizes the district to utilize state approved permits when fully credentialed teachers are not available. Any board questions or comments for Miss Dr. Rosendale? >> I do. A quick question. >> Sure. >> How I believe

011you explained some of this before the last board meeting. Could you explain how this fits into the actions that we had to take last month? >> So, this is for when we So, I'll use an example as special education positions. Um during the school year when we have vacancies and they've been posted and reposted sometimes we have hard to fill positions like special education ESN mild mod positions and so we have established some partnerships with universities that have internship programs and this um this uh submission that we provide the the California Commission on Teaching Credentiing allows us to employ interns um to fill these vacant positions that are hard to fill. >> I know there was a question here about whether we had an internship program or not. Is that something we talked about before

012that we were entertaining or not? >> So, we've had residency programs before, right? And that's through more of like a student teaching model. They are we have in um residents that are doing doing their student teaching um with a mentor um in the classroom. We do have internship programs through universities where the university will um support a candidate and secure an intern credential. The intern credential allows the candidate to be employed by a district. Do we have any interns now in our district? How many? >> Um, I would need to pull that number for you. >> Oh, okay. Um, but they're major the majority are in special education. >> Okay. Thank you. >> You're welcome. >> I have a question. Um, would these people the interns they're paid the same as we would pay our

013credentialed teachers? >> Yes. But they come in because they are not um they it's an intern credential and so they're still working towards being fully credentialed. They come in on um was it range one step one? >> Okay. And it's only for the following school year I was. >> So the this what we submit to the CTC has to sub be submitted every year. It's annual. So we give an estimate of how many we might think we we will need. >> Okay. Um last question. Um do so the interns that we have right now if they wanted to apply again or continue entering um they can do that. >> They can and with through an intern typically our SDC teachers that are interns because they are in special ed um they are their contracts are

014renewed um they have a priority because they're hard to fill positions. So we try to keep them in those positions. Um and then once they are fully credentialed then they um become pro one probationary. >> Yeah. >> So so the question is I'll rephrase the question. So does the question is when once they're fully credential does do they become uh let's say they were here as in an internship for a year and then they become fully credential we get them as probes. would they be a pro one or a pro two? >> So, as an intern, they're probationary zero and when they become fully credentialed, which it's typically a two-year program, then they are probationary one. >> Question, but um yeah, I think you mentioned the two-year period of of that. So, yeah, I think

015those are all my questions. This is an action item >> moved by trustee um Dominguez Cervantes, seconded by Vice President Deayo. Recording secretary, please call the vote. >> Ramirez Dominguez >> I. >> Dominguez. >> Tolston. >> Hi. >> I motion carries unanimously. Item 13B, adopt approve districtwide social studies curriculum. Miss Morales. >> Thank you, President Ugarte. We are excited tonight to put uh forward um a potential district-wide adoption of social studies. This has been a long time coming for us in uh Tula Vista. So before we ask uh for board approval, what we'd like to do is uh do a short presentation to give more detail on the program as well as the process that we used. I'd like to introduce Marus Williamson. She's one of our amazing instructional services coordinators who's going to present

016tonight. >> Thank you. Good evening, President Yugarte, Trustees, Superintendent Dr. Reyes. Um, this adoption followed all California Department of Education requirements as well as our CBSD local instructional material review process. Our overall goal throughout this work was to identify instructional materials that are standards aligned, inclusive, accessible, and engaging for diverse learners that we serve across our district. We began this process by reviewing the full list of seven publishers approved by the California State Board of Education for the K6 History Social Science. Using CVSD's established program criteria for initial review, we examined each option for alignment to grade level standards, availability of Spanish materials, and access to both digital and print components. Through this initial screening, four publishers met our criteria and were advanced for a more in-depth review. In collaboration with CVE and AACV, the

017adoption committee was intentionally structured to reflect a wide range of instructional perspectives. Membership included teachers from primary and upper grades, dual language emerging educators, general education and special education teachers as well as site and district administrators. This ensured that the needs of multiple programs, grade levels, and student populations were represented throughout the process. The committee's work began in October 2025 with a thorough review of the California History Science Framework and state provided rubrics and toolkits. This early work helped us ground all decisions in current instructional expectations. The committee followed a structured and inclusive review process over several months. This included initial re rubric reviews, publisher presentations, classroom pilots, and feedback opportunities for teachers, parents, and staff. All materials were evaluated using the 2018 California Adoption Toolkit for History Social Science, which provided a consistent lens

018for comparing programs. As a result of this process, the original four programs were narrowed first to three. The social studies subcommittee invited those three publishers to present their materials and features and based on those presentations, the list was ultimately narrowed to two final publishers. Family input was an important part of this process. Parent preview nights were held at the district office in February with materials available in both English and Spanish. Parents were also encouraged to provide feedback on both programs. In collaboration with instructional services and support CVE and AACV, a four-week pilot was conducted with 19 teachers across grades K through six, including both general education, special special education, and dual language immersion classrooms. Teachers participated in asynchronous publisher-led onboarding sessions and then piloted their materials in their classroom. To expand this review beyond pilot

019classrooms, materials from both programs were made available at school sites for teacher review. Information about the review process was shared districtwide through our ISS newsletter and teachers were invited to attend an afterchool publisher presentation which was recorded to ensure access for those unable to attend. This sitebased review process allowed a broader group of teachers to examine the materials, ask questions, and provide input. All site level feedback was collected through Microsoft Office forms and shared with the social studies adoption subcommittee as part of the final review. This graph shows the teacher recommendations by gradeband across both primary and upper grades. Social studies weekly was the preferred program. This additional graph shows teacher recommendations by instructional program across all instructional settings, including general education, dual language, and special education classrooms. Social studies weekly was consistently the preferred

020program, which suggests it met the needs of our diverse learners across all of CBSD's instructional settings. And then overall about 70% of our teachers recommended social studies weekly showing a clear preference for district-wide adoption of social studies weekly. Following the pilot, the adopt adoption subcommittee reviewed all available data, including pilot teacher results, teacher comments, and parent feedback. Committee members who also participated directly in the pilot shared their classroom experiences. And after careful discussion, the committee reached a unanimous dis uh consensus to recommend studies weekly as the K6 social studies instructional resource for the district. The recommended program includes five years of instructional materials with both print and digital components. These include teacher and student editions, assessments, and built-in differentiated instructional supports. Additional features such as digital assessments on demand professional learning, texttospech tools, text adjustment

021features, and virtual field trips further support inclusive and engaging instruction. Pending board approval, instructional materials will be ordered in April with delivery expected in June. Publisher provided professional learning is scheduled for the start of the school year in July, followed by a phased implementation beginning in the 2026 2027 school year with a continued phased implementation plan in year two. We would like to thank our teachers, parents, and committee members for their time, expertise, expertise, and collaboration throughout this process. We respectfully bring this recommendation forward for board approval and are happy to answer any questions. >> There are no speakers on this item. Um board questions or comments? >> Yeah. Um what were the concerns or doubts that you saw more repetitively um on this program? >> With this program, um we did have some considerations

022from our upper grade teachers um especially around uh rigor. And so we have had conversations within instructional services how we're going to support that um through professional learning moving forward and how to really enhance what the curriculum has to offer for upper grade teachers. >> That is one of my questions also. How do how do you intend to do that? >> Yeah. How do we intend to do that? So um it really it comes down to not just the text but what the instructional practices are. And so with our team we are working through how do how do teachers implement the social studies weekly through this phase program. So things like using the high impact strategies um bringing into more collaboration spaces having teachers actually do inquiry projects within social studies weekly as well. So

023really um providing that professional learning for our teachers to know how to access just beyond the text but what do we actually do with the text um for our students. >> Yeah, don't worry. Um and then for how long will this curriculum last? >> So currently we are um asking for board approval for five years. >> For five years. Okay. >> Add one more. >> I have so I especially like the virtual field trips. I think the kids are going to love that too. So that can bring around a lot of conversation. I appreciate how much time and the thoroughess in your in your survey. Appreciate that. Especially 500 teachers. You answered all my questions before I even put them out there. You know, how many and how many parents did you have participate? >>

024Um, so this is actually the first time that we've ever had a parent preview nights with all of our previous adoptions. So, we were really excited to have this be our first time. We had about 20 parents for each of the nights. Um, which was great turnout for us because again, it's the first time we ever did it. And it was really nice to have actually that group of parents because we were able to have these one-on-one conversations with with each of them to be able to kind of get their feedback. What things were they seeing in each of the programs? What were their concerns? We had lots of questions around standards and those sorts of things. So, it was great to have kind of that one-on-one um opportunity with those parents. And before I

025check off the rigor that you're that the teachers called out that was lacking, is that going to be developed before the start of school so that teachers have that curriculum or the addition to? >> Yes. So we are working with our instructional services team to really design professional learning specifically for our upper grade teachers um in mind so that we know that how we can support them with that. So that that is going to be our job and they will know before they start the school year. They'll actually even have the materials to even look at um because they'll arrive before school's going to be right at the end of the school year. So it'll be great. >> Oh, thank you. >> How long was it since the last social study? I I I always

026pause before that because as a social studies teacher, I know how long it can be. >> Um about 21 years. >> Well, thank you. This is an action item. I I do have >> you have a question. >> I do have questions. Okay. >> Um the the teachers that participated on the pilot um how were they trained? >> How were they trained? So they had um six hours of uh training. So they were given asynchronous training from both of the publishers. So there was onboarding videos, onboarding uh how to use the digital platform, those sorts of things. So they have the opportunity to do so um asynchronously as well as just the availability with instructional services to help support if they had any questions. The publishers were available to help support them with the platform

027or with any of the the materials as well. >> Were the teachers uh compensated? Were was this after school? How would that >> um they were compensated for their time? Now moving forward as you develop the training plan on how we going to do professional development for for all our teachers. What is your ideas around that? Because I I do see that we are including 30 days of professional development. But how does that look for a district our size? >> I can answer. Yeah. Um, so for our district of our size, so currently right now, um, the program comes with up to 30 days. We, it doesn't mean that we're actually going to use those 30 days. So, it's just we kind of can pay depending on on what we use and what we need.

028Um, and so we are actually going to be training our teachers the first uh days that they are back. So, they will be receiving training during their their school time. And we're actually going to communicate that schedule right away to our uh principles so they can give their teachers um heads up as well as our um teachers moving forward so that they kind of have plans that they know that they're going to come back and what what days that they're training are. So we're going to communicate that in our ISS newsletter as well as in our principal updates. >> Okay. Have we had conversations with our labor partners on this? >> Yes, we have. >> Okay. Um the other >> Sorry, whenever you're done. Yeah, I had one. There you go. >> Yeah, >> go

029ahead. >> Oh, thank you. Um, so I just want to know for the cost of this, was this something already considered in our budget or in our commitments? >> Uh, Mr. Pong. >> Yes, I was. So, so, so, so basically, uh, if you recall on the on the budget presentation from last time under commitments that that commitment line that has been going down, this was part of it. >> This was so adding another expense that wasn't previously correct account. >> It's been accounted for. >> Okay. Thank you. >> I just had a quick question on the training. Um, once you do the full training before school starts, will Oh my god, excuse me. Will there be recurring training as needed if necessary? Basically, >> I I would think if if necessary, that would be something

030that we would come back to look at. We'd have conversations with our team to decide whether or not we need that that follow-up training. Of course, we are always here as a resource for teachers to reach out to us. Um, and we do a lot of um professional uh development in like our ISS newsletter tips and those sorts of things. We often do like screencasts to help teachers dig into the digital platform. And then as well as digging into what the publisher already has offered for they they have a lot of already um ready to go online professional learning as well. >> Thank you. >> And then my final question is I know that we're just if we approve it, we're just going to buy it right now uh deploy it to the school sites,

031but when are we actually going to enforce it that you have to use this new one? >> That's a great question. And so it's coming up in our rigorous learning for all plan. It is part of our rigorous learning plan uh coming up next year. It's one of our priority action items and we are working currently on what that phase 2year plan looks like. Um really focusing in with our teachers around intentionality as they're planning forward to be able to uh give them the tools that they need to be able to bring this to their students. >> So 2026 27 >> Yes. Yes. It is it is part of our plan moving forward 2026 2027. >> Okay. All right. Okay. >> This is an action item. >> Move to approve 13B. >> Second. >> Moved

032by Trusty Tolston, seconded by Vice President Theayo. Recording secretary. Please record the vote. >> Dominguez. >> I. >> Dominguez. >> I Tolston. >> Hi. >> Tamayo. >> I. Motion carries. 5 Z. >> Moving back to item seven. Communication to the board of education, Chula Vista classified employees organization, Miss Ruby Williams. Good evening. As we move forward towards negotiations, I am here this evening on behalf of our classified employees to raise several interconnected issues that directly impact staff's well-being, student support, and the long-term stability of our district. Across the district, classified employees are consistently being assigned additional responsibilities as staffing shortages shortages persist. Last month, we raised concerns about cross-training staff and student safety, the urgent need to increase substitute pay, and the practice of keeping secondary service providers in IEPs long after their role has

033concluded, creating service interruptions and a growing number of makeup sessions. Each of these issues remains unre unresolved, and together they continue to place unsustainable pressure on our lowest paid employees. Healthcare costs have now become an even greater burden, especially for classified. We earn significantly less than other employee groups, and many are struggling to keep up with the rising cost of living. More troubling are some delaying, some are delaying medical care, rationing, medications, or considering leaving the district altogether. Not because they want to, but because they cannot financially survive. When classified employees are forced out, our students lose experienced, trusted staff, and the district loses stability. As we enter negotiations, we we respectfully request that the board and district leadership commit to meaningful action in the following areas. Providing relevant training for new employees so they

034can safely and effectively perform their roles. Implementing competitive wage increase that reflect the scope and importance of classified work. addressing IEP staffing practices that routinely destabilize classrooms and overburden staff and releasing secondary providers after they have participated in the portions of IEPs relating to their expertise. Reducing the service disruptions and make makeup sessions. Making health care affordable for all employees and their families. Our classifi our classified staff show up every day with dedication, flexibility, and genuine care for our students. But dedication alone cannot solve structural problems. Our students deserve schools where the adults who support them are properly trained, supported, and safe. And our staff deserve working conditions that respect their roles and protect their well-being. This evening, I would like to highlight one group that clearly illustrates these challenges, our school secretaries. School secretaries

035are essential to the daily operation of every campus. They manage vis visitor signin and sign out through the Raptor system, answer phones, assist students and families, support administrators, and handle countless time-sensitive responsibilities throughout the day. While school secretaries are responsible for ordering sitebased supplies, they are increasingly expected to receive inventory, troubleshoot, and return items ordered by other departments and vendors. These added responsibilities go far beyond established ex expectations and place additional strain on already extended front offices. Members consistently report that there are simply not enough time to in the workday to safely manage front-end office duties while also handling expanded purchasing and return processes especially when those processes are created by inaccurate or incomplete information from other departments. This is not a performance issue. It is a workload and accountability issue. The union urges the

036board to clarify departmental responsibilities and ensure that expectations placed on the school secretaries are reasonable, supported, and aligned with their available time and assigned duties. When front offices are overwhelmed, student safety, communications, and school operations are all impacted. Another group facing growing challenges is our transportation department. Recently, transportation employees have shared concerns about being compensated fairly uh for time they are actually on duty. Bus drivers clock in and out based on when they return to the yard, which can sometimes be later than scheduled due to factors outside of their control, such as students not being brought out to buses on time and other factors. Drivers are accurately recording the time they are working. Yet, they are being told that if an additional written explan additional written explanation is not completed, those extra minutes may be

037removed and they will only be paid for their scheduled time. While we understand the need to track and explain delays, employees should not lose pay for time they were present responsible for students and doing their jobs. Transportation staff deserve to be trusted, supported, and paid for the time they work. In closing, our classified employees are not asking for special treatment. They are asking for fairness, sustainability, and respect. Addressing training, wages, IEP staffing practices, and healthc care affordability is not only the right thing to do for employees. It is essential for the success of our schools. Thank you for your time and continued attention to these critical issues. Thank you, Chila Vista Educators. Miss Rosie Martinez, good evening. Um, I'm sorry that I could not be here last month. Um, apparently I missed a trustee discussing

038protected union activity in a public meeting. I want to remind you that the union has protected legal rights and it's important that we all know our roles. The material circulated by others not CBE was information for internal union communication only and the use of this platform by trustees to campaign is completely inappropriate. If anyone has issues with union activity that needs to be brought to the attention of the union directly. CVE will protect our legal rights and pursue an unfair labor practice anytime those rights are violated. I was very sad to miss the meeting because hearing the speech contest winners is always my favorite meeting of the year. I'm always amazed at the talent and thoughtfulness of the students. Um I'm glad that today I got to see CJ and what a strong message she

039brought to us. Um, we have so much to learn from our kids. Without taking merit away from them, part of the their achievement comes from the support that they receive from their teachers and families. The time and effort invested in our students is what paves the way for their bright futures. Congratulations to all the winners as well as to those who have dedicated their time to helping students thrive. Today, we celebrated the site teachers of the year who do this every day. They dedicate their time to creating thoughtful lessons and a safe and welcoming environment for all their students. It is always so difficult to highlight only a handful of teachers when so many educators are part of the team at the sites that help our students reach their goals. It was a very nice

040celebration and hopefully everyone left feeling appreciated, seen, and valued. The dashboard presentation that was shown recently as well as the presentation that you will see tonight on student services and supports show that Chula Vista Elementary School District continues to be an outlier district. We hope that you notice the impact of our community schools work that provides access to our students and families to ensure that our students have the optimal optimal opportunity to achieve their goals. Sadly, it is sometimes difficult to feel good about the hard work that we do when we are not able to reach fair agreements at the negotiations table. We have unfortunately reached impass and will be going through mediation next month to help find a solution to all to our healthc care issue. We were also unable to reach an agreement

041on where our community schools language should live. If the district is truly committed to the community schools strategy, then it should be memorialized in our contract language. We want to see the commitment of the district to support our employees ability to take care of their basic needs while creating circumstances in our working environments that allow us to focus on the students success. Um, Trustee Ramirez Dominguez asked about the budget for this adoption. In your budget, you have allocated $30 million for um curriculum adoptions. The cost of this adoption is less than $2 million and that includes training. Next month, we're also having to go through arbitration on our transfer language. We work very hard at the table to come to agreement, so we expect the district to uphold our language. We are hopeful that with

042your direction we can find solutions to these issues so that we can focus on what's important about our work which is our students. Thank you. >> Thank you. Administrators association cha Vista Miss Teresa Corona. >> Good evening President uh board members and superintendent Dr. uh administrators association chilivvesta continues to value and prioritize our professional partnership with the district particularly as we've been looking ahead and engaging in planning and feedback for rigorous learning for all for the 2627 school year. I we also want to acknowledge and appreciate the district's responsiveness to feedback regarding principal workload and working conditions this year. The adjustments that have been made because of feedback are noticed and are appreciated by AACV. And in the interest of time and a full agenda, I will conclude my remarks there. Thank you. >> Thank

043you. 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 the 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

044to the superintendent for review and report. The first speaker is Cara Good and then Claudia Peschica. >> Good evening, Superintendent Reyes, school board trustees and cabinet members. My my name is Cara Good and two of my children have attended school in the district. I am here tonight to talk about the impending cuts of school counselors and behavioral assistants. And I've personally been impacted by mental health issues. According to the National Institutes of Health and Mental Health, 17 to 20% of children in the US ages 2 to 8 have a diagnosed mental, behavioral, or developmental disorder. Children ages 2 to 12 are struggling with anxiety, depression, ADHD, and suicide. The CDC, NIH, and NIMH state that only 50 53% of children under seek counseling or mental health treatment, and that nearly 50% of children under 18

045have experienced a form of adverse childhood experience. While I appreciate all the efforts to make our schools safer, video cameras, access control doors, etc., I am shocked that the district is willing to cut many of our school counselor positions and all our behavioral assistant positions. Removing our school counselors and behavioral assistants creates a huge gap in ensuring our schools are safe. According to reports in 60 minutes in the violence prevention project, school shootings are considered preventable through early intervention rather than just hardening schools. In a recent episode of 60 Minutes, criminologist Jillian Peterson and James Densley, who study school shoot who have studied school shootings over the last decade, suggested that investing in school-based mental health resources and crisis intervention to pull kids in is an essential piece of the puzzle in keeping our schools

046safe. In their research, they found that mass shooters often leave a trail of warning signs, including chronic bullying, trauma, and online violent content. Many of these school shooters are high school and college age students. For the reasons previously mentioned, I believe the Chula Vista Elementary School District must invest in school-based mental health resources. Rather than eliminate counselor and BA positions, each school should have a full-time counselor and BA. Our children depend on us. First, take the money the district is spending on programs like Achieve and I Ready and invest it in our children's mental health. Show our children that you care about their mental health as much as you do their academic performance. Teachers know how to teach reading and math on their own. The parents of our district students did not have access to

047these programs and learned how to read and solve problems so that they could be successful in life. Next, use LCAP funds for school counselors and behavioral assistance because they are an essential piece to supporting our students inside and outside the classroom. School services provide our families. I have a little more time. Thank you. Provide our families with free access to these support strategies. Many families cannot afford these services on their own because they do not have the insurance to cover these treatment plans and or paying out of pocket is too expensive. Over the last two years, two students have committed suicide at East Lakeake High School and one student at Coronado Middle School. A close friend of mine has a child who started having suicidal thoughts in third grade. In addition, my elementary school age

048daughter authored an essay about suicide for her writing class because her classmates have talked about suicide. Lastly, according to hatching results.com, ELOP funds can support keeping school counselors and behavioral assistants. They also listed ongoing funding sources such as the Learning Recovery Emergency Block Grant, the California Community Schools Partnership Program, and Title One and Title 4 federal funding. CVESD has an opportunity to remain a leader in providing mental health resources to students that will provide them with skills that positively impact them for a lifetime and to change the trajectory of students in crisis. May is mental health health awareness month and May 7th is the national children's mental health awareness day. Please don't send the wrong message by making these impending cuts. Let's do the right thing and find the funding to keep our counselors and

049behavioral assistants at every school in the district next year and for the following years. Thank you for your time. >> Thank you, Claudia Perischica. Good evening board members, cabinet, and superintendent. My name is Claudia Perischica, and I am here speaking on behalf of my classified brothers and sisters. Last month, our bus drivers, bus attendants, and mechanics came before you asking for your support in their department. They spoke about retaliation and micromanagement that continues to damage morale in your transportation department. I want to acknowledge that communication has taken place with cabinet and we appreciate the willingness to meet and listen. We have also been told that change takes time and we understand that. But the reality is that classified employees do not have the luxury of waiting months for adjustments. If we handled our responsibilities that

050way in our own jobs, we would not have a job. Employees are looking for timely action, not just these conversations. And here is one example. Bus drivers are returning to the yard late because students are not brought out on time or because a student on the bus is in crisis. And when that happens, the drivers in attendance work extra minutes for extra time. And that time is time worked. Yet employees are now being told by the director that they must complete an additional declaration form in order to be paid for that time that they worked. That form is not in our contract and it is not in any written policy in our district. If the form is not submitted, the time is removed. Some drivers do not even realize their time has been changed by

051the department until they discover it when they notice missing pay is on their already suffering paycheck. Employees must be paid for the time they work. Period. Because of this practice, CVCEO is filing a grievance and we are asking this board right here to direct an investigation into the withholding of pay for hours that employees have already worked. I also want to address our behavior support assistants. These employees were promoted into a highly skilled role and were told only four months later that their positions may be cut. And to make matters worse, employees were not properly notified by the March 15th deadline, if they were notified at all. Now, they are asking for a very basic question. If they return to their previous classification, what will their placement be? Will they return at the same step

052they left or will the year that they spent working in a higher level position count toward their experience? This should be a straight answer, straightforward procedural answer. Instead, the union has received three different answers and now we've received complete silence from our emails that are being sent. These employees deserve clarity during an already unsettling time. Our union is working to empower members to speak up, but many of our employees are afraid at work. They're afraid to raise concerns. They're afraid of being transferred. And most importantly, they're afraid of being let go by this district. So, our union ends up pay playing whack-a-ole with problems that keep surfacing because employees do not feel safe addressing them directly. Again, we appreciate the work of Dr. Rosendale who right now seems to be doing the job of three

053people. We appreciate Mr. Pong for listening to transportation staff. 20 seconds if that. Schools do not run without classified employees. We feed the students. We deliver the curriculum. We clean the schools. We run the technology. We literally keep the lights on. We in re reinforce instruction in classrooms. We set up meetings that keep this district running. We process your paychecks. Classified employees are essential and we need to be treated that way. Thank you so much. >> Thank you. Santos Santos. I can't see I can't read the writing. I'm sorry. Good evening trustees and superintendent Reyes. My name is Somara Santos FV, a proud parent of Huarees Lincoln Elementary School. I've always been an advocate for community involvement and for being a voice behind those closed doors. So, I hope I can be that voice tonight,

054not just for myself, but for families, staff members, and the broader community when I advise the district to hold publicformational meetings or forums about negotiations and other major decisions. We've all seen the turnout when issues like healthcare and teacher cuts are on the agenda. The involvement is there. People care deeply. What we need is a platform to discuss and understand these issues before they appear on the agenda for action. Let the last few board meetings serve as an example of how the future would look if transparency is not created to bridge this communication gap. I'm not going to go line by line through tonight's agenda, but I do want to point out that taken as a whole, this meeting includes millions of dollars in contracts, curriculum decisions, construction agreements, and long-term commitments, all bundled into

055the consent calendar for a single vote. These are high impact decisions that deserve public discussion. From reviewing the agenda, I didn't see reference to many special committees such as review groups, budget advisory committees, or facility committees discussing most of these items beforehand. So, it can only be assumed that many of these decisions are being presented to the public for the first time tonight without proper representation of the community. While yes, some items have been shared with parents and staff, I don't want to dis diminish that effort, but millions of dollars are on the calendar while staff cuts are being approved and complaints are being ignored. I want to be clear. I'm not suggesting anything improper, but I am saying that this process does not reflect the level of transparency our community deserves. Major financial agreements

056should not be minimized to a bulk vote. They should be discussed openly with time for public input and questions. Multiple construction management agreements, portable classroom leases, software licensing contracts, transportation services, and resolutions recognizing staff are on the consent calendar. These are all important and they deserve more than a bundled vote. As the district moves forward with negotiations, safety planning, and leadership appointments, I hope the board continues prioritizing transparency and community engagement. These decisions affect thousands of families, and we deserve clarity and open communication. So, I'm asking the board to take action. Pull high cost and high impact items out of the consent calendar. Create a space for public discussion and hold informational meetings that allow families and staff to engage early in the discussion making process. Transparency builds trust and trust strengthens our schools. Thank

057you for your time and thank you for your service to our students and community. Thank you, David Garcia. Osw good evening. I'm David Garcia Sua, development economist, and I'm here about a serious governance failure in the district's 26.7 ELOP program. May 2023, the board appointed Omar Cetto as ELOP director despite the fact that he lacked the administrative service credential and master's degree that CVSD own job position listed as essential job requirement. On March 13 of this year, CVSD admitted in writing that Mr. Skayetto did not possess the credentials when appointed. The district claimed it sought waivers after the fact, but provided zero evidence those waivers were ever obtained. California law requires a public board resolution for credential waiverss. Your May 24th, 2023 meeting minutes show no such resolution. Now tell me, now let me tell

058you what that unccredential director is managing. Based on CVSD's own budget documents and invoices I obtained through public records requests, YMCA receives approximately 2.7 million annually for direct student services. That's 10% of the 26.7 million ELOB budget. Administration administrative overhead appears to be 37 to 52%. When I asked where the money goes, CVSD claimed it has no matching, no monitoring records for the 10.9 million YMCA contract. But this contract signed by Mr. Cavetto's section 19, what I'm holding right here, explicitly requires the district to maintain DOG cleared employees, rosters, and credential logs. Either those records don't exist and you're violating your own student safety protocols or they do exist and you're violating violating the public records act. I see the voice of San Diego published a story this morning about the district documented 360 mill

059360,000 exit package for this board approved uh administrator under multiple investigations. special education teacher, sexual misconduct, 30 million deficit. I I heard all of that. Um, the illegal appointment of Mr. Kettos to manage $26.7 million fits right into this pattern. This is how the board operates. Now, I'm an economist, so I follow the data. If I'm wrong about this analysis, I generally want to know if there are records that explain where the other $24 million goes or monitoring records you simply haven't produced yet. Please tell me tonight what am I missing? But if I'm wrong, then this board needs to immediately verify Kayto's credential status, account for the 26.7 million, and produce the monitoring records your contracts require. I filed a complaint with the San Diego County Civil Grant jury, and I'm submitting a supplemental

060compliment next week. If has this board exercising proper oversight of $26 million meant for students or has it delegated that responsibility to someone never legally qualified to hold that position? Thank you. >> Thank you, Nicole Usuetta. Hello ladies and gentlemen, gentlemen. My name is Nicole Yuzwa. My daughter is a third grader at Wattis Lincoln Elementary. I'm the PTA president. I'm the P the parent ambassador. I'm on the school site council and the DAP board. The last meet the last meeting I asked for you ladies and gentlemen to go and sit in a classroom with 28 or more kids to have a cap of 31 kids per class is just crazy to me. You tell me how you expect a teacher to give a student their attention and time that they need to to approve two

061electric buses cannot go and help a new help any students or any class any teachers. Those buses cannot go and stand and teach anything to those kids. New carpet was promised three years ago when Mr. Pock was there. Mrs. Reyes is there now and it still hasn't been done. Now, my next question is is why the seven or more classrooms have not been fixed since the school got flooded last January. It's been a year already. Classrooms smell like mold. Kids are getting sick that have asthma. I have pictures here to show the trimming in the hallway. Still hasn't been fixed since a year ago. I would like to know why. One parent is looking into talking to an attorney to sue school sue the school district for the damage that has been done. I have

062another parent that has asked what can do what we can do to make it better. As the PTA president, I need to have answers for these parents why. They come to me and ask me. I have no answer for them. So, here I am. My challenge is is for Mr. Rees, the superintendent, to come and walk the school, see how it looks. The trimming is missing. also to sit in a class of 28 or more students. Adopt the school, help the teachers buy school supplies that they pay out of their pocket, stop taking for the stop taking from the teachers and start giving. Thank you. Thank you, John McCord. Thank you for your time. Um, my name is John McCord. I'm a a parent of a student in the ISP program at uh, Royal Elementary.

063And, um, I'm just here to speak on behalf of the educators and parents who are, um, trying to keep this program alive. Um I'm not 100% sure of your motivation why you decided that this program K through three um could be cut, but um I just want you to understand the need for that program. Um I'll take you back to March 2020. A lot of us at that time were uncertain about what was going to happen. Schools were closing. A lot of other things were closing. We didn't know where our kids were going to go. That was when I became u or enrolled my son into this program. And I've noticed a lot of improvement in him since that pro since I enrolled him in that program. And um I just want to appeal to

064you to tread cautiously when you make these decisions because people out here need this program. He's no longer in um the third grade or the K through three part of the program, but there are other parents out here who need this program as well. I'll leave you with this before I turn it over to another parent. As of August 23rd, 2025, Governor Gavin Newsome reported today or he announced on that day that California has overtaken Japan to become the world's fourth largest economy. California as a state has the fourth largest economy in the world. I don't understand the reason for even debating cutting a program like this. We know the funds are there and I think the attention and focus needs to go more toward the acquisition of the resources for these programs and the

065distribution of those resources for these programs. >> Thank you. No. Sentilian. >> Good evening everybody. My name is uh Noel Santan and I'm here because the decision to eliminate the independent study program for the primary grades directly affects my family and I take that very seriously. Not only does it impact my daughter who is enrolled in independent study, but it also affects our other three children, including one who is my son Aaron. He is supposed to begin kindergarten independent study next school year. Before entering the independent study program, my daughter, who is here, Ariana, struggled in the traditional in-person school setting, she had difficulty focusing, keeping up, and most importantly, she began to lose confidence in herself. And as a parent, it's hard to watch your child start to believe they are not capable when

066you know that they are. That all changed when she entered the independent study program. With the flexibility, support, and learning style that independent study provides, my daughter began to understand her work. She became more focused, more engaged, and more confident in her abilities. For the first time in a very long time, she felt successful, and that really matters to me. The independent study program isn't just helping my daughter. It supports many children who need a different learning environment to succeed. Whether that's extra support or a different pace setting that simply works better for them. Removing the primary grades independent study program takes away an option that is clearly working. I understand that there are budget challenges, but decisions like this have a real consequence. When you take away something that is um when you take

067away something that is helping children succeed, those children need those children don't adjust. They get left behind. I'm asking you to reconsider your decision to close the uh primary grades independent study program and recognize the value this program brings not just to my family but to many students who depend on it. Independent study gives kids the opportunity to learn in a setting that helps them build confidence, stay engaged, and believe in themselves. That is something we should be willing that is something not uh I'm sorry. That is not something we should be willing to take away. Thank you for your time and consideration. >> Thank you. Manny Rubio. >> Good evening, President Uarte trustees, Dr. Reyes. My name is Manny Rubio. I am the proud parent of two students at East Lake Elementary. I'm an

068active parent. Uh I see you all at everything that we do. So, a very active parent in the community. You know, there's an old saying that says you don't know what you've got until it's gone. I think they've written songs about it and don't want to date myself by who wrote those songs. But tonight, I'd like to address specifically some recent decisions that were made to reduce services of school counselors. Specifically, I'd like to advocate obviously for the counselor that I know, which is Mr. Jamala Sims at East Lake Elementary. Uh in 2022, little story. Um coming out of COVID, I lost my mother. Uh and and uh my children were young. Uh my son, my youngest was in TK and he started to exhibit some behavior that was not typical of him. Uh his

069teacher was very proactive and she said, "Is it okay if I have him go see Miss Sims?" I said, "Obviously, it is." Um and so he got to spend some time with her and he got to talk to her and he got to really kind of unravel some of the things that was going on. and we soon learned how kind and caring and how much she helped them, helped us resolve some issues that we began to see. And that story is not unique. It's one that we see dozens upon dozens upon hundreds of times, not just in our own school community, but throughout the district. Uh in February, you as a board made a decision to discontinue the services of 20 social workers counselors in the district, Miss Sims included. What may be just as

070interesting to me is how the way assignments were made based on seniority for the 2026 year through a random lottery system based on all the factors. Obviously, I've sat on this side of the table. I understand that there are a lot of factors to this. Um, but I think it's one some of the thing that's just of some concern to us. Social emotional learning is something that this district has stood at the forefront of and it's now becoming a waning thing of the past and it also means that priorities are shifting. Unfortunately, the less of our students and families are not shifting. As an active community member, my wife and I are constantly told about situations in our community where social workers counselors are at the forefront of bringing muchneeded stability and consistency to our

071school communities. Yet, here we are on the precipice of reducing services. Remember, you don't know what you've got until it's gone. At East Lake, our school council has expressed a desire to even partially fund the position. This is part of the dream scenario, I think, for you as a board. We are willing to work with you and I think this is an opportunity for us to work together and I think we understand that there are issues going on in terms of budget and budgetary issues that that happen. We know that that's not lost on anybody. But you have opportunities to work with your communities. This is an opportunity to do such such such a thing. Don't let this be something that you let go and think about what could have been. Instead have this what

072is. You heard our student speaker talking about building community. This is a community that's ready to work with you. Let us work with you. Thank you. >> Thank you, Wesley Garcia. >> Good evening. My name is Wesley Garcia. My teaching partner Christine Jackson and I are the two current teacher facilitators for the independent study program, also known as ISP. Tonight, I'd like to focus on practical and strategic considerations as I continue to advocate for maintaining the ISP as an option that serves all elementary grade levels, kindergarten through sixth grade, because I believe our school district and the families we serve will reap tremendous benefits if we continue to offer the ISP as a K6 schooling option. First of all, we're aware that a certain percentage of families find themselves seeking an alternate educational plan for

073their children every school year. Whether due to new life circumstances that arise unexpectedly or long-term pre-existing conditions that make traditional in-person schooling difficult or unsuitable for their children. Sometimes circumstances may unfold after the school year has started, compelling families to seek a different educational solution midyear. There's certainly a unique story behind every child currently enrolled in the ISP as I uh covered last time I was here and 50% of the students on our rosters right now join sometime midy year for a variety of reasons. Next, the current K6 framework of the ISP allows all our students to access support uh adopted adapted to their individualized academic levels because we have two teachers facilitating the program. For this reason, we ask that you consider seeing the ISP as one comprehensive K6 program, which currently has 40

074total students enrolled instead of two separate classes, a primary and an upper with their uh corresponding numbers. Uh because with two teachers, we have the flexibility to creatively group students based on their needs regardless of their grade levels. In fact, some of our upper grade students came to us with deficits in foundational skills and they've been able to benefit from this flexible intervention approach this school year. Having two teachers in the ISP instead of just one is the key to unlocking educational access for every student in our program. Lastly, having a Ksix program allows families with multiple children separated into lower and upper grades to stay with CVESD and enroll both children in the ISP. Instead of leaving the district and searching for a suitable schooling arrangement elsewhere, we keep them. This is an easily

075overlooked factor, but one that influenced multiple ISP families in this situation to remain in CBESD this year. As you can see, the ISP is not merely an optional and dispensable novelty for the families we serve, but a fundamental solution that provides equitable support for everyone with a legitimate need for educational choice. Thank you very much for reflecting on these points as you decide what's next for the families and children of the ISP. As you heard earlier from some of our parent advocates, their families and children will be eagerly awaiting the path you forge for the coming school year. Thank you so much. Thank you, Alejandra Sevilla. Good evening, uh, trustees, superintendent, and Chula Vista community. My name is Alejandra Sevilla and I'm a teacher here with Chula Vista, currently working at East Lake Elementary, but

076most importantly, I'm a parent of a second grader at East Lake Elementary. And as we've heard tonight, um we've heard of the talk of um the cuts for our counselors. And at East Lake Elementary, we have prioritized um our school's social emotional well-being by keeping our school counselor. In fact, our site has allocated funds to cover half of the counselor's salary, demonstrating a strong and intentional commitment to this role. However, the method used to determine seniority has placed our school at risk of losing our counselor. Despite our planning and financial investment, the counselor who may be placed at our site could be someone unfamiliar with our community. And I know in education we often often hear that we fund a position, not a person. And while we understand that principal, I ask you to consider

077that in roles like school counseling, the person matters deeply, relationships matter, trust matters, the connection our school counselor has built with students and staff matters and cannot simply be replaced by assigning a different individual to this position. I can tell you as a special ed teacher, Miss Sims has gone above and beyond supporting our specialed team at East Lake Elementary. whether it's with difficult cases, when we need to develop behavior plans, when she just covers a break so I can go and eat lunch. Um, and personally as a teach as a parent, she has helped my family when we were going through the loss of a family member. Um, and as we think about the people that uh work at East Lake Elementary, miss is East Lake Elementary. So we respectfully ask you that you

078honor our school's decision and financial financial commitment and the needs of our students by allowing us to return retain our counselor. Thank you for your time and consideration. >> Thank you Richard Iber. >> Good evening board. Um uh I'm here representing the Everheart family. Um my we have a daughter that goes to also East Lake Elementary. Um that you heard a little bit about today. Um and we wanted to share about I wanted to share a little bit about the the you know you heard about relationships mattering. So I wanted to share a little bit about um uh about the impact that Miss Sims had on our daughter um at Asia Elementary School. So and we wanted to express our deep concern about the potential loss of her position. Her presence has been invaluable not

079only to students but to families like ours who rely on the emotional and social social support she provides. U my wife is a licensed marriage and family therapist and I am also a fellow school counselor works in the higher education system. Um we understand how firsthand how critical it is for students to have access to a safe and supportive space at school. Emotional well-being is directly tied to a child's ability to learn, grow, and succeed. Miss Sims has created that safe space for our daughter and countless other students. As parents, knowing that our daughter has as someone at school that not only excels at her job, but is also deeply culturally competent has made an enormous difference. It has erased the concerns of allowed and allowed us to feel confident in sending our daughter to

080school each day. While teachers are incredibly supportive and dedicated, Miss Sims adds something extra. She brings a specialized level of care that compliments and strengthens our entire school environment. Miss Sims has also uh built strong rapport amongst our family, amongst our family and many other families in our school community. She has a unique ability to truly identify the needs of students and respond to them with compassion, insight, and support. This type of connection uh and understanding is not easily replaced and and is so and and is so important to the well-being of our students. Because of Miss Sim support, we have witnessed a remarkable transformation in our daughter. She has gone from feeling hesitant and anxious about entering the classroom to genuinely looking forward to school. Um, even though when I have I have to

081ask her to put her shoes on about eight times, but that's okay. U, she now uses the tools Miss Sims has taught her to navigate challenges, regulate her emotions, and advocate for herself when needed. These are lifelong skills that extend far beyond the classroom. Miss Sims has empowered our daughter to find her voice, speak up for herself, and approach her education with confidence. Um, this growth has has allowed her to better focus on her academics, fully engage in her learning experience. The loss of Miss Sims would have a deeply negative impact on students and families. Removing such a critical support system will not only affect uh students emotional well-being, but also their academic success and overall school experience. Our families strongly urges the district to reconsider these budget cuts um and recognize the essential role

082that Miss Sims and all school counselors play at our campuses. We encourage you to please prioritize maintaining her in this position and the well-being of our students and community. Um so with that I want to thank you all for your time and and and consideration this matter. Um I really really hope you consider bringing this back as a future agenda item for further discussion. Thank you so much. >> Thank you Nicole Zuben. Okay. So, I am Nicole Zuben. I am a Chula Vista educator. Um, but I am not here in that role today. I'm here as a parent at East Lake Elementary. Um, this is my son, Elijah. Um, Elijah has been working with Miss Sim since he was in kindergarten. He is now in fourth grade. Um, recess looked differently different to Elijah a

083few years ago even last year and she has worked with him in group small group large group she's taught lessons in his class very very often and she she ate lunch with him and his friends and we learned a lot of social skills and this year he is thriving in a way I haven't and it's all because of Miss Sims. I have been a teacher for over 20 years and I know that Miss Sims is topnotch. When we voted to keep her to keep her, we were voting for her. Um, and our the the population at East Lake, I taught there for several years. The population at East Lake, they need her. Um, I've had so many incidences of which I would not be able to speak on um where she I mean a quick

084text and she pops in there so fast. And I have a kid coming back just so calm and collected because of what she does in her room. And I have worked with so many counselors that will not do what she does. She's super dedicated. She has long-term relationships. The kids trust her. the big kids, the fifth graders, the sixth graders, they're not going to talk to anybody. They tell her everything. Um she they because they known her for many years. She knows all all about them. Um we need her at East Lake. Thank you. >> Thank you, Maya Zuben. My name is Maya Zuben and I am in third grade at East Lake Elementary School. I have been at the school since kindergarten and I have known Miss Sim since I started. Three reasons. There

085you go. Three reasons we should keep Miss Sims at Miss Sims are first, she helps us when we have changes. Second, she helps my friends. She has taught us a lot. When I had a big family change, Miss Shims would take me and help me with my feelings. She would talk to me about how I felt. She would tell me things I could do when I am having stress. We would play a little game after. When any of my friends feeling are hurt or out of control, she comes to get them. She takes them and calms them down. We all trust her. Some of my friends cry a lot in class and she comes to help them and they come back all better. Another way Miss M helps my friends and I is she comes

086to our class often and teaches us lessons about feelings. An example is a lesson where she puts papers around the room with different feelings written on them. She gives us problems then could happen and we walk to the paper in the room with the feelings we you would have. She taught us about how when you do things it can help or hurt others. In conclusion, we should keep Miss Sims at Easel because then a lot of my friends will be mad and sad without her. We really trust her. We know her. She keeps us a lot. She helps a lot of my friends. Please save Miss Sims. >> Thank you. Good job. >> Madame President, >> I would call for a point of uh privilege. >> Yes, sir. Um I know this board has pri

087prioritized mental health and the counselors for the over for the past two years by expanding and continue to invest some of our uh reserves. uh superintendent, um what has the district h has been doing uh regarding advocating for additional funds uh at the state level because yes, we have East Lake here, but what they have reflected tonight is AC not just in East Lake, it's across our district. Every single school has that same issue. So, what are we doing to continue to advocate for for those funds? Um, and maybe we don't get all of them, but like um Mr. Rubio said, there's many of our communities that are willing to partner with us to make ends meet. So, what are we doing? >> Yeah. So, so that's a great question and actually I'm glad you're

088asking that question because I think it's important to share with with the well with with the with the trustees but also with the public uh some of the the issues that uh not just children elementary but every single district is in California is facing. So one of the things that uh districts are are have been facing is that the money for for mental health has been being given uh we districts have been receiving money uh but as a one-time funding uh source. So it's not ongoing. So for example uh when we had the COVID pandemic districts received quite a bit of money and there were you know they were called the co funds or or and that money was used to support mental health. So districts invested money because uh there was a huge need

089for mental health and so they use that money for that by providing additional supports. Once that money uh ran out, then districts were faced with well, how do we keep it going? And and uh in in our case, we actually were able to continue with the supports with the counselor supports and other supports for two additional years. Now the dis the state has not given the districts that additional money neither on inetime money nor ongoing money. So for us, one of the things that is really important for us as well as other districts is for us to get an ongoing funding support for mental health. So to answer your question, uh we've been doing several things. One of the things that we have been doing is we're working closely with the county and uh working

090with the county uh and other districts to have a lou louder voice with the state. So, uh, if True Vist Elementary just goes and speaks to the, uh, legislators, we're not going to have as strong of a voice as if we get together with the county and other districts with u, um, documentation and and different the different ways to to uh, provide that that uh, ask. In addition, we do work closely with a lobbyist and this particular lobbyist works directly with um state and federal um members um legislators to provide to well to lobby for additional funds. One of the things that, as I shared before, um I believe it was last board meeting, one of the things that we're waiting for is we're hoping that in May, uh we get additional money, one-time money.

091Again, they're pro the governor has promised one-time funding. So, in on the May Revi, we're going to find out if we do receive that onetime funding for us to be able to see and then we'll got to see if if so, how much. And we do receive it, then we'll be sharing with the with the sites and we're we'll be providing additional support funding for the sites specifically for mental health. Um, so uh hopefully we have good news next month. we do get the extra money and also it's enough to be for us to be able to provide to the to the sites. Um I I do want to mention that it's important to to understand that if we do get it again it would be one-time funding. Um there's also something called um CYBH

092um I which is for example the mental carriers know they cannot provide uh level of service needed. So there's a grant that was created to allow schools to provide that service and um and then charge it back to the carriers and and with that money that money can be used for mental health supports which would be in this case counselors. Uh now, for us to be able to charge it back for services provided, uh we got to be able to have the um the the the medical um information, the insurance information from from families, >> right? It doesn't mean that they're going to be charged, but they just need to say, "Okay, so you have, I don't know, EDNA or whoever carrier you have, and then they can charge it back and give that money

093to the districts, and then we use that money to pay for uh for the counselors for or social workers. Now, one of the challenges that we've been facing, and again, this is not a chveista issue, it's a all district issue, uh is that we haven't been receiving as many uh insurance information notifications from parents as we wish we would have because the more we receive then the more we can charge back. Um so one of the things that we're doing is we actually had a meeting this uh on Monday a cabinet meeting where we discussed okay what what is the communication plan that we need to share with with the parents so they understand that no they're not going to be charged there's no financial liability on the parent side is just a way for

094us through the grant to be able to receive the the money. So there's no liability on the on the parent side. So, we're working on a communication plan so we can share with the with the parents so we get more of those insurance forms and we can do the charge back. So, those are some of the things that we're we're doing to be able to uh hopefully get additional funding, the very least one-time funding, but hopefully ongoing funding. >> Dr. Reyes, when do we expect this outreach to the community as far as getting that information? Yes. So, so I I just, you know, we have been uh doing the outreach to to all year long we've been doing the outreach, but uh one of the conversations that we had is okay. So, how do we

095revamp it? How do we increase it? Yes. So, so we are working that. So, we um I'm talking about in the next week or two weeks to to start doing the the the outreach and communication, but it's also more I think it's more more than just communication. It's information. about you're not going to be charged is to support us being able to get the charge back. >> If I had a question. So if you know more parents signed up, would that mean for example that EA gets to keep Miss Sims? >> I'm sorry. >> So if more parents signed up and we were able to charge whoever >> we're we're getting into territory that we can't talk about. That's it's bargain. It's it's negotiations and it's it's >> so I can refer you to so

096could we what I'm saying is the the counselors that are that we would be paying their services for would these be all new counselors like I I don't know how it works if it's in the future you know >> yeah so one of the things that we're looking at is um depending on how much money we get back right and um Mr. We we should be knowing for this year we would know towards the end of the year. Correct. How much money we get back for this year? >> The end of the school year. Correct. >> End of the school year. >> Yes. >> Okay. >> Yeah. So at the end of the school year we would know how much money we received for this school year. >> Okay. >> So then at that point

097we would know okay we have x amount of additional dollars that we can use to um fund additional counselors social workers. Now, one more thing that we're doing is we're also incorporating that um insurance information form in as part of the enrollment process >> uh to hopefully get more more more because the services are being provided >> but we can't charge back because they don't have the form. >> Yeah, >> I had another question. So in the case that we start doing that but we have students that require the services but are not provided the information would the district be acquiring this the you know the cost. >> So so for example uh any student where they're they're required to have uh services let's say through an IEP the district will absolutely provide the services.

098>> Yes. >> Okay. Item 10, oral presentation and written reports, district safety health update. Miss Casey, >> our speaker, >> I will invite up our safety um operational manager, Miss Wig. Mr. Wiggins board, Dr. Reyes, cabinet. Um, next slide, please. Uh a safety team update for uh this month. A school site crosswalks. Uh we've been partnering with the city of Chula Vista to uh try to get some uh crosswalks and things completed. So far, uh Labbach, Casillas, and Hillrest have all been approved projects through the city of Chula Vista. We're just waiting on them to complete their projects. Uh we had a meeting with them on Monday. Um they said they can only do these projects when school is out. They can't do it while school is in. So they kind of uh predicted these

099projects being completed actually either next next fall break or winter break of next year. Um Rogers is still under review. Uh he did give us uh some positive information on it thinking it would get completed but he wasn't sure. So once we find out about that uh we will definitely let you know. um training. We have some uh CPR classes. One is tomorrow uh and the following two Thursdays as well. Uh myself and uh Dan will be completing these uh these courses. We have a re reunification drill, excuse me, with um soda on April 17th. This is an actual drill, physical drill, which we'll actually be doing uh the reunification as far as uh the positions and things like that and what they should be doing. And then uh we're we're preparing for a CBESD

100safety training symposium in July uh for our principles uh and staff as well. And then for the access control project, currently we have 49 out of our 53 sites are operational. Um however, we we've taken five schools to be like a beta test to kind of see uh if there's anything that needs to be completed or updated or changed. Those five schools we're working with now are Allen Cook, War Lincoln, Clear View, and Haden Camp. Uh and then once we get those five schools up and running, and then we'll provide a training for the rest of the schools and get those operational uh as well. That concludes my report. Any questions? >> Yes. Uh can you clarify what reunification is? >> Yes. So reunification happens when there's an incident at at a school. Let's say

101an earthquake happens uh in in California, not knock not um and the parents have to come, you know, or and come pick up the kids. So, there the process that we have in order to make sure that uh that that they're that is that is orderly and and it's done right. And so, the teachers and staff all have positions that they that they need to know in order to make that happen. >> Okay. Yeah. I'm assuming parents will be very, you know, high level of stress. So, okay. Thank you. >> Yeah, >> thank you. >> So, the access control is that is that those push buttons? >> Yes. >> I get most of the stores and we've got 49 out of 53. That's great. What of the cameras is I just wanted to hear a

102yes or a no. Do are all our schools have cameras fully operational? >> Yes. >> Okay. So, what does that entail as far as operational? In other words, an incident happens. Is the Chesa PD engaged? Do we have a contract with them? What's going on with that? What happens? Take walk me through an incident. >> Sure. So, um, if a if an incident happens where where police are involved, typically Truly Vista would call call me or Darren to discuss the incident. >> And how does the Trul Vista know? Because someone called them because of cameras. >> Correct. No, they were they were called for the for the incident. Um and then either by the principal or the secretary of staff once they got to the site if it was in an area or they would

103usually ask us, hey this incident happened, say a car hit another car in the parking lot and they would say do you have camera access or view to this area. Myself or Dan would take a look at the camera would tell them either yes or no. Um if if we do, they'll ask for the for the footage. We can we can do a short clip of the footage and we can send it we send it to the uh police department. >> So, how does the whole process work with your the emergency? You know how they had to have those little laptops and such to be able to access what happened to the um Ajax, excuse me. >> So, the so the the Ajax is still still operational, but but the Ajax is only used for

104an incident that's that's happening at the school, i.e. active shooter, shelter in place, um secure cameras and things like that. So for something that that a police may be involved in, typically the eges would not be used for that. Um I mean it's separate something like an active shooter or something like that to try to find the asalent. Other than that, there two two separate things that be used for two separate incidents. So, we don't have other than us someone calling the the police, there's no interaction actively happening where they're monitoring anything here. >> No, there there isn't. They they do that. They're they're going through their department to to get anou developed to to have access for for our cameras, but only for incidents that they're involved. Not to look at anything, but only

105to look at specific incidents that that may occur on our on our campus. We haven't received it yet, but when they do, I'll bring it to the other. >> The involvement with Chilista PD is a phone call 911 call. >> Correct. With without with with outside incidents. EJIX, they are they are on our EJIX app. So, if EIEX is pressed for an incident, they also get that as well. And they usually respond within within a group chat of Egyp. >> We had an incident where EJIX was um activated and they responded. >> Absolutely. And and so we had we had an incident actually right down the street at at Hilltop where they were they were chasing uh a person in the stolen vehicle. They actually activated Egypt. >> So they activated it for uh Hilltop.

106They called me. I went over uh to Hilltop to talk to the principal about it and they actually they actually followed the protocol that was uh slated for that for that incident. >> Okay. Switching gears. E uh the ebikes. >> Mhm. I was at a um a safety event u this last weekend and uh the ebikes. Do we have ongoing communication with the families to let them know that they're not allowed or do we allow them the ebikes? So with the with the ebikes, if I'm not mistaken, I believe we send out messaging on the ebikes already uh to to to all the parents about it. We are in constant communication with uh CBPD about uh different policies and things that they they may they may send send me or or send us about it.

107Um and it's something that needs to be distributed to the parents. I'll let Giovana know and Dr. Reyes and they can kind of generate that and get that out to the parents. I understood there was an incident about two ebikes at Wolf Canyon. Do we know anything about that, Dr. Reyes? Because I heard it from the PD at the event. >> So, my understanding was there was an incident outside of campus. >> Okay. >> Um I don't have the details of that incident, but I know it was uh before school. >> Okay. And that's my my point as far as allowing the because some of these ebikes are allowed on sidewalk on sidewalks while the others and there was like this level of different types of bikes that just they just look like mini motorcycles

108>> and they're out there. >> What do you mean by allowed? >> That's they're legally they're able some of these ebikes are legally >> allowed by the city allowed by the district allowed on compass. That's what I'd like some clarification. What is allowed and not allowed and what parents are being told so that they know that their kids are out there. Sometimes I'm driving and two ebikes right in front of me in the middle of the street doing willies. I'm like, "Oh my gosh, these guys are no helmets." So, I just want to make sure we do what we can as far as safety to inform that they're allowed or not allowed on school campus >> and what we can do. >> Sorry if we're going to be sending communication I didn't I didn't receive

109any and I'm a parent of this district. So, I don't know when or how that was sent. Um but I was I was not I knew about the ebikes because I went to a safety meeting as well, but um I don't think >> so. We'll make sure that Yeah, we'll make sure we send the >> Yeah, I think because I I know that that we did send communication, but um if you didn't get it, then that's concerning. We'll make sure we send it again. >> Thank you. Yeah, no problem. >> Any other questions? >> Okay, thank you. >> All right, thank you. >> Item 10B, the CBSD school highlight, Miss Morales. So, we're excited to highlight another one of our amazing schools tonight. So, we have Otai Elementary. I know I saw Principal Kirroa here

110um in the audience. Um so, Otai Elementary has been doing some amazing work around writing. And so, we'd like to showcase their school tonight for the programming that they've done and the passion that they have around writing. And so, I will let her take it away. Thank you, Jessica. Um, good evening, President Ularte, members of the governing board, and superintendent Dr. Reyes. Um, at Otai Elementary, we're building schoolwide coherence in writing so students experience consistent expectations and routines across grade levels. Over the past three years, we focused on strengthening reading instruction with support from Karen Lee and district resource teacher Reena Galves using GLAD strategies to build strong consistent literacy practices. So this year we're connecting that work to writing, helping students transfer their reading skills into written expression. Our instructional leadership team has guided

111this effort by supporting grade level collaboration with the focus on engagement and the writing process. As Otai Falcons, we believe together we soar. And you'll see that in action in this video. elementary school as it gives students the tools to communicate their thinking, share their ideas, and demonstrate what they know across all subject areas. Across grade levels, students are using tools such as writing binders, rubrics, and planning strategies to understand writing prompts, organize their thinking, and stay focused during the writing process. Otai's teachers and students are putting these strategies into practice, helping students grow into confident, engaged writers every day. Um, I'm so proud of every single one of them. Um, I've never seen, you know, uh, seven kids um, right now independently writing a narrative, an opinion piece, or a, uh, an informative. At

112the end of the year, I will probably have more than half of my class writing. 5 years old writing their ideas. It's amazing. >> My quote is um, warm. My quote makes me sleepy. The quilt is yellow. It is the best I ever seen in the world. >> Whenever I finish my writing, I feel proud because everyone says good job. >> This year, we've seen a lot more confidence and engagement in the writing with students. Um, I think having those clear strategies, the writing binders to keep them organized, the rubrics, and also being able to get more feedback from their teachers has helped them to plan their ideas better, to stay focused in their writing. So, it's been really cool to go into classrooms and students come up to you and they want to share

113their writing with you. They want to tell you how much more they've written this time or that they've met a goal. So, it's really exciting exciting to see them excited. The do it strategy helps me in writing because it shows me what to do and how to do something. Before it was difficult for me to keep my writing focused because I wouldn't write the do strategy thinking it wouldn't help me. But now that I do write it, I feel much more confident when I started writing because I know exactly what to do. OTA Elementary's focus on writing helps students grow into confident communicators and thoughtful learners. With clear strategies, consistent expectations, and meaningful teacher feedback, students are learning to plan their ideas, organize their thinking, and reflect on their progress as writers. Across classrooms and

114grade levels, students are writing more, taking pride in their work, and becoming more confident in sharing their voices at Otai Elementary School. for comments or questions. Thank you so much for the video. Sorry. Thank you. Um yeah, thank you so much for the video and for sharing what you're doing. And um I'm a math person, so I love seeing like numbers and I'm looking at um your guys's scores. And one of the best things I see is that you guys are increasing your English language arts, which is, you know, proof of what you guys have been working on. It's working. So I love that. Um and also I really um I never seen this metric before, but it says like the teachers have a clear direction. And I think that's also what's accumulating like it's

115all working together when all the teachers know like there's one vision and you're all going for it. So I'm looking forward to seeing those numbers increase more and more exponentially every year because you guys are doing great work. So thank you so much. >> Y I love that. I'm really excited to see the kids excited and as my colleague just pointed out it's the proof is in the pudding. There's the numbers. Thank you for taking the initiative to find that other way to reach the children because they're certainly excited. They're engaged and it's showing. Thank you very much. I think the last school we uh recognized also we talked about sharing their um successes, their process. Is this something that's continually done where they share with each other each school? >> Yes. Uh so that's

116a great question. Morales, could you take like a minute or less? >> Just one minute >> or less or less to share how how some of the principles have the opportunities to the um to share the the and show well share the and showcase what they're doing great and what's working great at their schools. >> Yeah. So uh a really great support system for this is our principles are actually grouped into principal cohorts and within these cohorts they have meetings and they sit together also at our leadership meetings where they share their practices and their learning and their successes with each other and also they have an opportunity to highlight their work through their learning walks. So we had a couple today I was at Otai's last learning walk. I actually got on the the

117loudspeaker for the whole school and congratulated them on their good work that they've done in writing because it was so evident across their campus. And so uh we have multiple opportunities where our principles are able to share and um their their tech strings are also very active. I can tell you they love to learn from each other. So >> rigorous learning. >> That's right. >> Thank you. Um, man, um, I'm so proud to see that of you. Um, we were fortunate enough to have you as our AP at my son's school and he was little. Um, I've told I'll keep this story short, but I always knew that I I always tell people we are not just a number and it was because of you. When we were going through our hardship, um, you meet

118me one day and I'm like, how do you know my son? because I was new at that school and I felt it's a big school and you said when you heard what was going on with my husband, you went to personally see his face and see who exactly he was. Um, so I will be forever grateful to you for that and I will always share that story because it's a reflection of you and of a lot of our administrators and our teachers. So what you do reflects on your teachers and vice versa. And when I found out that you had gone to Otai as a principal, which I was very happy for you, I was very sad, but I knew that Otai is in perfect hands. And I have friends that are there and they

119always express the same thing. So, thank you for everything that you do um at every school that you've been at. Thank you so much. >> How do you follow that? >> Um >> AP for your son, too. >> Yes, she did. But I've known you longer times. >> Yes. Um I guess could you share in in your time in Otai what or or this year? Let's focus on this year. Um what have you been most proud of of your work there? >> I would say the leadership team. Our leadership team which is one teacher for each grade level. like they've really at our school we say step into the learning pit. They've stepped into the learning pit and they taken on these risks so that we can build this coherent schoolwide with writing and it

120hasn't been easy. It's been very challenging but I'm proud of them for taking risks and just diving in there and trying things that are hard because that's what we've done with writing. We said, "Well, we know our students need support with writing, so what can we do?" And what's going to guide us? And it's been data. And my team has been really consistent with that. So, I'm I'm proud of them. >> Great. I mean, that's that's amazing because it's almost like you're giving them permission to take that risk, right? And when you hear from leadership that it's okay to take a risk, that you know, you have to try things. >> Um, so it's amazing amazing that you're doing that. Thank you. So, I I'm in I'm in the area a lot and one thing

121that I keep forgetting to do, it's not that I forget because we get busy, right? But I forget to reach out because I don't ever want to pop up on a campus because then this guy gets a call and they're like, "What's she doing here? Oh my god, oh my god, oh my god." So, one thing that I just want to put it on your radar because I am down there a lot with my schools and so I want to put it on your radar that I'm going to reach out just so that I can go even if it's at lunchtime on my lunch. I'll be that extra set of eyes at recess and I know I'm giving you like you're like yes, right? So, um so that you can kind of show me and

122show off for me, right? Um because I am down there a lot and it's like it would be a good idea. that would be good for me to be able to come for you to show off for me because this just reminds me that there are these great things happening there and I know that um it it's great for you to be able because I like I said I knew her first um and I know that she was going to be great when when we actually interviewed her for principal. So, thank you for sharing that. And within the next couple weeks, it'll probably be my schedule's really free on Mondays and Wednesdays when I'm down there. And it'll be around lunchtime. I'll say, "Hey, can I come down there and you can show me around?"

123And if it even if it's just to see the lunchtime recess and I'll be that extra set of eyes and I'll be like, "Hey, where's that kid up there doing that?" But thank you very much and really proud of the work that you guys are doing at Otai. >> Thank you. And you're all welcome to come because I mean they they love visitors. so we can they can see that they're being celebrated. And lastly, I just want to say thank you to like the leadership team for believing in me. I was an AP for one year at a Royal Vista and um it was the leadership team that believed in me and knew that I can do it. So, so thank you Dr. Reyes and the leadership team. >> Miss Kaga, are any of your

124teachers or staff members here? >> They were, but then some of them left, but I know they're watching because I have a text. They're watching online. I'm going to say something. >> Wave to them. Thank you. >> Thank you. >> All right. 10 C, Student Services and Supports. Miss Casey. >> Thank you, President Garte. At a previous board meeting, our instructional services team shared how the district's LCAP and rigorous learning for all plan support student achievement through strong instructional practices and academic programming. Tonight, we'd like to build on that conversation by highlighting the role of student services. While instructional services focus on highquality teaching and learning, student services works to ensure that every student is able to access those opportunities. Our work centers on the whole child, addressing the social, emotional, behavioral, health, safety, and

125family needs that can impact a student's ability to fully engage in school. This evening, we'll share how our teams partner with school sites, families, and community agencies to remove barriers, and create the conditions that allow students to thrive academically, socially, and emotionally. By aligning our efforts with the district's LCAP priorities, student services plays a critical role in ensuring that every student is supported, connected, and ready to learn. So, please welcome our senior director of student services, Dr. Paula Patel, director of special education, Miss Rose Tagi, and our director of community schools, Mr. Joshua Collier, as they share our team's supporting and how they help support a whole student. Thank you, Miss Casey. So, building on that, building on the connection between instructional services and student services, our work is grounded in a whole child approach

126within LCAP goal 2 and our rigorous learning for all plan through the MTSS framework. These efforts are deeply interconnected, ensuring that every student not only has access to high quality instruction, but also feel supported, included, and ready to engage. We believe that each child is of great worth with unique strengths, assets, and potential. Our responsibility is to create the conditions where those strengths can be recognized and developed. By prioritizing at promise students through this whole child lens, we're able to proactively identify needs and provide timely targeted supports that remove barriers to learning. As mentioned, each department plays a vital role in supporting student success. While fiscal services, instructional services, facilities, human resources each contribute in their own critical ways, student services is uniquely focused on ensuring students are supported within the instructional environment, partnering closely

127with schools to strengthen universal tier 1 supports so all students can fully access and engage in learning. This includes a comprehensive system of supports such as behavioral and social emotional services, student wellness, school psychologists, student placement, community schools, and partnerships with families and community agencies. Together, these efforts help ensure that every student is supported, connected, and able to thrive academically, socially, and behaviorally. This this evening, we are excited to highlight the meaningful work taking place across our student support services as we continue to advance our LCAP goal 2 and our commitment to our rigorous learning for all which is right behind on the boardw. A key component of this work is our comprehensive multi-tered system of supports or what we call MTSS. This framework ensures that every student receives the academic, behavioral, and social emotional

128support they need to thrive within the instructional environment. Through MTSS, we're able to proactively identify student needs, use data to inform our decisions, and provide timely layered supports that promote access, engagement, and success for our students. We have made a strong commitment in deepening district-wide understanding and strengthening the implementation of MTSS. This includes ongoing professional learning aligned to rigorous learning for all, engaging both our staff and our broader community in building a shared approach to student support. It is important to emphasize that this work is collaborative and interconnected. Our departments, school sites, and community partners work in alignment to create the conditions where students feel supported, connected, and able to grow and thrive. So some of our students um they need a little more um and so that's where special education comes into play. Um

129student special education is uh for students that are identified by an assessment process and in that process you have a identified disability and you require specially designed instruction. Um the main service that we provide is specialized academic instruction which is uh called SAI and that's what our educational specialists are special ed teachers provide and to support the academics and SAI we also um provide a array of related services and those services help our students access those academics and so it could be speech and language, it could be occupational therapy, could be educationally related, mental health, could be transportation. There's a just an array of related services that we provide for our students. And it's that assessment data that tells us um what is it that the student needs, what's the service type, um what um

130frequency, how much do they need it, and where do they need that service? Because special education is a service. And we have a continuum of those services from least restrictive to most restrictive. And um that's our work that we do. One of our calls to duty as we were talking about students and access and we're looking at least restrictive is making sure that our students are um and we're following IDEIDA which is the law that kind of governs our work. And with that law, we are required to have students to the maximum extent in general education. IDEIDA will say, you know, all students are general education students first. Um, and beyond the law, right, uh, the more that students are accessing with typical peers, right, that sense of belonging, um, being prepared for the world

131that they're going to face because there is no separate, you know, life outside of, you know, school when school's over. So that's, you know, our charge and um the state department actually gives us a report card and um monitors how we're doing with our LRE data. And as you can see from these charts, it's been our focus and we've been moving in the right direction. And so we look at we've got more students spending more time in general education and we have less students spending less time in separate settings. And so we're on the right direction and we're in a good trend. One of our other kind of call to duties when we talk about rigorous learning for all, all means all. And so we put a lot of efforts and a lot of focus

132into getting our teachers and our par educators the tools and the resources and the training that they need um to support that learning for all kids. We are super excited in our ESN classrooms, that's extensive support needs, um to be able to provide smartboards for all of our classrooms that allow access to unique curriculum and other materials. Um our Mildmod and our RSP teachers are have been training side by side on the new district curriculums with Benchmark and I Ready and even today we have launched our quarter 4 training where our focus is on literacy and the science of reading. Um so super excited about the work going on and I can't highlight enough we're about to um start working on our third annual PAR educator symposium. Um and this year partnering again with Southwestern

133Community College. Our focus with our par educators will be on communication and it's just a it's a beautiful event. So excited about that. And then um the other part that we provide and I think there's other people services that provide behavior supports um on our team we have a there's going to be a lot of acronyms here but we have a board certified behavior analysis at BCBA who leads a team of RBTs registered behavior technicians and ABS which is autism behavior support assistants. There's a test on that after. Um, and so this team goes out, they work with students individually, they work in classrooms, they provide staff guidance, and um, they do a lot of prayer um, professional development. Paul, do you want to share some other? >> Yes. We also have our in early

134childhood uh, as part of our early childhood behavioral supports, we offer, we're very proud of our program. Um, we offer the parent implementation program, also known as PIP. And this program is designed to support young children experiencing those big emotions, strong emotions and behaviors, while also equipping families with positive and effective uh parenting strategies. Over time, PIP has evolved to better meet the needs of our community. And currently, it serves families across the district using evidence-based practices grounded in social emotional learning. This includes the Incredible Years program. You may also know it as a dino school. PIP provides structured parent training sessions along with opportunities for families to practice these skills in a supportive and professional environment. We did want to share a parent testimonial of the program. parents having similar struggles as myself um

135you know with my child um really felt you know good to know that I wasn't you know alone and that's what I really enjoyed is just having a safe space with other parents um and the staff here at the Dino school parent group um was really great cuz it gives us a chance to really um talk about the experiences that we had maybe prior week and then the other parents just kind of hearing and listening bouncing off ideas with each other and with the staff um really felt good to know that I had that support there that just made me feel comfortable to open up. There's a lot of things I learned here. So, one of the biggest things is like the emotional piggy bank is making sure that, you know, as we're, you know,

136trying to correct behaviors, we're first trying to build a foundation. Before I felt like I was always jumping to a consequence or like a when and now it's just like, okay, making sure that he's okay, talking to him about his feelings and finding out what's wrong. Um, and then going forward in there and using, you know, the different techniques that we learned to to talk to him. I feel that um there's a stigma when it comes to like you know a program like this where people might think that it's a bad thing or why my child um honestly if I had the chance to do it all over again I would do it again. Um it's a great program for other you know parents um and really every parent um it really teaches you how

137to really invest time into your child. Um there's different techniques to work with your child and then knowing that you're not alone. Um I think that this program is really great. They really saw a really great positive change with Set Hail and I would definitely do it again and I really would recommend it to all parents. What a powerful testimonial and I love hearing about student success and that family voice being elevated. Um, elevating that family voice and elevating all of our constituents and educational partners is a fundamental part of our community school strategy. what began as a Chil Vista educators resolution um in 2021 as we were returning um from COVID shelter in place was adopted as a board resolution in April of 2022 which then led to a planning grant of community school

138funds which we then expedited into solely a year of planning so that we began implementation that expanded community schools over three consecutive You can see that we started off with our founding community schools of Harborside and Palomar. We then expanded to another eight sites um or to a total of eight sites by year two. And then as of this year, we added five additional community schools. So we're at 13 commute schools here in Chilivist Elementary School District. That is approximately about 30% of our non-charter schools are community schools. Um, and all that our community schools are about are maximizing those services to families to help with that whole child aspect, removing those barriers so that administrators can focus on their administrative duties, teachers can focus on teaching, and students can focus on learning and families

139can thrive. In addition, two years ago, um the Chiliva Vista Community Collaborative, also known as our family resource centers, was also merged within the community school department, again to align those integrated supports for families and to help our students in and out of the classroom. Uh when it comes to community schools in this first semester, I'm honestly very proud of the work that was done by our community school coordinators as well as the um principles, teachers, staff, and families that all coales around our whole child's needs and successes. So, as you can see here up on the slide, over 13,000 resource connections were made at those 13 school sites just in this first semester. Um, and that ranges and translates into over 5,600 resource connections for basic needs, things such as food, nutrition, emergency clothing,

140as well as mental health needs. You can also see that when it cames to extracurricular and recreation enrichment opportunities, that there were over 5,400 of those, as well as supplementary education and academic supports, there was over 650 resource connections made um this first semester. Also, when it came to focus groups, we are constantly trying to keep our finger on the pulse of what the priorities of our community are. And that's by asking and listening. So, in the first semester, the 13 school sites had over 66 focus groups. And that's primarily with families, with staff, as well as with students. Um, and I'm proud to I'm proud and honored that we had over 1,400 repeated participants in those focus groups this first semester. And that didn't just happen or you know um by itself with our

141community engagement efforts through community schools. We had over 269,000 views via digital outreach efforts and campaigns and over 12,000 flyers that were distributed directly in person with our families. The other side of our community school department is our family resource centers. We have five family resource centers um at Vista Square, Rice, Loma, Loma, Verle, Otai, as well as Palomar High School um with our feeder district at Sweetwater Unified or Sweetwater Union High School District. Um there's an array of services that our family resource centers provide to our families um based off of family need. We received referrals from 47 of our 50 CBSD school sites this first semester. That translated into over 922 referrals. Um that translates into over 200 families being served over 1,900 of our CBSD students and over 11,000 services rendered this

142first semester. Um, also included as a highlight just because numbers are great, but each of those numbers tells a story and each of those numbers are students and families dealing with real circumstances and real um situations that sometimes get serve as a barrier to our students success and our students learning. Um some of the highlights here um located were the testimonials about how student services and community schools are received by staff, families, and students. Teachers expressing gratitude for increased supports, families expressing being more participatory in their students education, and students expressing fun with bringing their families together. That's because community schools is in its heart an equity strategy. Um we're our goals and mission are to transform our schools and to improve students lives. Um community schools is integrated supports and it is also externed

143learning opportunities and it's making local community partnerships and it's about sharing decision-m with the entire community. Um, and all of that is based because those resources and those maximized services happen because of we're not just connecting one pillar to another, but that we're connecting community members to community members. >> So, as we bring this presentation to a close, we want to emphasize that all of these efforts are deeply connected and grounded in a shared purpose, ensuring that every student is prepared, supported, and able to fully engage in learning. For students to access rigorous instruction, they must first feel safe. They must feel supported and regulated. This is why our behavioral and social emotional supports are essential. At the same time, our special education services ensure that students have access to the least restrictive environment where

144they can learn alongside their peers with the appropriate supports in place. Our student wellness efforts further strengthen this foundation by promoting well-being and connection while our community schools model expands access to resources, partnerships, and learning opportunities beyond the classroom. Together, these systems form a comprehensive and integrated approach aligned with our ELA priorities, grounded in MTSS, and centered on the whole child. This work is made possible by the dedication, expertise, and collaboration of our student support services team. We are proud of the impact this team is making each day and in the lives of our students and our families. And we would like to take a moment to recognize and thank those who are here with us this evening. They can stand up. They are part of our team. They're an essential piece. Thank you. or

145questions or comments. >> Thank you so much for the presentation. I do have some questions for the Dino School. Is this for a specific like group of students or is it open to everybody? >> Yeah, it's a great question. So, for the Dino School, you mean for PIP? >> Yeah. >> So, we actually do partner with South Bay Community Services. They are providing services at five different schools and this is for elementary age students that they do dino school. So more of a pullout service for PIT. This is specifically for early childhood. So it's from ages three to the cusp of six years old. >> Um and so that one is based on a referral for those big emotions and big behaviors that school sites see >> referral from teachers, >> administrators or school psychologists,

146right? If they do see an observation or observe through that, >> they will refer. And and you said the other ones are in five schools. Do you know what schools? >> I can I do have them. I don't have them with me right now, but I can put it in the board report. >> Okay. Thank you. Um and then do you know how big this classrooms are like the for the PIP? Like how big are the groups? So for PIP specifically because it is an in-person tier and so simultaneously what is happening is the students are getting kind of the skills and strategies through DA school simultaneously the parents are also getting their parenting session at the same time in another classroom. Um we actually had a pip open house in August we will be

147more than happy to host another open house and we will invite you so that you can also see the classroom. Um and so for the that small group, it is usually a small group between six to eight students. Um and then we have different cohorts of that. >> Sounds um Okay. And then I had a question for um sorry I wrote them down. Um for the community schools, um you it was mentioned that it's 269,000 people with digital outreach. uh what kind of digital outreach was that? >> So that varies school site to school site just because every community is unique and different. So we've taken some of the feedback directly from families where some families have made preference of hey we like the use of class dojo whereas we have other school sites where

148they're like hey we actually prefer WhatsApp group message um and so we really try to adjust and adapt based off of the needs and the preference of the school site to put it on us to meet families where they're at and the preferred communication style. So basically it's it's not like the parent responded to it. It's just that you it was sent. >> Yeah. So those are the ones that we can verify that it was opened and that it was viewed as open. Okay. Correct. >> At least >> correct letters. >> Correct. And what we can see too is we can see the different metrics when it comes to the attendance and participation at some of these events whether that's coffee with the principal whether it's you know fall or you know winter festivals. We

149can see the dramatic increase of that participation with the tracking that we've done with attendance records where we've seen that as we've invested in more community engagement, we've seen better output and more participation. >> Okay. Thank you. Um and for um you mentioned that there were in the testimonials like teachers were, you know, happy with the support. Um are these supports in classroom? >> Some of them are. Yes. Um so they're they're each led by community school steering committees at each site. Okay. >> So rather than it being nec it's centrally supported but it's locally decided where for example Otai which is one of our newest community schools Otai has its own community school steering committee where Otai makes the decisions and the goal set and the priorities of what is Otai's present need and

150what they want to address first. We've had a range of different and diverse needs and goals from different school sites, but it's it's locally decided and that's by student committee made up of certificated, you know, representatives, classified staff representatives, family, community partner, community agency, and even student voices because we're not just going to talk about what's best for students. We want to include them in that >> engagement part of their education. >> Okay. And there will be a like a school coordinator, right? Or >> Yeah. So there there is a community school coordinator at each community school site. um to facilitate that implementation. >> Okay, I think those are all Thank you so much. >> Thank you. >> Question to our short timer. >> Miss Rose, I have special I had special needs uh uh

151sons. They were deaf new my twins when they were born. So I I do appreciate the whole general all every child is a general ed child because I know the struggles of being different >> you know I I get that. Uh however though in a school classroom setting when behaviors are also involved. How are we managing some of the challenges that the general ed teachers are having when there's just no way not to see, not to notice when we have these outbursts at, you know, you're in the middle of a whatever lesson. How are we doing with managing and pro hopefully getting some input from the teachers also some of their challenges and not just getting the input but them knowing that they're being addressed. >> Yeah. And that's the the the beauty of special

152education is every student has an individual plan. And so if a student is in a general ed classroom and having struggles, whether it be behavior or academic, then we get together as a team and we talk about what those struggles are and what other resources and what other supports are needed. Do they need a behavior intervention plan? Do they need some other more intensive instructional services? You know, what other services and what other supports do we need to provide? the the law really tells us that we should be looking at um what those aids and what those supports are before we start to look at moving a student away. But there are students and that's why we have a full continuum that absolutely need to be um in a more restrictive setting even to the

153point that we've got some students that may need residential treatment center. They need may need to be homebound. So, it all depends on that individual student and their individual plan and us coming together and working together as an IEP team on what that student needs, what that struggle is, and then how we're going to move forward for that student. >> So, there's constant communication with the team, the general ed, your your supports for the special needs. >> Correct. That's the way it's designed. Yes. >> Thank you. You're welcome. >> Thank you for your work. Um, I just had a quick comment. Well, maybe first a question. Are we looking at more community schools in the future? >> Yes, >> that's a question. >> So, we we have done an I feel like we've done an

154excellent job of elevating the desire of the community. We have maximized the California Community School Partnership Plan, which was the state funding that was available up until this year, which was the last year for expansion. So when it comes to avail additional and available cohorts of California state funded community schools, >> okay, >> um that that program has sunset. But for example, with a couple of our additional schools, we were able to maximize a federal grant opportunity for through our partnership with National University with the full service community school grant, which was how we were able to get some additional schools that may have not otherwise qualified for their expectations of the California grant, but that they were able to get that supplementary support. So, we're constantly going to be keeping our eyes out to

155see what happens with the governor's proposed budget, with some of the proposals for additional community school funding. And any opportunity that we can pursue to try to support more of our school sites, more of our students, we're going to actively pursue. >> Okay. Thank you. I just wanted to say too that I know how hard you guys work, Miss Casey and your team, because um I've had parents reach out to me recently with concerns about their child and I know that you guys get in there and really try to help the parents and comfort them and make them know that their kid is doing that you guys are doing the best that you can and he's their child is also thriving. So, thank you. >> Do you really want me to? >> All right. Um,

156>> take everything I'm going to say. >> Um, okay. So, the family resource centers. >> Um, who mans or who is in charge of those family resource centers and how does that look? >> So, the direct supervisor is myself. As far as overseeing the family resource centers, I have a wonderful team. We have 10 family resource assistants, okay, that are the direct line staff at each of our five family resource centers. So, we have two family resource assistants per family resource center. There's also the support of an administrative team like a family resource center coordinator that helps with the day-to-day tasks as well as that clerical support through a clerk type three um that helps me oversee and manage the adaptability of those resource centers. >> And then in those resource centers, what are the

157hours of those? Are we open after hours? >> So we Yeah. So we've since the merge with community schools, we've actually extended those hours. So before they used to be open from 8 to 12 and then 1 to 4. However, we saw a trend of families that were trying to access working families that were trying to access the family resource center during their break um during lunch. Um and so we adjusted the hours to be open continuously from 8 to 5. Okay. So that way we could hopefully help with some of that drop off traffic um accessing the family resource center on the campus as well as during the lunch breaks as well as after school during that pickup. >> And then we've also navigated and created that 223 workday calendar, okay, >> for the

158family resource assistance. So because those needs don't disappear when that school bell rings. So we're even open during those intercession breaks to provide some of the ongoing support to families that want access for those conveniences. Now, and this might be to the superintendent. We used to have a contract with Sal Community Services uh to have family resource center type deals. >> That is correct. >> Is that still going on or is this part now merged into this? So, ever since community schools and the family resource centers merged together, we've dramatically reduced that SBCS contract and we've actually invested in staffing the F FRC's with CVSD staff versus out >> outsourcing to SBCS as a hiring agency. So, this board actually voted last year in approving the family resource assistant job description, which allowed us to

159absorb a lot of those long-standing SBCS staff that have been serving our community for years as CBSD staff, supporting CBSD families. >> That's excellent to hear. Now, finally, um, Trusty Tullson asked about expanding community schools, and you addressed it where we're limited by funds. However, How much does it cost to open one? >> To open one. Yes. Well, I mean loc, right? So, no, I'm just eating. But, um, >> well, exactly. Right. So, when it comes to community schools, as far as the programmatic pillars of community schools, which includes integrated supports, shared leadership, you know, expanded learning opportunities and community engagement, that doesn't need to be restricted just to community school funded sites. So, one of the things that we've heard um at the district steering committee level is we've heard an interest from a

160number of sites that were interested in some of the community school partnerships where it's like, hey, we'd really like access to that community school partnership with on-site dental services. Is there any way that we could have that arrived to our school site? Um, and we've intentionally created those agreements in a way that would provide access to other school sites that are interested that are elevating that voice from the community to be able to share those supports. We've had a couple of school sites that have really expressed that interest quite explicitly. Um, and so within our district steering committee, we're calling them community schools at heart where maybe they don't have the recipient of the grant funds, but they have all the drive, the enthusiasm, and the components of those community members and staff and school

161sites working together. So, we've had explicit interest from Rogers Elementary as well as Suades Lincoln um as well as Finny that have, you know, adamantly asked and expressed interest in those community resources, those partnerships as well as community engagement strategies to help serve and improve their community. >> Yeah, maybe we can reach out to the county supervisor. Well, we have a billion dollars in the governor's budget for community school sustainability that really has no parameters that can be used not just to sustain the community schools that we currently have, but that can be used to expand further community schools. So, after the May revise, we'll have further information. But there has there is a pot of money that Governor Nuome has put aside. It's a billion dollars for community school sustainability. And the way that

162I'm reading it is that it can expand the in not just be used to sustain the community schools, but we can use it to expand. >> One question. It's a it's a billion dollars across the state >> and there's a thousand billion dollars for us. There you go. Yeah. Well, but but when you look at the community schools and the way it's funded, it's based on population of the school site. So, it's it's based on the population of the schools. Am I'm correct, right, >> Josh? Yeah. So, like for example, our school sites the the ones that our school sites qualified for, it was either if the school site was under about 400 students >> to under a thousand students that kind of differentiated which a lotment they >> Okay. All right. Well, thank you.

163Thank you all three of you. Uh obviously the the services that you provide and you lead are another layer of the big onion right of >> but he's not done because I want him to brag more because that last slide was about connection and he was being he just barely mentioned Sweetwater. Um what we tend to forget is that our students don't stop being community members after they leave elementary school and our community schools aren't just open to elementary schools. It's part of the community. So they're they're open to families and they're open to if our students graduate and go on to middle school and high school, our students in high school and middle school still have access to the community schools. Not only that, our high school district has 12 community I remember 16

164community schools of their own. So when Josh talks about this what he's worked on, please talk about the summit that we had in the fall and what's happening in April because we've all been invited. So please talk about the summit. So, you know, a rising tide raises all ships and we have a really rich and resilient community and we didn't want to work in isolation. So, what we organically organized was we reached out to different school districts in our local regional area here of the South Bay that were interested in pursuing community schools. It's like, hey, we're all serving the same families. Why not work together to maximize these resources as a consortium so that we can really benefit and make some transformational change here at a local level? Um so what started as just

165you know bimonthly meetings getting together to maybe help co you know coales around strategies for community school grant applications then branched into now that we've received these grant funds and are all in the implementation phase how can we maximize these resources so in the fall we actually went ahead and organized our own local community school summit here in the south county um because here in south county we have 47 different community schools you know which of which 13 are ours you know the 16 are Sweet Waters and then you know a number of other you know um neighboring school districts like Santa Cro um Imperial Beach Charter I don't want to leave anyone out because then I'll I'll get some texts later right national city um but what we did was we you know by

166elevating that need 25% of all the community schools in the entire county of San Diego are right here and so we did this um community school summit here in the fall where we wanted to make those introductions and those warm exchanges for networking so that our elementary schools could communicate with those middle schools and those high schools that since we're sharing families, that we can maximize those services to benefit not just the child in that specific school site, but benefit the whole family and household. Um, and then also coming up later on this month, April 29th, we al we have our second local comm, you know, South County Community School Summit where we're actually going to be intentionally focusing on sharing resources. So, what are some of those community partners that are meeting the needs

167successfully at each of our school sites? If we have overlapping needs, how can we maximize those agreements and those partnerships to service the whole family as they go all the way from TK all the way up to 12? >> Thank you. >> My pleasure. >> Thank you. All right. Before we get to consent calendar, I'm just looking at the clock here. Um, we will take a break until 8:50. calendar. The f following items listed under the 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 me members of the board, staff or public request specific items to be discussed andor removed from the consent calendar. And let me get my list ready. Okay. Um, are there

168any items to be pulled by board members trusted Ramirez Dominguez? >> Yes. Uh, 11 C subsection E 11 C subsection K uh, consultants 11 I 11 T. TS and Tom >> 11 CC >> CC CC. >> So back to Okay, so 11 CC C. Uh-huh. >> And >> oh, wait. Double C. Yeah, because it's double C. Oh, yeah. CH >> and 11 E, please. >> Okay, let me read them back to you so I don't skip any. 11 C subsection E, 11 C subsection K, 11 I, 11 T, 11 C, and 11 E. >> Yes. >> Okay. Trusted Dominguez. >> Yes. Um 11B >> 11 C subsections 11 >> CD >> 11 CE >> 11 CF >> 11 CK >> Mhm. >> And then I'd like to ask the chair about the resolutions 11D through

16911H, how you would like to proceed with those. If we're going to read them all out loud, maybe we should take turns or something for you to consider. 11 D through H. They're resolutions recognizing our teachers, our classified, our admin, our bus drivers. >> Let's let's just pull them. >> Pull them. Yeah. >> I have 11 D through 11 H. Okay. >> 11 J 11 K 11 L. and 11 O and 11P they look the same so I'd like to discuss them jointly okay so that all then I can read them back to you >> 11 S 11 T 11 V is in Victor 11 Y 11 BB 11 CC let me read this back 11 B 11 C subsection D 11 C subsection E 11 C subsection F 11 C subsection K 11 D

17011 E 11 F 11 G 11 H 11 J 11 K 11 L 11 O 11 P 11 S 11 P 11 V 11 Y >> 11 BB No, it's not. >> Not yet. >> I'm not there. >> Oh, I thought you said B. I'm sorry. >> 11 V. Did you call Did you do V like Victor? V is in Victor, right? 11 Y, 11 BB, and 11 CC. >> Yes. >> No, I did not put E. >> She did. Okay. Um, Trusty Tolston, >> nothing to pull today. >> Trusty, >> I'm just checking what's left. Um, did we pull uh 11 I? >> Okay, I want to talk on that one. Um, skylights are fine. Uh, transportation is fine. Fleet management services is fine. Um, where are the portables? Oh, Z and A. Okay.

171So, I Z and double A. I have nothing. All right. Is there a motion to approve the consent without the items that have been pulled by the board members that I have read back to each board member? >> Motion to approve. >> Second. >> Moved by Trustee Ramirez Dominguez, seconded by Vice President Deo. Recording secretary, please call the vote. >> Ramirez Dominguez. >> Hi. >> Dominguez. >> Hi. >> Tolston. I >> I motion carries 5. >> Okay. Starting with um in alphabetical order, trustee Dominguez Cvantes, 11B. >> Yes. Page 99, item 9A, oral communications. I would like to request a correction to the draft minutes. >> 99 of the minutes. >> Yes. Item 9 A under oral communications >> 99 999A order communications are we there? >> Okay. I would like to request a correction

172to the draft minutes. The minutes state that my comments were about endorsement concerns. That is not accurate. My remarks address inaccurate information being publicly circulated. I'm requesting that the minutes be revised to reflect that. My I proposed language is however you want to call me, whether it's trustee or deia Domingo Cvantes. Uh addressed concerns regarding inaccurate information being publicly circulated and clarified the record. I brought my verbatim what I said if it needed to be referred to. Okay. My only concern with that is we can't as a board determine what's inaccurate and what's accurate as far as circulation because we didn't >> Well, you can check that out if you want. Well, I can you want to see it? I'll show it to you. >> No, we can only go by what you said. And

173you said it was a concern about something that was circulated, >> right? So our minutes can only be what you said. We can't address accuracy or inaccuracy. >> Right. But since the rec the recording is the official public record of what was said, the minutes should not reflect a different characterization, I'm requesting that they be consistent. >> Can you read a quote? Okay. So the recording will show my comments were about correcting that's what my comments were. My comments were about correcting what I saw as inaccurate information not about endorsements and I'm requesting that the minutes reflect that to capture what the recording. So if we said that if you make a motion that >> you want it to say Delia Dominguez Cervantes addressed correcting. >> Do you have do you have a recommendation directing?

174I do it um address that I addressed my name addressed concerns regarding inaccurate information being publicly circulated and clarified the record. >> Did did you say in your quote on there that it was inaccurate? >> Yes. And I have the verbatim here. It it'll help. I listened to it like a thousand times to record it and then I ran it through. >> So I think that what you could do um is make a motion to amend the minutes to reflect verbatim that and have the clerk verify that that is accurate. And that's that's what we'll do. >> That's fine. >> Thank you. I make the motion to correct that or offer that statement. Second. >> There's been a motion by trustee Dominguez Cvantes, seconded by vice president. Reporting secretary, please call for the vote. >>

175Ramigos Dominguez. >> Hi. >> Dominguez. >> I. >> Tolston. >> Hi. >> I >> Motion carries 5. >> Okay. Next is um I'm going in alphabetical order still. >> Yeah. Okay. >> See 11 um >> B. >> Oh, so we just approved 11B. >> Okay. >> I know you had something else. >> Well, then I this is minor. I can talk to share with you later what I what I enter >> 11 C D is is do you trust Domingus? >> 11 D through 11H the resolutions. And >> no, this is we're still in C the the subsection C because we're going out. >> Excuse me. Yes. Let me get back to it >> because then it'll be >> both you and trustee. Let me just >> That's the resolution for the >> leave of

176absence for Rosa Martinez. >> Leave of absence without pay. Oh. 11 CD. Got it. >> We're on the minute. We're not on the minutes anymore. Correct. Okay. >> Now, item C. >> Um, >> Subsection D, >> leave of absent without pay for the 26 27th school year. >> So, is Rosie leaving us? No. So, >> Dr. Reyes. >> Oh, so >> I'm sorry, Miss Rosie Martinez. >> Yes. So, so Rosie is a teacher, a classroom teacher. So, because she's the president of CVE, uh we have to count it as a leave of absence from her teaching position because she's no longer a teacher. So, there's leave of absence there. So she's not she's without pay as a teacher as a classroom teacher. So she goes in as a president of CVE. >> Okay. Somebody's paying

177her. >> She's getting paid but it's not as a classroom teacher. Yes. >> So so we have to put it as a leave of absence. So when whenever she she's done being president, she has a place to go back to. >> Thank you. And um E. Yes, you both you and trustee Ram Dominguez both CE >> who would like to go >> the literacy coach and reading teacher spec uh spec specially not especially but specially funded project school site this position is a new position to meet the requirements I'd like to know who's going to be able to take advantage of that position >> how it's how it's determined. >> Okay. So, this is an LCRS grant from the state of California, which is a literacy coach and reading specialist grant. Um, the state determines

178which schools will receive this grant. We have four schools and so they've already been identified and we have talked to the principles already. It is Harborside, Lauderbach, Montgomery, and Los Altos. And each school um will be receiving funds that um range from anywhere from 450,000 to 670,000. And isn't that nice? We have um we're we are being allocated the funds this year to be spent over the next three school years. So we have until June 30th, 2029 to expend the funding. Part of the requirements of this grant is that a portion, if not all, of the funds need to be spent on a person who will serve in this position as a literacy coach and or reading resource teacher. And so you'll see in the job description that there are several bullets that are related

179to building capacity and supporting um all teachers at the site to understand better literacy development and how to support that. Um and then there are also a few bullets that say that this person can also provide direct support to students. Um one of the really important things to remember about this job uh and this has already been in place in some other districts. So we we have some precedent to know uh more information at the same time the state is in the process of taking um proposals from counties across the state. one of those counties or more will win the bid for providing the support for this position. So, whoever um takes this position will actually receive a considerable amount of training as well to support um the work that they're going to do at

180our sites. >> So, they'll be trained by this project and then we get to >> maximize. This is wonderful. >> It's Yes. It's it's a really great opportunity for our schools and for our district because we'll be able to build capacity at our school sites, but we'll have four really highly specially trained um staff members that will be able to, you know, continue to support us. >> Thank you so much. Who who put in for that grant? >> This was an interesting one. You only had to opt out, so I did not opt out. >> Yeah, we like those grants. Thank you. >> Thank you on that. Um my question was about again longevity of how long is this grant? We know grants are for a certain period of time. You you answer that. Um

181but my next question following that is one thing you said is that we're going to have really well-trained teachers. And I would just my two cents would be to um you know continue working together with other schools because I know it's not only these four schools that need help, >> right? We know that there's a lot more of our schools that anybody will benefit for having the specialized person that's teaching you how to do, you know. Um, so maybe, you know, have those cohorts with these teachers to be able to share the information and and be able to gain more even if we don't gain more money. Um, but just to be able to, you know, we're we're getting opportunity here. >> Exactly. >> And let's let's make everything let's let's pull every all the

182juice we can out of it. So yeah, that was my two cents. Thank you so much. >> Item CF, trustee Dominguez Advantes, >> resignations. There's several teachers listed here. My question was or is are those related to some of the staff that we that had already been identified as leaving or these additional? >> Uh, Miss Dr. Rosenel. >> Yes, thank you for the question. Um, so some of them, yeah, let me back up a little bit. So, some of them are um have been identified and have been applied to the layoff uh list of of teachers, and I'm excited to announce that we were able to make uh about eight phone calls today to resend eight teachers. >> So, that was um a spot of joy in my day. >> Now we're at 28. >>

183Yeah. So very very excited about that. We know that our work is not done until we brought every single teacher back, but this was um some exciting an exciting task to complete today. >> So in regards to our classified, now there's several here that are also leaving. How does that affect that very same event? So, these positions are also being looked at as potential um positions that we could use to bring back um classified staff depending on what the positions are. >> I had another question in regards to the classified. I know that before you you shared that they were all going to have jobs that they were but what was the the endg game? Did they end up losing hours which means they end up lo losing pay? >> So there are some that

184are there are uh there are some that are going to have a reduction in in hours. Um there will be some that are you know that positions have been eliminated but we will be able to place them in other positions. when we place them in prior positions, for example, DSAs, if they are um being placed back in as a student attendant, like they're bumping back in, then we will try to get them as close to the pay range as possible as a BSA, >> but also keeping in mind the the the seniority, right, that that plays into it. So, they could end up in a job where maybe they just have no duty hours, two hours That's sad. >> And you've had these conversations with the >> ongoing the union leaders as they said. Yes.

185>> Thank you. >> Yes. Um CK boot world for the consultants. Yeah. So let me tell you which one. >> Yes. >> So that's a contract that we have uh the with this company called Bootworld because we provide uh as part of the contract we provide boots for custodians and so that way we can buy it from this provider. >> Okay. Yeah. My question was who who of our staff gets boots? >> Uh custodians. Anybody else? some of our heavy equipment operators. >> Okay. Yeah. I just wanted to get the clarification. >> Thank you. >> The advance the advanced lift services >> on the second. >> It's under consultants. The second block of consultants. It's the second one. says the board of education approved kind of throws you off. >> It it speaks about the

186the time constraints and uh the cost not to exceed 3600. I just wanted to get clarity. It does it have to do with the fact that possibly student needs special lifts and need to get them to school and the what what is it? So, this one actually is for um the transportation. Um we have when we moved garages from here over to Maxwell, there was a lift that we wanted to move over >> for the buses. >> Okay. Thank you. Okay. Anita Fire Hoser Company. The sum fire extinguishers $45,000. How many fire extinguishers extinguishers are we getting? >> Well, no. They they provide the service and maintenance for the fire extinguishers that we have throughout all the sites and district office. >> So, they do that. That's their maintenance. And they replace them also. That's

187part of the fee. >> They replace them if they need to or or fill them up. >> It covers the cost. Okay. Thank you. Uh Cababana or Cabana pools without the enem? Has that been in use at all? >> Uh my miss has the pool been used. >> U Trusty Dominus, can you repeat the question? >> The the pool. >> Uhhuh. >> Well, if we're needing them to come and fix it or what they're going to do as needed. I My understanding was that it wasn't even being used. >> Was it or isn't it? Or did it? I I believe that the we're the repairs have been done. Yes. But we're waiting to hire the person that was in the position that was supporting the the pool maintenance and safety for the children has been

188vacant. So, we're interviewing right now to hire for that position. >> So, it's it's a person that's not been hired yet, but this is also for the maintenance. >> And that's what I was concerned about because it was an ongoing problem with that pool. >> Correct. So, so that my understanding unless I'm correctly wrong that has been fixed with the Cabana pools uh services for the maintenance uh and ongoing maintenance of a pool. >> The next one is second to the last on that page. Fulcrum biometrics. I'm just curious as to why we're only seeing it now since it goes back retro to October 1st. >> Yes. So, so, uh, we had, so we had it before and that's how we do the fingerprints. And so, with when it was about to expire, we're trying

189to get a contract from them and we're having a very difficult time, um, uh, getting the contract back. We're going back and forth. Um, they didn't like some of the terms of our contract. So, we since we didn't have a contract, we stopped it. We stopped using them because we couldn't pay him. We actually used them for three months uh without a contract. So, and we owned that money. Then we stopped and now we're a finally able to get the contract back. So, we're bringing it forward. And the reason why we're backed it is so we can pay him back in the three months. Correct. >> And then we can continue using the the fingerprint services. >> Thank you. The next one is math. >> If I may >> Oh, sure. >> jump into that

190one. Um, so that's for the fingerprinting for substitutes and and other employees that we can bring in. Now, >> is that the only company that we have or can we use or can we have other companies just in case because this one is only until October 1st, 2026. Are we going to have the same problem in a couple of months? >> So, the conversation that we had is that we're just going to use the same contract. We're not going to be changing the language of the contract that we are approving today for the next next time. The the issue that that we had is that we were we had um made some changes on the language which >> if we're going to use the same language, why not approve it for three years to change

191the end date to 2029? Uh we we would have to consult with them to make sure that they they're okay with the three years. >> Well, we're giving you permission to do it and then if they're good, they change. >> Then it's done. >> Then what do you do? Just bring it back. >> Yeah. It says for ratification. >> Yes. >> Okay. The next one is math transformations will provide educational consulting to principles and professional learning sessions for teachers across grade levels not to exceed 100,000. We have a lot of schools a lot of math teachers a lot of principles 100,000. How many people are we going to be able to reach or how many schools are we going to be able to reach? So this is actually for two schools for McMillan and and

192for Jeffers >> uh and it's for the the curriculum that they use the math curriculum that that they're using that has actually been proven successful for them. So we want to continue but but however they haven't received training on this on this particular curriculum. So we have the opportunity right now to provide that um that training that way they can continue using that That training will be used just for McMillan and Jefferson. >> And Jeffers. >> Okay. Maybe those teachers can train the other guys. Okay. I think that might be it. That's it. Thank you. >> Anything else? >> Not on not on C. >> Okay. This is um all of 11 C. Is there a motion to approve? >> Motion to approve. >> Second. >> Motion by trustee Ramirez Dominguez. Seconded by Vice President

193Deayo. Recording secretary, please call the vote. >> Hi. >> Dominguez Cvantes. Hi. >> Tolston. >> Hi. >> Tamayo. >> Hi. >> Ug. >> I. Motion carries. 50. Item 11D. Trustee Dominguez Cvantes. >> This is where we're speaking about the resolutions. 11D through >> all of them >> through G H. Okay. >> V E F wants to start reading. >> Oh, I turned it off. Just kidding. >> I'll do the teachers. Teachers. I'd love to do that one. Thank you. >> Okay. I will do >> I just >> You're doing D. You said you're doing >> Yes, I'll do the teachers. Go ahead. Teachers. Whereas education is the most vital activity that we as a society undertake to ensure the well-being of the nation. And whereas education is in large measure the result of the talent

194and commitment of teachers. And whereas teaching is a profession characterized by skill, knowledge, discipline, tenacity, and creativity in the delivery of instruction. And whereas teachers are a source of caring, concern, counseling, empathy, warmth, and love. And whereas teachers deserve widespread recognition and gratitude for their contributions. And whereas teachers in the Chiliva Vista Elementary School District exemplify all these qualities. And whereas teachers in the Chiliva Vista Elementary School District have made a profound difference in the lives of students in our community schools. Now therefore, be it resolved that the board of education of the Chov Vista Elementary School District and the DIS district superintendent join the state of California in declaring May 13, 2026 as the day of the teacher in the district. Be it further resolved that the board of education and the district superintendent

195encourage activities to recognize and honor Chiliva Vista Elementary School District teachers and all certificated staff members on this day. >> You guys want to approve them all at once or do you want to do them individually? >> We can do them all at once. >> Yeah. >> Okie dokie. >> Whereas principles are ational visionaries, instructional leaders, assessment experts, adept communicators, budget an analyst, facility managers, and special program administrators entrusted with our most valuable resource, our students. And whereas the dedication and determination of a principal sets the academic tone for the schools as they collaboratively with the collaborate collaboratively with teacher to develop and maintain high curriculum standards and set performance goals and objectives. Whereas principles work tirelessly to maintain academic accountability to ensure a safe and productive learning environment and to encourage and facilitate teachers

196and parents efforts to make a positive difference in the lives of young people. And whereas each May 1st school principles day honors preschool, elementary, middle, and high school principles and recognizes the importance of school leadership in ensuring that every child is highly educated, prepared for leadership and service, and empowered for success as a citizen in a global community. Now, therefore, be it resolved that the Chula Vista Elementary School District values and thanks all of our principles and assistant principles throughout the district for their contributions to our excuse me, my contact to our spirit of success, helping create a worldclass model of public education that prepares members of our communities to reach their full potential. And now therefore, be it resolved that the Chula Vista Elementary School District urges all Chiliva Vista Elementary School District residents

197to express their gratitude to our principles and assistant principles on school principal day and recognize the official role they've performed for our students and schools each and every day. >> Too bad I can't cheat and also do the classified. >> I'll take the nurses. >> Go for it. I'll do classified >> classified and I'll do bus drivers. >> All righty. All right. Uh whereas all children must be ready to learn having their basic needs first met so that they may achieve optimal physical, emotional, social, and educational development and be prepared for full participation in society. And whereas through public schools, communities can work together in unprecedented ways to eliminate barriers to learning and to provide access to health care for children and families. Whereas California's credentialed school nurses are pivotal members of a coordinated school

198health system, delivering services to children, eliminating health disparities and barriers, and supporting academic success for all children. And whereas school nurses provide vital links between public and private resources and programs, collaboration between schools and health and human service agencies to bring community service to schools, and support efforts to connect families to health insurance programs to meet their needs. And whereas school nurses create and maintain safe school environments, provide mandatory health education and health screenings, deliver early intervention services, designed wellness-driven programs, and assist students with chronic and acute illnesses and special needs as they transition from home to school. Now therefore, it be resolved that the board of education of the Chulivist Elementary School District and the district superintendent declare May 6th, 2026 as school nurse day to commemorate the unique contribution of our California credentialed

199school nurses to the total educational program. Be it further resolved that the board of education and the district superintendent encourage activities to recognize and honor Chula Vista Elementary School District school nurses on this day. >> Okay, I'm going to do classified. Whereas classified employees support and serve the students, staff, and Chila Vista Elementary School District community. And whereas classified employees continually assist the Chila Vista Elementary School District and its commitment to provide quality educational programs and services on behalf of district's children. And whereas classified employees individually and collectively set an exemplary standard of performance and commitment. Whereas classified employees provide knowledge, skills, and expertise that that are relied upon by staff throughout the district. Now, therefore, it be resolved that the board of education of the Chilow Vista Elementary School District and a district superintendent

200join California, the state of California by declaring May 17 through 23rd, 2026 as classified school employee week in the district. Be it for further resolved that the board of education and the district superintendent encourage activities to recognize and honor Chila Vista Elementary School District classified employees during this week. >> Thank you. >> All right. Resolution recognition of bus drivers on April 28th, 2026. Whereas annually on the fourth Tuesday of April, the people of California officially recognize all school bus drivers for their continued and excellent service to the youth of the state. And these drivers are deserving of special public recognition and the highest commendations. And whereas the safety of our children rest in the hands of trained school bus drivers for up to two to three hours each day. Whereas great amounts of personal time

201and energies for bus drivers, initial training, maintaining current licensing skills and knowledge of school bus laws throughout continue through continuing education classes are expected by drivers. And whereas school bus drivers often face natural and unnatural hazards in the performance of their duties. And whereas school bus drivers frequently assist students in learning and growing in appropriate interactive peer and adult behaviors throughout through counseling and disciplinary techniques. And whereas school bus drivers consistently demonstrate patience and kindness toward students, parents, and school staff in the performance of their duties. And whereas school bus drivers consistently demonstrate an awareness of and direct attention to school bus and school bus routes, mechanical and safety conditions, respectively. And whereas many school bus drivers perform their services for thousands and thousands of accidentfree minute miles year after year. Now therefore be it

202resolved that the Chula Elementary School District recognizes April 28th, 2026, the fourth t Tuesday of April as school bus drivers appreciation day and commends school bus drivers for their continued excellence in services to youth path. Uh and that's it. >> Thank you. Do I have a motion to approve items 11D through 11? >> Motion to approve. Second. Move by trustee Dominguez CVantes. Seconded by trustee Ramirez Dominguez. Recording secretary, please call the vote. >> Ramirez Dominguez. Hi. Dominguez Tolson. Hi. >> Hi. >> I motion carries 5. >> Okay. The next item pulled is 11 I. Trustee Ramirez Dominguez. >> Yes. >> So approve agreement with McGra Hill to achieve 3,000. Can I have more information? Dr. >> Sure. May Montgomery. >> So, Achieve 3000 is a program that we have available in all of our schools

203and it has been in place in the district from what I hear about 15 years. Um, it provides not only materials and resources for students to read, but then instructional support for teachers to be able to run small group instruction as well. It's in English and in Spanish. And then there is an assessment that provides a level of reading it um and comprehension for teachers to look at as well. >> And for the amount of money, are we talking about older schools being funded? >> Yes. >> All students, all all schools. >> And I remember there was like issues with the what do you guys call like the booklets? Do these have any kind of like physical paperwork that the students do in them? >> They my understanding is they can print things but the

204students are usually working online and then teachers may use some of the resources as I said like in a small group setting. >> Okay. >> Um yeah, those are my questions. >> M you want to jump in regards to how that's going to be for next year and what's >> Sure. Um, so our current plan is, you'll see that it's a one-year contract >> and, uh, our current plan is to have it for this next year. And we are working right now to replace this assessment with the assessments that we have with MClass Dibbles. Those are our universal screener assessments, um, as well as our progress monitoring assessments. So, we'll be working with our teachers and our administrators and our union groups in the next year to be able to phase this out after this

205year. Um, but also ensuring that our teachers have the resources that they need for this year to come while we're making this change. >> Thank you. Um, is achieve 3000 the one that if the student like starts getting more proficient that it gets like harder and harder? >> Uh, they they will move up in what's called their Lexile level. Yes. Okay. Yeah, just like you sure. Thank you. >> Okay. I just want to let you know that I withdraw J. >> Okay. I'm trying to decide if Miss Morales just save the vote. I think so. All right. >> Move to approve 11. I >> second. >> Moved by Trusty Tolson. Seconded by trustee um Dominguez Alvantes, recording secretary, please call the vote. >> Dominguez Tolston. >> I'm only voting yes because you said it's one

206year. Okay. >> Nope. Motion carries 41. >> Okay. >> Can you make a motion to withdraw? >> Motion to withdraw. J. >> We'll just we have to approve it because we have to since you're >> motion to approve J. >> Second. >> Um motion by trustee Dominguez Arvantes. Seconded by trustee. Um recording secretary, please call the vote. >> Dominguez Arvantes. >> Toulston. >> Hi. >> Tamayo. >> I. Motion carries. 5-0. >> All right. Um the next item, trustee Dominguez 11K. >> Yes. Republic. Is it Republic Services? Yes. Recycling and Republic Services. My question here is, is the per month cost $33,18 if that's what we're doing. >> Mr. Bong. >> So, it's 27,700 plus 5,300. So, about Yes. 33,000. >> So that's what we pay a month for our recycling and solid waste. >> Yes.

207>> For all our schools. >> Correct. >> Does that does that include the charters? >> Um not the charters that have their own locations. So the Mueller Bayfront, the high school has their own service. And then the middle school, uh sorry, CBLCC Middle School, they're off they're not at one of our campuses. So they're um they have their own service for those locations. >> So those two schools have they're not included in this >> and this also includes all the cafeterias also because they have >> a lot of >> waste also. A lot of waste. Okay. Thank you. >> Move to approve. >> Second. >> Moved by trustee Domante, seconded by trustee Ramirez Dominguez. Um recording secretary, please call the vote. >> Ramirez Dominguez. Hi. >> Dominguez. Hi. >> Ten. Hi. >> Hi. I motion

208carries 5-0. Trustee Dominguez Cervantes item 11L the Lumo Verde Elementary School interimm housing project. This seems to be the practice that we we that we hire yet another company to ensure that the previous qualified company is doing their job. Uh, superintendent Ray. >> Uh, no. So, so Balfi is a construction management company. >> So, what are they managing? >> Uh, they manage the the >> they're doing the job. >> They manage the subcontractors. >> Okay. >> So, for example, they manage the the in the construction, let's say, you have the electricians, the carpenters. So, they manage the construction. >> So, those vendors will never come before us. It's just through bell for >> through b for bid. >> Okay. Thank you. >> This an action item. >> Motion. >> Second. Moved by vice president. Seconded

209by trustee um Dominguez Cvantes. Recording secretary. Please call the vote. >> Dominguez. >> Hi. >> Dominguez. >> I. Motion carries. 5. >> I'm just making sure I'm following. >> Oh. Yes. Um, trustee Dominguez Cervantes 11. I have to speak almost about 110 and 11P. >> We'll take them >> together. Okay. >> Only becau because that that's the question. >> They have the same um everything just a different contractor. >> Yes. >> Different contractor and and different money. One is for the lab, the other one is for >> the inspect. >> Correct. So, so, so the first one O is for the lab work. So, if they need to do a testing of the soil, for example, >> uh because for example, for >> soil test >> for wall ball. >> This one's concrete. >> Yeah.

210They need to go deep into the ground. So, they need to test the the soil. Uh the other one is for the inspector record. So they they need to inspect uh you got to be able to inspect that make sure that we have all the uh they do all all the inspection to make sure that we qualify and that we're meeting uh the right qualifications. >> And they just milk you everywhere, don't they? >> Yes, they do. They sure do. >> The wrong business. >> Yeah. And so so because we have to go through DSA, >> DSA requires all those different things that that we need to >> do. We still have to get permitting from the city on these also. >> Um Mr. Punk. >> Uh not on these ones. We go through TSA

211>> because we go through DSA directly. >> Okay. All right. Motion to approve. >> Second. Moved by Trustee Dominguez Arvantes. Seconded by Trustee Ramdes Dominguez. Recording secretary. Please call the vote. >> Ramirez Dominguez. Dominguez. Hi >> Tolston. >> Hi. Motion carries 50. Did we do both or we did one? >> That was both, right? >> Both. >> That was both. >> Um, trustee Dominguez 11s resend agreement for the award for the mares. So, it sounds like we had a falling out with this company. So, Did we pay legal fees? And then now we're also going to pay a settlement amount because the attachments speaks that we believed that the contractor wasn't doing their job. So, but we're paying them for not doing their job. >> Correct. So, Mr. P, would you like to uh please

212share with the board the the particulars of this issue? >> Sure. Um, so this one was for a marquee project at multiple schools. Um we were having some difficulty um getting responses from the vendor timelines and things like that. Um and working with our attorneys, you know, if we wanted to move to cancel the contract, we had to go through a lot more steps of allowing them to cure the process, which would have resulted in higher fees. So we decided to cut our losses at this point. Um and that amount is to reimburse them for the payment bonds. >> Okay. Motion to approve. >> Second. >> Moved by trustee uh Dominguez Arvantes. Seconded by trustee Ramirez Dominguez. Recording secretary. Please call the vote. >> Ramirez Dominguez. >> Hi. >> Dominguez. >> Tolston. >> Hi. >>

213Damayo. >> Hi. >> I motion carries 5. Trustee Ramirez Dominguez. You pulled I and then it will be trusted. or T. Sorry, I'm looking at it's T. Like I'm going back in time. I'm looking at my writing. It's T. >> Yes. T. >> Um, so this software that we're paying, what are what are we paying? >> So it's uh laser fish. do me a couple things a favor about so share why do we need this and also why are we amending it to increase the the amount >> so laser fish is a a new system that we're implementing um a lot of forms in HR um to make digital forms versus paper forms so um it'll also host our employee files so once they sign those they'll go straight into the files so um we

214just needed a little more um assistance with the workflow and some other integrations. So there's a cost change in that. >> And just you know trusty Ramirez Dominguez is this is part of the PMATS recommendation that we have. >> Last question was um is this part of Peopleoft I think or which one was the program we were using before? >> Oh no no that's the business that's not okay. I'm like oh my god how many programs are we using? This is to digitalize >> to digitalize the documents. >> Okay. For HR specifically, >> correct? >> Okay. And it's part of Figma's recommendations. >> Right. >> Okay. Just >> it it's all connected. Um I'm looking at WT and WY and W, excuse me. What am I saying? W I'm sorry 11T >> 11 Y and

21511BB they're all interconnected and thank you for the clarification it's part of FICMAT um so this integration this management system to automate the workflows right and it's connecting the system so these other items or the purchases we're making they're all going to speak to each other >> no so so Business Plus is completely separate from this. >> Okay. >> This is to you know you have a form to have a digital form. Uh that way it can be filed digitally. Uh the other one is business plus which was uh a way to have uh archive information. So there are different things >> and will they so they don't there's it's unnecessary for them to speak to each other. >> Correct. >> Okay. Thank you. Is this um a continual payment we're going to have to

216do or is it one time you pay this and it's yours? >> Mr. P. So there's can you share a couple things? One is that the information that we have now that we have to >> right >> move it over the digitally but also and then moving forward what we're doing to continue with it. >> Right. So part of this fee is um implementation and then the ongoing cost as noted in the board is about 22,000 in ongoing costs. >> Okay. >> So that's where we'll um we'll have hosted all the employee files and um continuing to use those forms that we've created um on the platform. >> Okay, those are all my questions. >> Yeah, that that covers T Y and BB for me. So I have motion to approve >> all three. >>

217Tot. >> Yes. >> Okay. Um motion by trustee Dominguez Hervantes and seconded by um vice president Deayo. Recording secretary. Please call the vote. >> Dominguez I. >> Dominguez. >> Hi. >> Tolston. >> Hi. >> Deayo. >> Hi. >> I. Motion carries. 5. >> Okay. Let me see if I know my Alphabet 11V. Thank you. >> And that is V is in Victor Trust Domant the authorizing source contract for copers. >> Yes. I had a question about the fiscal impact and the funding source. It says it's it's open. So it'll be at the time that it's purchased will decide what the funding source is. >> M can you share the and give the reason why? >> Correct. Because um it depends on whether it's a department that orders it or which school site orders it. Um

218we actually have a donation um you know that we're receiving for a copier. So it can be funded in many different ways depending on how the school wants to fund it. >> Thank you. because it's school site based then different schools the different sites may fund it differently. >> Just the wording threw me off. It'll be decided later. No. Move to approve. >> Let me just jump a question real quick on this one. Um how does this one work with the contract that we have with Copy Link? >> Yeah, Copy Link was sold. >> Yeah. So the way that this works is this. This allows us to um we have sharp copier. So this is a sharp um a resolution to allow us to use sharp as like the provider of the copy machine. And

219then the new company that bought out Copy Link is called Flex. Um and they're an authorized provider under this contract. >> Got it. Um although we still use the old copy link but through the other contract. >> Correct. Yes. >> Okay. All right. Yes. I >> Are you seconding it? >> Yes, I am. >> Moved by trustee Dominguez advant seconded by vice president recording secretary. Please call the vote. >> Dominguez. >> Hi. >> I motion carries 5. Okay. I believe we're on 11Z. Trusty Tamayo. >> Yes. Uh portable classrooms we're leasing. Uh and this could also be the same as double A. Um so this is to actually get the the portables in. >> This is to add an additional. So we already uh you already approved the purchase of the portables but we wanted

220to add an additional portable for each school. That way that will uh reduce the number of moves teacher moves of um um >> verde and war because otherwise they would have to do a lot of movements. So this would allow them to not have so many moves. >> Okay. >> Can I jump in? >> Yeah. >> Um how many portables in each school so far >> total. Which one? >> So currently ROAR has four. So this would add one making it five and one restroom that was already approved last time. And then at Lama Verde we currently have three and one bathroom. So this would be make it four in one bathroom. >> Okay. And that that would be enough for all our students and all our needs. >> Yes. And then with with those

221portables, are we also having uh water fountains for for the kids >> in the in the restroom or >> water bottle? >> Oh, that that's a separate. It doesn't come with the portable. No. >> Are we going to get them something? >> Uh, we can we can get >> Yeah, we can install a >> All right. I can move to approve both of them. Second. >> Moved by Vice President Deayo, seconded by Trustee Ramirez Dominguez. Recording secretary, please call the vote. >> Ramirez Dominguez. >> I Dominguez Tolston. >> Hi. >> I Motion carries 5. Okay. And then item 11 CC, trustee Ramas Dominguez. >> Yes. Um, Omnia Partners. I I just keep seeing them in in our in our numbers. That's why it called my attention. Uh but why can you can I have more

222explanation for this >> Home Depot? >> Yes, the Home Depot. >> So with the amount of funds that we spend at Home Depot um we have to use some kind of um cooperative purchasing method um because it we exceed the bid limit threshold. So, this is the way that um we're able to leverage that um vendor. Yeah. >> And I just want to out of what what is like the biggest thing we're buying at Home Depot? >> Well, majority of our repairs at all the schools, a lot of the stuff we do in house, so it can, you know, be a lot of different things. We have carpenters, so you know, we're constantly buying wood, um drywall, all all kinds of things. It's materials but also tools. So the the thing with this is that

223a lot of different sites, not just the district office but the sites also purchase things for for the schools. But if we go over the bid limits >> and we don't have this then we're out of compliance. So to be within compliance we need to do the bid. >> Okay. Motion to approve. >> Waiting questions as well. >> Okay. Um, make a motion. >> Motion to approve. >> Second. >> Moved by Trustee Ramdes Laming, seconded by Vice President Deayo. Recording Secretary, please call the vote. >> Ramirez Dominguez. >> I, Dominguez, Tolston, >> I. Motion carries. 5-0, item 11 E. Trusty Ramdes Dominguez. >> Yes. Um I saw that the boom uh >> came back so I just wanted to you know get that information. >> Yes. Boom is back. >> Boom is back. >> Miss

224Casey. >> Yes. >> Would you like to share about Boom? >> Absolutely. So Boom Learning is an online tool for our speech and language pathologists and they they are able to tailor the like task cards. I call them Boom Cards to their speech students. based on their IEP goals. >> Is this for like one specific student or for like >> this is for all of our speech pathologist students that have speech and language needs? Yes. >> So it this covers all of them that specific thing. Okay, >> that's all. Anybody else? >> Motion to approve. >> Second. >> Moved by Trustee Ramirez Dominguez, seconded by Vice President Deayo. Uh recording secretary, please call the vote. >> Ramirez Dominguez. I Domingzes Tolston I >> I motion carries 5-0. >> Okay, there's consent. All right. Um public

225hearings. But before we do that, um I this time I would like to welcome Dr. Angela Rosenale to announce any newly hired or promoted employees from our consent. Okay, thank you. So, we are excited to announce our promotions this evening. We have Karen Fernandez from who is moving from instructional assistant special education to student attendance. We have Erin Galavis from irrigation specialist to grounds and pest management specialist. We have Karina Lurma from instructional assistant to instructional assistant special education. June Menpac from noon duty supervisor to student attendant. Lydia Sarmento from instructional assistant special education to student attend attendant. So congratulations to all our employers. Public hearings. >> Thank you. 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

226any 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 topic and the number of persons wishing to be heard. Item one, conduct the public hearing to receive the input on the initial collective negotiations proposal from the Chula Vista educators in the Chula Vista Elementary School District for the school year and conduct the hearing to receive input on the initial collective negotiations proposal from the Chula

227Vista Elementary School District to the Chula Vista educators for the 2627 school year. Dr. Rosendale. >> Yes, thank you. um this item tonight. This is our sunshine proposal um for CVE and CVSD are proposed articles that we'd like to sunshine. Thank you. There are no speakers. >> Well, I can speak a little bit. >> It's a public hearing. Can you let me? >> Okay. So, um I am now opening the public hearing. Seeing no public speakers, I am closing the public hearing. Would you like to say something as a board member? >> Yes, as a board member. So this is we're sunshining a proposal to CVE even though we haven't finished bargaining. >> Yes. >> Just wanted to make a note. All right. Thank you. This is an action item to receive the proposal and

228are accept our sunshine as well. I have a motion to adopt the proposal, the article the to negotiate. Move to approve to accept adopt. >> Moved by trustee Tolston, seconded by trustee Dominguez. Recording secretary, please call the vote. >> Ramirez Dominguez >> I. >> Dominguez Tolston. >> No. I motion carries 41 conduct the public hearing to receive input on the initial collective negotiations proposal from the Chiliva Vista Elementary School District to the Chila Vista classified employees organization CBCO for the 2627 school year. Dr. Rosenale. Yes. So this item um we are presenting the district sunshine articles. Um several months ago CVC CEO presented their articles. Thank you. I'm now opening the public hearing. There are no public speakers. I'm now closing the public hearing. This is an action item to adopt the um proposal from

229CDESD. >> Move to approve 12C. >> Moved by Trusty Tolston, seconded by Trustee Dominguez Servantes. Recording secretary, please call the vote. Ramz Dominguez, Tolston, I. Motion carries 5. Okay. Item 14, first and second readings, board policies, administrative regulations, and board bylaws. Item A, the second reading, possible revision proposed revisions to board policy 4132, 4232, 4332, personnel, all personnel publication of or creation of materials. Dr. Rosen, >> actually uh President uh district is pulling that one. >> The district's pulling that one. withdrawn. >> Withdrawn, I'm sorry. >> Item B, first and second reading, possible revision, proposed revisions to board policy 3440, business and non-instructional operations inventories. Mr. Sorry, I'm on the wrong for this board policy. Um, the district is requesting to update our inventory threshold from $500 up to $1,500. And this is um a

230revision made at the state level um in the accounting manual. So they they'll be moving it up to 1500 >> board questions. >> Oh, sorry. >> Um I just want clarification when you mentioned um that we're doing inventory and we're moving from 500 to the new number. Um What does that mean? Like, can I get more explanation? >> So, currently, if an item is $500 or more, then we keep it in keep it in our inventory and um track it and when it's disposed of. Um, but now we will be moving that threshold higher um up to $1,500. >> So, we have it right now to $500. So, everything that's $500 or more, we keep it we have it in inventory. Mhm. Correct. >> Yes. >> So he's talking about the the accounting procedure. >>

231So not not Can you explain? >> Okay. >> An accounting process. >> Accounting. Yeah. >> Right. It's an accounting process. So anything um in between um a lot of our technology items are actually housed in other like device management systems and things like that. And that's how we're able to track some of those lower dollar ones. Okay. Um, when we go to,500, that's triple the price. So, does that mean anything under that? We are just going to be like, I don't know where it is. >> So, we still have other asset types where we can, you know, put that it's um property of CBSD. >> Okay. So, it doesn't mean we're going to stop counting anything under $1,500, right? >> Right. >> Okay. Yeah. Just making sure. I'm like losing a lot. Can you explain

232for example the capital uh I want to explain? >> Yes. Um, a few months ago, we brought a capitalization threshold to the board also um because that was also being updated, but that one was based on the recommendation of our auditor because um, you know, the costs for those items have gone up so much. Um, even with this $500, it hasn't been adjusted, you know, and ever since I've been in school business almost 20 years now. So, you know, those costs have escalated quite a bit. >> Okay. Okay. Just making sure. >> Move to approve. >> Second. >> Moved by Vice President Demayo, seconded by Trustee Dominguez Advantes. Recording secretary, please call the vote. >> Dominguez Tolson. >> Hi. >> I motion carries 5. Um item C first and second read possible revision proposed revisions

233to board policy 3550 business and non-instructional operations food service child nutrition program Mr. Pong. So actually all all four of these C, D, E, and F um were all updates based on um since we implemented universal meals, there were um some changes in those policies that needed to be updated. >> Take a minute to look at all they're all child nutrition. >> Correct. >> Well, maybe ask them if they have any questions. >> Do you have any question? Have you had a chance to look at them all? because they're the same ones that were brought up last month. So, I have some questions, but I want to make sure they're, >> you know, I'm asking the question for the right one. Okay. >> Um, for I think it is this one. Um I see that

234prior in our description we were providing um education and professional development for food service um attendance and now it's moved to you know the administration to get that like more updates on that. I just wanted to know why. >> Which Yeah. Which one are you referring to? >> I think it is this one. Sorry. See if I wrote down the actual Yeah, basically I have the same comment for both. So, this is the training for them for you know our CNA um just to make sure that they're receiving constant training and I see that it's moved to um the administration to receiving more training. So I just wanted to make sure. >> Right. So with um with the child nutrition program there is a minimum requirement of ours that all staff have to receive. So

235that goes on annually but there are specific requirements that the director at the director level that they have to meet. So this is just updating that. >> That's not from us. It's kind of like what the program meant, >> right? It's a it's a federal and state requirement. >> Okay. Yeah. I just want to make sure you know we can give them as much professional training we can. But if you know it's part of a program. >> I have a question now. >> Go for it. the I know I've asked this question before and I was told that the meals were approved by whomever, but have you seen some of the meals some of these poor children are eating? Of course they love it. I love it, too. It's a bunch of cereal full of

236sugar and then the child is expected to sit there quietly listen to the teacher. That's like not fair. some of the behavioral issues might subside if we didn't give them that much sugar. I know it's approved by whomever USDA, but can't we do something better here as CVSD to give them foods that don't have as much sugar? >> Yeah. Uh Mr. Could you share with the board and and the public uh how do we for example the food that we serve uh how do what do we base it on and and how do we make sure that we meet the requirements and that we not just meet the requirements but like trustee Dominguez says that we maybe go above and beyond to to not just meet the thresholds. I think that's what you're referring to,

237right? >> Yeah. So, so the programs are a federal program. So, they have meal pattern requirements set by the federal government, which we meet all of them. But um one thing that's unique to Chula Vista is that we have multiple dietitians on staff. We also have um multiple chefs. So, what the team has really been focusing on is, you know, a scratchcooked food. Um, so that way we're exceeding those requirements. >> We're not exceeding them. You should see those little little boxes of cereal that's packed with sugar. >> A lot of the, you know, a lot of the items are made specifically for child nutrition programs. So, they're not the same as like, you know, corn flakes might not be the same corn flakes that are out on the shelf because we have to have

238whole grain. Um, >> I'll show you a picture, but maybe that I should rephrase this and say, what can we ask since we have all these chefs? I didn't even know we had all these chefs. What are they doing? >> They're not cooking. >> They are They're They're out there at the schools. Um, uh, schools have date with the chef. Okay. >> So, they're out there. >> So, could we ask our chef chefs to look at what we could do better to cut down the sugar? I mean, I'm sure the teachers classified would love it if the kids would just bring it down a notch and not be so excited in the morning >> or afternoon, >> Miss Rosie Mart or the whole afternoon. They're all sugared up and then who knows what they're bringing

239home, but then when then lunch again, we do it to them again. >> Could we do that and ask our chefs to take a look at what we can do better? Could we amend this presentation? Yeah, we can have our >> healthiest thing. They're not going to give us a pack. >> I think I think the breakfast food that I've seen, it's the most My children have have like the chef special um in their school. So, I know that there's a chef coming around, but there's no chef special in the morning. So, I I agree that the cereals and the konchas and all these other things, I've seen them. I was there. >> Hey, Danny still has tamales. So >> Oh, there you go. We should go that day. >> So So maybe maybe we

240should try out some of the food ourselves. >> Yeah. Um I've I've spoken even to some of our because you know, food nutrition is very important because that's what we're feeding these children. Um but yeah, I know that for lunch there are those implementations, but maybe let's start looking for more options for the morning. >> Um since we are offering it, make more. And I have the question with the new food food pyramid like are we seeing some changes in you know sugar levels and all these other things >> right? So actually the sugar levels are one of the standards. Yeah. >> And so those have been coming down also. So we yeah we do have to meet those >> our chefs to be creative and make it better. >> Yeah. So, so what we

241can do because I think you make a very good point >> uh not just for the kids uh health but also their behavior and >> right >> um one of the things that we can do is we can uh if Mark if you can have a conversation with uh the dietitians but also and have them uh have a conversation with the chefs to see how we can continue to support that. >> Yeah. >> Thank you. Thank you. >> So, do we have a motion for any of the policies or any other questions regarding >> um I have a question for the next one for D. >> Um it it just spoke to me, but it says that uh the food service trial nutrition service program is a nonprofit program. Um does that mean it's because

242we don't charge for it or So, can can you explain the the nonprofit in regards to uh us being the district school district? >> So, because it's a state and federal program, we're not supposed to make money on the program. So, a lot a lot of the funds that we do have when there's a surplus, we reinvest it into the program. So, you know, we've been getting new refrigerators, new ovens, things like that. So, uh we reinvest those funds. >> Okay. >> So, versus for example, the school makes a sale, >> there's profit that can be used for something else. >> So, it has to be only it can only be reinvested in food services. >> Okay. Um and then the next the next sentence it says to ensure program quality and cost effectiveness superintendent

243and design shall centralize and direct the purchasing of food and supplies. He Okay. He planning of menus, the planning, I'm assuming, the planning of menus and the auditing of food services. Um, does this mean that with this approved policy, we will no longer have the vendors of the food come through the board and they would be approved by you specifically? >> No, no. Okay. >> Everything goes but mean it means that we're centralizing. >> Okay. >> And we we've been doing that for many many years. >> Um, everything still everything goes through the board. >> Okay. I just want to make sure. Um, and there's that typo. >> It says he's centralizing the menus. >> Which page are we on? Sorry. >> Uh, the first page, first paragraph. Um, >> 3551. Yes. The sentence that

244starts to ensure and you go down after the purchasing of the food and supplies. He planned. >> Oh, planning. Okay, we'll fix that. >> Thank you. Um I think those for that those are all my questions. >> Okay, for that one I'm done. I don't know if anybody has another question for that. >> What about 435 52? >> Uh for the summer one. >> Yes. >> Um yeah, I have questions. So, is the summer meal program replacing like those cards that we got in the mail like the sunbucks? >> No, that's separate. >> It's separate. Okay. >> Separate because I was concerned. Okay. Um and with this are these because I remember last year I saw that they had like at the library come and get your food. Is this what we're trying to do?

245>> Yes. >> Okay. Um here's my question. So, we go back to what food choices we're offering. I know that it's more limited when we do that, but I was thinking my questions are like, what about food allergies? What about food aversions? What about, you know, like we I I understand that it might be harder to, you know, cater to a whole group of people. But if we are going to decide to do this, I think that there should be at least like a questionnaire, something that parents can bring forward, you know, that we're aware of, you know, it it doesn't help us if we are offering food and nobody wants to get it, you know, or if it's not attractive to the students. So, I just want to make sure that we have that.

246I'm waiting to see if I have any other questions. >> Yeah, like basically >> so we do have um vegetarian options every day. Um as one of the options, but otherwise if they have allergies and they have to submit um there's a there's a form that they're supposed to submit. I've I've seen the form. Um, and it's to be very honest, I've I've dealt with the form and it's very difficult for because it's like go to the doctor and the doctor has to fill out and tell you what kind of food you can or you cannot eat. And if the doctor doesn't fill it out right, the nurse can't do anything. So, it's it's a longer process. So, that's why I was saying like maybe we should, you know, try to find food that might

247fit more people or it's attractive to more students. Um, yeah. Dominguez, do you have any questions? Is there any questions on policy 3554 >> or item 14? >> No questions. >> Move to approve items 14 A I mean 14 B, C, D, E, and F. Moved by Vice President Deayo, seconded by trustee Dominguez Cvantes. Recording secretary, please call the vote. >> Dominguez, Dominguez, Tolston, >> I. Motion carries 5. Okay. Oral reports calendar um of the board of education. This is a point on the agenda where you um board members can request reports of the superintendent trustee Ramirez Dominguez. >> Um well, we will have we're having a presentation about the food, right? >> About the food and >> requested formally so he can >> So that one included. >> So she's requesting >> a food

248presentation. >> Food presentation. like it's food services presentation. >> Where's my other paper? Um I wanted if you could please give us um I don't understand um how the seniority works specifically with the school counselors. Um, so can we have a report or an explanation or however you want to do it of how we're choosing and picking certain school counselors to stay? >> Yeah. So >> not the person itself just >> correct. So we can do this because obviously we go by the contract and and the seniority is by the contract. So we can have a presentation and actually we can have a a joint presentation from HR and and and CVE regarding the the process of uh doing the seniority process >> and I think it'd be good to have both presenting. >> Yeah.

249>> Yes. So, so then it would be two separate ones. Yeah. One because there are different contracts. Yeah. We can do one presentation for CVE and we can do one presentation for >> might need to be a workshop though and not a board meeting. >> Okay. >> The way they did it for us. >> Yes. So, so >> like a special meeting. >> Yeah. Actually, yeah, >> it would have to be that way. >> Let's see if we can do a special meeting. >> Yeah, special. >> We do a special meeting. Yeah. Would that be okay? >> Yeah. >> And actually, if we do that, then we can actually just not not just look at those two uh sections, but we can actually uh work with the unions with the with our labor partners and

250look at maybe possibly select two or three other um sections of the contract that continues to come up >> and maybe go through those, >> get a better understanding. >> Yeah. Yeah. >> Yeah. >> And maybe we can invite also the principles so they can be part of it. There you go. All three. >> Incorporate everybody. Yes, sounds good. Okay, >> great idea. >> So, Miss Rosie and Miss Ruby, >> they look excited. >> More work. >> Thank you. >> You got some homework. >> And I would just want to have um going back to the intern credential program, um how many of do we have right now? And I know you can give us an update. And how many of those um that we've had in the past actually stayed, please? of the interns

251that you know once they credential they stay. >> Okay. Can you repeat that so I can write it? >> Yes. I would like to know how many um interns do we have right now and in the past how many once they credentialed and finished the program that they stayed? >> How many finished and stay? >> Yeah, please. Thank you. President, um we know I've been asking for for quite a while about capturing uh the students that are not meeting the uh standards, but I wanted it to have here as a presentation so we could have an interactive um solution or something like how are we going to address. Okay, I'm going to make up a school. Okay, faster. I'm making up a school. Whatever. Heading cap. Okay. How many children from third up are not

252meeting? And how many class what grades? And what are we doing? I want to know what we're doing to support the teachers, the classified, the student to help that student get up to par. I we we keep promoting the students over to the next grade. And that's a terrible disservice that we do to everyone, the student and the staff. The teachers cannot teach the curriculum for that grade because the some students are behind. And I just really think that we need to do something. I'm excited about what's happening with rigorous learning. I'm excited about the reading. I'm just really happy that we're going in the right direction. But I think we need to be more assertive, more more deliberate, and and making it a project for us. You know, we're going to do this and

253where are they and giving them the the tutoring, the supports, what the teachers need, who needs what. That's our job. I'd like to see what we could do. what that looks like will be up to you to tell me what that will look like, but we have to support the students and staff to be able to do their job. So I'm trying to think because uh last um Miss Bales, do you want to share because I I know you've been sharing. >> Um so when you give us some information of >> things that you've done here at board meeting but also board presentation and then hopefully you trust the Mantis can uh give us additional input so we can >> Great. We we get the presentations and I'm seeing the progress. I'm see what that

254you guys are doing something. That's not it. What I'm trying to do is be more I'm not trying to say it's not being deliberate, >> but I did use that word. Okay. But something that we as a community can see that where I'd like to, you know, of course, if we're all millionaires, it would be a simple thing and we just provide tutoring to every child that needs it. But we should be doing that. that child is being promoted to the next grade and it's just snowballing because they can't keep up some of them with the curriculum intended for that grade and then the the staff is doing everything they can to help that child and it just snowballs. I just want to see something more deliberate happen and I know that you're already deliberate

255but more >> no I appreciate that. Um, so, uh, the information about how we're supporting our at promise students is found in our plans. It's found in our LCAP. It's found in our Sips, and it's found in our rigorous learning for all. And actually, starting in May, we're going to be presenting the LCAP again. Um, and so we're going to have some presentations coming up that will include um, some objectives that we have for the years to come and some proposals and an assessment of what we've already done. um all of those uh you know support services whether or not they're people or they're programs to help our at promise students our students who maybe need to make more than a year's worth of growth. A lot of those pieces of information can be found

256at that SYPA level because the school teams create them based upon the district resources and the allocations that we make at the LCAP level. Well, then I don't know where our misstep is when we have some schools that are struggling much more, especially more so unfortunately on the west side. And I know there's a lot of other dem demographics things that play into it. You know, I'm not oblivious to that. I know there is. But I want to know each school. Third graders, we have 20 kids that are not at at state level. Fourth graders, we have 20. Fifth graders, we have two. You know, I want to know the numbers. And I believe Trustee is uh we've joined in that request the last couple of years >> and I I want to see the

257numbers. Um, as you can tell, and it's come up before, I need to see it. >> I need to see it so I can have a more informed discussion and not just be so nebulous when I'm speaking, when I'm I'm asking you guys to do something. So, I can ask, what are we doing with this grade? Look at them. >> We have these many children that are that we're failing because it's our fault. >> We're failing them. It's not teachers are doing what they can, the the classified are doing what they can, >> and so that way we can find out what the solution is because there may be other factors that are affecting that child's ability to to learn. So, if I could please impose that on us. So, we need to see >>

258So, so and the reason why I'm asking her because I just want to make sure that we we give the right information. Uh, I know you provided um charts. What were the charts that you provided? >> Yes. Uh so in the board updates and also it's part of our you know dashboard and everything. It's the percentages by school by grade level of the students in the different performance bands. >> And I saw that we have like 70s something% increase in that presentation was great. >> No but it was it was by grade level >> by grade level. So each grade level had the students who were meeting standards as well as students who were not or approaching standards. >> Give me a number. Give me 10 kids. Give me 20 kids. give me a number

259because I don't know off the top of my head how many students are enrolled in that classroom. I don't know if there's 10 or if there's 27. >> I don't know. So, I need to know if we I mean we've asked a bit. >> I know you send that information in percentages. Are we can we access that information? >> I can look at what uh numbers um we can provide going forward. I think it would be most helpful to look at the numbers of students that we have sitting in seats currently as we know our are our um you know population changes yeartoyear um but uh like so one of the things that Mrs. Strada shared when we had our dashboard presentation is we were able to actually quantify the number of students that we

260moved from one band to another. >> So we can go ahead and dig into that data and see what I can provide. >> Can can we have a date and Mr. Yes. >> And maybe to add a little bit to this, >> we're going to need to extend a few minutes because we're going to have to adjourn to close session in four minutes if we don't. >> Um, all right. So, how many minutes? >> Give me 10. >> 10 minutes to get to >> Okay. >> 15 minutes. >> Sure. Move to extend the meeting to 10:45. We don't have to use it all. >> Second. >> Right. Um motion by Vice President Deayo, seconded by Trustee Dominguez, recording secretary. Please call the vote to extend the meeting until 10:45. Dominguez. >> Dominguez Tolston. >> Hi.

261>> Motion carries 5. >> All right. So we know our numbers for the at promise students for every single grade and I know you have that data. Now, what are we doing concretely for the next three months? And may and I I asked the superintendent to look at an an idea of a possible summer school program focused on um Westside kids if even if we need to do that small scale, right? because we know that the Westside School kids do not have the the parents do not have those resources to give the kid an extra tutor or uh take him to the library or even read to them. So, is there a way we can pull that off now that we're only like two months away or or have some some program that we can

262have a metric and tangible things that we can say we we grabbed 20 kids and out of those 20 kids we moved 10. And I think that that's going to help us be able to say, "Okay, we invested this money. We took 20 kids. We got 10 to meet the grade standard. All right, how do we scale from that?" And I know that we're doing a lot with uh different things. Uh but those are long term like the whole year, right? After the year, we move this amount of kids. I think our interest right now is what can we do in the short term to expedite that u intervention for these students so we can help them along a little bit more quicker. >> So yeah, so we can do a couple of things. I

263think this will will support the the request of the board. I think first uh we can I know you're planning a uh presentation next month that maybe we can embed uh the request of of of the trustees. But before before do before the presentation go ahead and resent the the information per school per grade uh on the board update for them to be able to see it read it and see it. Um I know you send it percentage wise. see if you can get it by number of students. So just somehow switch it to number of students. Um that way the board can see it ahead of time and then when we look at the when they see the presentation you can present and maybe we can have a conversation on if it's it's uh

264possible to do some other I know you're doing a wealth of uh different interventions interventions but also inclass supports which are as we know the ones that matter the most. But uh see if we can also do outside uh some additional things like the trustee is asking. So we'll have that discussion and then we'll present next month. >> Thank you. >> By next month. >> Next month. Okay. >> Next month. >> Thank you for second >> because uh otherwise it'll be June. >> Yes. >> I'm done with the report. >> Okay. Um can we please look into and maybe get a report on the Lincoln situation that was spoken on today by Missa. >> It's already amended. >> I had a feeling. Thank you. >> Yes. >> Okay. Um All right. So, I'm going to

265make my second request. Uh we need a benefits presentation. Um our employees are hurting. uh we need to get Viva or CISK or the two brokers here and I want to know why are we are why are our employees paying more than all other employees around us when the district is contributing to the cap almost the same amount of money um it doesn't make sense so I want to get to the bottom of this and we need to expedite that uh there's urgent. There has to be some sense of urgency of of getting this because once we get that presentation, that doesn't solve anything. That triggers a mechanism of of questions and and back and forth with with the labor partners. Um so it's going to still take months and and our employees need help

266today. So um that's my second request. So, so yes and so just you know let me give you an update and yes you will have that next month. >> So we have been in contact with Viva and also our broker and we're doing a couple things. one is uh with Viva we've asked them to do a presentation for next month but in addition to that and uh so right now we're sending all the information all the I'm not sure if it's called demographic I don't know if it's a demog specific information from from uh >> our districts that they need to to break it down also we have scheduled a meeting for I believe it's uh Friday um uh with with uh CDE because we need to get is it Thursday uh tomorrow. Oh, the

26722nd. Okay, 22nd. So, we already have a a meeting scheduled with CVE because we need to involve CVE. They need to be part of the conversation. And we're also looking at working with our broker to see if we can do a what was the conversation that we had with the broker, Mr. RFP for other providers. That way, it's not just Viva, but we also >> Well, we have two, right? We have Viva and CISK. >> Yes. But we also have individ >> and then there's a broker somewhere in the middle. >> So, so within Viva, there's all these carriers. So, one of the things that we're looking also into is not just work with Viva, but what about if we do an RFP with individual ones >> directly and escape skipping Viva? >> looking at

268the prices. >> So, so, so we're trying to Okay. We're trying to out of the box, think out of the outside the box. So we are looking at different things. Uh but that's why we need to have the conversation with uh we need to include CVE to make sure that that uh and and uh CVC CEO to make sure that >> and the principles >> CCO is correct with Fisk and which the admin CEO and Viva in regards to uh uh CV. >> Yes. All right. Uh I have that one. Also, I would love to get an update on the status with transportation. Uh what's happening there? I know there was uh uh many complaints about that. Um also, there's reports of possible retaliation. I want to make sure that that is not happening. And

269if somebody needs to get a talk, >> yeah, >> somebody needs to get a talk. So no retaliation to those people that came and >> you reported this last month as well. That's why they went and talked >> because if I start getting emails that there is then that's an issue. All right. Um I'll leave it at that. you wrote down my report um which has to do with the fact that there's this trend when someone is let go from a job and they have anger and then they come and the danger is they come publicly and say things that as I say just because you say it doesn't make it true and then it puts the district in a vulnerable position. So, I would like to make sure that that definitely gets taken care

270of, that we look into our systems and that when someone makes an accusation that makes the district look bad, that we do our own internal investigation and look into that. And I know that we have, but then that we present that information to the board so that the board is clear that that is definitely misinformation because like I said, someone can get let go from a job and they're very angry and they're upset and they come here and they accuse people and they say things that are not true and it's personnel information and it makes that person look bad. It's slander and it makes us look like we're not doing our job and then people hold of it and they start circulating gossip. So if we look into it and we make sure that those

271things aren't happening then and present it to the board. So making sure that all of our people have the proper credentiing have all the job requirements and I don't think that we've hired anyone that doesn't have their proper credentiing and trustee Dominguez Arvantis has been good about that accountability. I don't think that any of what was said was true tonight. So just making sure that we follow up on that. All right. Um we are at the point where we're at the calendar um at the reports of uh events that we have attended since the last few board meetings. We have about 10 minutes before we need to adjourn open session to go to close session. Trustee Ramas Dominguez. >> Okay, I'll make it really quick. First of all, I'm going to take five seconds if

272it's possible of silence. We lost um one of our um um uh we lost Mr. Torres. It was it was announced to us that he had an incident in school and two days ago it was announced that he had passed away. So if we can have you know a moment of silence for him and his family, I would appreciate it. Thank you so much. I just want to make sure I share the um to the toes family that we are I am specifically praying for them for comfort. It was um something unexpected obviously. So I know that there's a lot of his family members are part of the school community. So it's it's been specifically hurt painful for our school community. Um as I want to report um I hope everybody had a good break.

273um before we went on break, I was able to attend the hydra station um with my child's school and I was able to teach 28 students, which was super hard. So, I have a new profound um admiration to every single one of our teachers that do this every single day. Um I also attended the bell ringing ceremony for um one of our precious students. Uh what school was that, Dr. Ray? I I blanked out. Sorry. Uh, Wolf Canyon. Yes, at Wolf Canyon. Um, and it was very heartfelt. It was really amazing to just see the community come together to celebrate Haley. Um, and her bell ringing ceremony beating cancer and just seeing the whole community, you know, thank God, thank you, the strength that she has gotten through all of this and just see her

274resilience was an amazing amazing um, experience. Um and yes, so those are all the things I can remember. Um yeah, but hope everybody had a great break. Thank you. >> I already shared that I attended the public safety forum in a different capacity. I was also asked by a grandparent if I could take her to a senior fraud awareness session. Uh the district attorney was there along with her uh leadership and u you don't have to be a senior to get scammed. kids doesn't matter, you get scammed. So, there's a certain awareness and I was just hoping that u we continue to share that information. But on that same note about being a senior, um I know this gets a little touchy, but I needed to at least share out of respect so that you

275know what I what I find out that you know I realize that we have disagreements. That's normal. That's normal. That's what makes the world turn. Uh, but I've become aware recently that I'm being referred to in a very derogatory manner related to my age, including being called the grandmother laba. And I just want to say respectfully, but clearly that language of that nature does not reflect the professionalism of our community. And the community expects from leadership of of public school the same respect that these children were speaking about. I'm proud to be a grandmother, but it should never be used in a dismissive label toward an elected official or anyone. We also have many grandmothers and grandfathers, aunts and uncles raising grandchildren. I raised my own if it wasn't because I was there. Where would

276my grandkids be? But being referred to in such a derogatory manner is not not it's just not nice. Disagreements with my views or my votes is completely appropriate. Personal disparagement is not. The tone and culture of an organization are set by leadership. And it is important that we model the same respect and professionalism that we expect from our students and staff. Professional standards exist for a reason and they apply to all of us who serve in positions of public trust. My focus would continue and remain on the responsibilities that voters entrusted me to. Improving academic achievement, maintaining safe campuses, being responsible stewards of taxpayer dollars, and ensuring that parents remain partners in their children's education. Respect is something we expect from our students. It is something we should model as leaders. Thank you for allowing

277me to speak. Um, I had the opportunity to uh attend the Purple Star designation. I wanted to give a little shout out to Salt Creek and Sonia Toto and Olympic View and McMillan was the teacher of the year for the purple star awards and I see Los Altos back there and I have to I got the opportunity to visit them before break which was a great visit and beautiful community school and I had the opportunity to visit Roar and see where the where our the modules the modulars are going to be and that was also a very school. I really enjoyed that visit also. And with the purple star, we forgot to designate month of the military child or we did not mention it. So, I wanted to give just a quick shout out that

278it is the month of the military child. And congratulations to our purple stars. >> Let's see what can I do with three minutes. >> Oh, really? >> I also went to the uh I was able to attend the Purple Star Awards and um so my colleague said um everything great event had a wonderful time um acknowledging our schools and our teachers and our um purple star uh coordinator um from Sonia Sotoayor. Um, I also, um, was able to do ReadAcross America in March at Los Altos. And, um, I got there and had this crazy schedule like, and then I ended the day in a classroom where the kids just wanted to get up and read and I had to convince them that it's okay. By the time I'm done reading, you're going to be able

279to leave and it'll be done and it'll be over. And so, um, you can leave as soon as I'm done. And then they're like, are you done? Are you done? Are you done? Um, and it just reminded me that I I do miss the classroom and I miss those little faces and um, it it was it was super fun and so um, keeping myself busy doing that. Um, it was nice. And so, Dr. Reyes gets 90 seconds. Again, I just want to thank everyone for for everything they do to uh ensure that Chis Elementary School District continues to be the number one districts. I know how much everyone works from in the classrooms, outside the classrooms, district, everywhere. So, I just want to say thank you. >> Today is a little bit different. So, we

280are adjourning the open session tonight. Our closed session is going to follow this open session. So feel free to go home because all of close session item is happens. The magic happens back there. Um and I will read we'll take a pause and then I'll open the the close session. We just have to finish tomorrow. Just so you know, we can't with the close session. It can't go past midnight. We can't go into the next day. We can Okay. We have to come back to We shouldn't because we just need to I just I just I just adjourned. Okay. I need to reop go back. Okay. Okay. The regular meeting of the Chula Vista Elementary School District Board of Education is now in order. Oral communications for close session items. The oral communication section provides

281the 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. 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. When board uh 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. No board action can be taken. 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

282to the superintendent for review and report. No speakers. We will now adjourn to close session in accordance with the following government code section 3549.1D and 54957.6 Six, Collective Bargaining Employee Negotiations LLP and Adam Silva and McN LLP employee organizations Chula Vista Classified Employees Organization CVC CEO Chula Vista Educators CBE Non-represented Employees Administrators Association Chula Vista AACV Government Code section 54957B1 public employee discipline dismissal release conference with legal Council pending litigation government code 54956.9D137-2022-000048439-CU-PO-CTTL conference with legal counsel existing litigation pursuant to government code section 54956.9D1 one case San Diego Superior Court case number 25 CU to 023739C. Government code section 54957, public employee appointment employment title director human resources services and support one government code section 54957 public employment appointment employment title director of accountability and state and federal programs one government code section 54957 public

283employee employment employment title director of instructional services and language development. One, government code section 54957, public employee appointment, employment title, assistant superintendent, human resources, services and support. One, government code section 549569D1, conference with legal counsel, existing litigation and in office of administrative hearings, case number 202510169. Challenge to student record case number 2026-01 ed code section 49070 government code section 54956.9D1 conference with legal counsel existing litigation of office of administrative hearings case number 202511121.