001Testing, testing. The Chulavista First School District Board of Education is called... Ah, welcome to all members present, except for Vice President Tamayo and Mrs. Ramirez Dominguez. Let's try the agenda. There is a motion. I request a motion. I second that. The recording secretary, please call him. Toston yo. Domínguez Cervantes, me. Ugarte, me. The motion passes with three votes in favor and two absent. Oral communications. Uh, this section gives the public the opportunity to address the board in closed session articles . Those who wish to be heard must complete a hearing request card and send it to the secretary before the start of the meeting. No action or discussion will take place on any topic not listed on the published agenda, except that the education board or district staff may briefly respond to statements made or
002questions raised by individuals. Speakers should limit their remarks to 3 minutes. The panel will limit the total time for public comments on each topic to 20 minutes. With the consent of the board, the president may increase or decrease the time allowed for public presentations depending on the topic. And the number of people who need to be heard, there is no one who wants to address the board and we are going to talk to them in the closed session about section 3549.154957. 154957.6 6 of the Government Code, collective bargaining, employee bargaining, bargaining agency, Adam Silva and Magnali, employee organizations, Chula Vista Classified Employees Organization, Chula Vista Educators and Unrepresented Employees and Chula Vista Administrators Association, section 54957B1, discipline, termination, release, public employee, section 54956.1D 1D of the Government Code, conference with legal counsel, existing litigation in
003Office of Administrative Hearings case 2025090595. Conference with a legal advisor, anticipatory litigation, pending pursuant to section 54956.9 Government Code. Subsection of two, one Step. Who's coming? Oh, we don't have the caption " a mom," but she has it written. Okay. Hey. Oh, where's your laptop? There. Do you know how? On your phone. Ah, my phone. Oh, my phone lets it. Pass it to me. We recommend an open session with all members present. Please put in the minutes that Mr./Mrs. Ramirez Dominguez arrived at 4:05 and Mr. Tamarno at 4:45. The announcements from the closed session will be made to member Cervantes. Good evening everyone. Uh, government code section 54957. 6.1 of a negotiation ah of an anticipated litigation of case 2 25090595. Uh, I requested the motion and it was seconded by Ms. Tolston. The board
004approved it. Four yeses, noes, no noes, and one no absent. Thank you. That's all. The open session of the board of directors calls for order. All members are present. Please stand for the flag salute. We will also have a moment of silence in remembrance of Mrs. Tramper, who was a member of the board . Thank you so much. Place your hand on your heart. Ready? Begin. I pledge allegiance to the flag of the United States of America and to the Republic which stands, one nation under God, indivisible, with liberty and justice for all. Miguel, pass it to me. Before we approve the agenda, let's pretend that article 10.1 was removed. Sorry, she was the one who made the mistake. Now let's test the calendar. I have a motion. I second that. Secretary of minutes, please
005call for a vote. Toast me. Domínguez Cervantes, Tamayo. I. The motion is forwarded to the education board. Chulavista employees, Ms. Pócula, communications, vice president of communications. Good evening, President Ugarte. Dr. Reyes, I am here representing the classified employees. We have just completed the elections and so at this moment I want to recognize the previous board, uh, Mrs. Angela Reed, Mrs. Gutierrez and Rosy Alonso and the secretary Maria Ponce and the representative Dayana Lopez. We thank you for your service and know that you accomplished many things for our classified employees. I am very proud to introduce Ruby Williams, our new president. Dayana Guerrero, Vice President of Health, Secretary Susan Roma, Treasurer Sera Ramos, and María Méndez, School Representative. We will be working together to improve participation and our power for classified employees. It's going to be
006a whole new board of directors. Then it's very exciting. I believe the members are looking for a change. Tonight I am here to talk about three important topics. The redesignation and also the number of students in the room. Relocation. This process is created to ensure that classified employees are not scanned. Okay, I'll do it. And what this process is extensive. CBCO uses a community of seven ranked employees to compare descriptions. Considering the amount of 100 works, this work is tedious, but necessary for the last 3 years CDCD. We're having communication problems, if you'll excuse me . Ah, I now know the value of not having a job without results. We're back. Sorry, we were having transmission problems. Regarding temporary positions or one-year temporary positions, CBCO learned that the position of behavioral assistant will be eliminated
007and will affect approximately 40 employees. And this is a very important role and it helps students, principals, and the successes we are seeing are an ongoing process. The longer the district takes to recognize this, the greater the severity will be because they will establish relationships with students who no longer exist, and it will be felt throughout the school, in the classroom and on the playground, negatively impacting both the student body and their social and emotional well-being. CBCEO understands the demands of the budgets. I have learned that the role of supporting this was funded with, or subsidized with, one-time money. We need to be transparent and provide clarity to our organization and also to our employees. Potential employees have to decide if this opportunity is right for them, because it's a short-term commitment for these roles.
008Regarding student numbers, CBCEO stands with Chulavista educators in supporting appropriate student numbers, blended classes, and larger class sizes. No, no, we do not agree, and the students feel the impact. Thank you. On behalf of all classified employees, CBCO wants us to be able to address all of these issues together. Chula Vista educators, Rosy Martinez, good evening and happy kindness day. Thank you, Mrs. Key, for your kind thoughts. I already have her brooch with me. Thank you so much. And this reminds us that CBSD is a great place to be. Another way to demonstrate kindness is to ensure that all students, staff, and the community feel safe and secure on our campuses. This is a reminder that we all have a responsibility to believe in creating a safe and welcoming environment. I want to talk about
009safety and welcoming spaces. I want to talk about the closed campus policy. After letting the students go, the teachers would be in the classroom preparing the materials for the next day. A teacher was doing this with his door open. Thank you. with one in and at that moment a person, a man, entered and hid under her desk. This happened after the departure. The doors were open and anyone could access the premises. Also before school. On another occasion, the parents were at the school for a meeting. An elderly man was asked to register, and he said that they know him at the office and have known him for a long time, but the office followed protocol and asked him to please register. And that's when they realized he was a registered offender. These are two examples
010of things that could happen in schools. As a father, I would like to do everything possible to ensure my son is safe and secure. And I believe this is for the safety of the students. Thank you. I support community schools and we want to be partners by welcoming them into our families and our schools. We are committed, but to keeping them safe. I, you vote to make this a security policy. I'm also excited to share with you that negotiations begin tomorrow . The items include salaries, benefits, oh sorry, health benefits, community schools, classroom size, psychologists. It is very important that we look at the language surrounding what the number of students in the classroom means and consider safety and spaces to welcome them. This article not only includes the students who are assigned to the
011roster or case management, but also the amount of time and attention that will be given to our students. We recognize that the district is having to adjust its spending and is facing restrictions, but the cuts need to be made away from the students. as far as possible, considering the number of students in the classroom, also includes opportunities for students with IEPs to be integrated into the general education classroom . The purpose of this is to ensure that they have a sense of belonging and that they are part of the class of those students. There are needs that exist for special education teachers. I wish you a happy Thanksgiving and ask that we continue to be kind. We will not be taking comments from the Chulavista Managers Association. Oral communications provide the public with the opportunity
012to address the board on matters unrelated to the agenda. Speakers are asked to limit their remarks to 3 minutes, approximately 390 words. The board will limit public commentary time on each topic to 20 minutes. With the consent of the board, the president may increase or decrease the time allowed for the public presentation, depending on the topic and the number of people being heard. The board cannot take any legal action or respond to items not published in the agenda. But we can pass this matter on to the superintendent. We have 41 people who want to speak, so I am requesting that this be limited to 2 minutes per person. I have the consensus, yes, 2 minutes. For those of us who are interpreting, please be patient with us because people read and since they were only
013given 2 minutes, they're going to speak very quickly. They are asking for votes to make it 2 minutes. Uh, lation passes 3 to two. I'm going to ask for three names so you'll be ready to speak. He Galana. Even Alcoba and Roben Alcoba. My name is Heather and I'm going to give you my opinion about the other students in the classroom. I have students in third and sixth grade. I can tell you that I don't trust many people to be with my children, but I trust this school completely. They are educators, mentors, friends, family, and so much more. They are with their children most of the day and we depend on them to keep them safe. These students already have these teachers have too many students and very little support. I honestly can't imagine how
014inconvenient it would be to have more desks in the classroom. Vote to increase the number of students. You are telling each of us that you do not care about the physical and mental well-being of teachers. You are telling us that you do n't need to succeed. And who cares? Apparently to you. They are just numbers. Also, the fact that you want to increase the classroom size without extra pay for teachers who aren't even paid well to begin with. That's crazy to me. You want these teachers to be selfish and protect the children at all costs, but what you are protecting is prohibited; somehow the teachers will find a way. These children are going to suffer, and that 's the case. Finally, I want to give you the opinion of my sixth-grade student. I'm going to
015feel anxious. My class is already very big, and if there are more children, I won't be able to concentrate or feel comfortable; I'll feel overwhelmed. And if there is an evacuation or a fire drill, I'm still going to feel very unsafe because we practice. And lastly, ah, you see the space you have at the board meeting, so you 'll understand the importance of not feeling overwhelmed by so many people. Good evening, members of the board. My name is Robin Alcova. I am the mother of three children in the district, one in double immersion, one in kindergarten, one in fourth grade, and one in combined fourth and fifth grade. Both are veterans, and I also have a 7-year-old who goes to special education in Baelindo . I am here because I cannot stand, support, or agree
016with increasing the number of students. Larger classes do not improve education and solve problems. Hey, they create new ones. Combo classes force teachers to be in two grades in one. If they're putting more students in the classroom, that's not right, that's sabotage. I understand that budgets are very tight and that staffing and distributing staff is difficult, but that's not the answer. My fourth-grade student is having difficulties for the first time in his school life, and these kinds of combinations are widespread. Some students fall behind, and some students cannot. Combo classes don't save money on paper. My 7-year-old student, Elliot, has an IP and he depends on being focused and having support. He's not going to get the support he needs. Elio also relies on his teacher noticing when he is overwhelmed, offering support, and questioning
017him before he becomes frustrated and falls apart. Larger classes take away your safety. My kindergarten student is just now learning to focus and feel safe in the classroom. He too will suffer with the teachers who are truly doing their best for the students. Thank you, Jorge. Good evening, members of the board. My name is Everett and I am a senior at Veterans. I received an award every year since kindergarten, sometimes two in one year, because I always do my best and I love to learn. If I do it like this, it will grow big. I'm in a... I want to tell you how it feels to be in a class. No, no, it's fine. I no longer see my fourth-year friends and I often feel isolated, and many times the fifth-year students are mean to
018me and I feel alone. At first I was excited, sometimes I feel bad because my teacher has to teach two grades at the same time. Ah, because when the teacher is helping the fifth grade students, it 's very difficult for him to help the fourth grade students. Sometimes I feel invisible. It's not their fault. She works very hard, but there isn't enough time for both degrees and for double immersion. We are learning two languages and we have had two grades in one, and having two classes in one room makes it more difficult. Please think of children like me who want to do well, but struggle with the combo class. I love my school and my teachers, but I just want a fair chance to learn and feel proud of my work. Thank you for listening
019and for your concern. Tracita amante, Esa Herrera and Shalman. Very impressive, little man, very impressive. Okay, good night everyone. Thank you for allowing us the time to talk. My name is Tracy Tala Mantes and I am a member of CBE at Chulavista Hills and I am also the CBE representative, a very proud representative. I'm here to speak tonight because I'm concerned about the negotiations and how they're going to play out, and I'm especially concerned because the district opened up classroom sizes, and I'm 99.99999999999.9999. Certain that it wasn't opened up to decrease the number of students. I am sure that it was opened so that our number of students would increase. And I am here very worried about myself, about my colleagues at my school, and also about the children in our district. It is not
020fair to our students to increase the number of students. Right now I have 24 students in my classroom and some might say, "Oh, 24 isn't a big deal." But it is a big deal when you see those 24 students as individuals and what their needs are. 24 students is a lot. I have three students with academic IP, I have four students with speech and language IPS, and I have one student with a 504 plan and I have one student who is being evaluated. and to be able to have additional services. And I have three other students who are going through the SST process. That's just one aspect of the differences in my classroom this year. We could go on and on about social-emotional learning, academic levels. I am just an individual and I cannot meet
021your needs. I work very hard every day, 10 to 12 hours a day. I take work home, and if you increase the number of students in the classroom, that will be worse for your staff, but more importantly for your students. Thank you, Dr. Herrera. Good evening, members of the board. My classroom is a place of joy, it is a place that is a beautiful complex and simultaneously intensive work. As a special education teacher in an extensive needs classroom, there is a critical math problem. By law, we have to stop IPS. When the number of individuals grows, it's not possible. We have to stop teaching reading and start managing behavior because this is not a problem of equity, it is a problem of fairness. For the most vulnerable students , the number of students is appropriate;
022it is not a gain in their access to appropriate and free public education. You have opened the article on the number of students in the room for negotiations, and this is an act that makes the referees more powerful for the fairness of our district for the following years. Oh, dear God. What we don't know is the fact of leadership. The experts say that each student added to these classes results in a 20% reduction in time for each individual child. For a child, it's a 30% increase in safety risk. I am asking them to do what is right. Thank you. Shalis Gilman is the next person who will address the board. Good night. My name is Alish Gelman and I am a very proud teacher in this district and a member of CBE. I have worked
023here with the families and the community I serve for 28 years and I am very proud of that and I love this district. My staff asked me to speak for them, so that's what I'm going to do. Good night. As teachers, we share the district's pride in treating each student as an individual of great value, but we ask that if that is one of our values, why can't the district treat its teachers the same way? Research shows that increasing the number of students in the classroom negatively affects both students and the teacher. Many studies show that smaller classes allow for more individualized instruction, stronger relationships, and greater student achievement, especially for younger learners who need more support. When classes are larger, students have less attention and teachers are forced to manage instead of teaching. Part
024of it is that they simply don't have the physical space to safely accommodate more students in the classroom, and increasing the number of classes not only reduces the available time, but also makes our capacity less and also cuts vital positions such as counselors and Bapa teachers. Thank you so much. Ah, cut those positions. When those papers disappear, the responsibilities do not disappear; on the contrary, they fall on the general education teacher. If we believe that every student deserves individual care, then we must ensure that teachers have the resources to provide it. Please invest in teachers. Thank you. Rachel Tihan, Catherine Snyder and Melissa Forte. Good evening, my name is Rachel Tian and I am a teacher at W Canyon. Tonight I want to talk about class sizes in upper elementary schools, specifically from fourth to
025sixth grade. At Walt Canyon, every room is at capacity. This is not new information. Our team has been talking about this for the past 2 years. Having 31 students in a classroom is not reasonable; it cannot be managed. And what right do the students who come for integration have to do this? Please listen to me when I tell you that this is a problem for teachers who don't want integration. We support inclusion, but when the number is already at its maximum capacity, then it's a matter of letting everyone be served. We constantly teach our students the importance of making informed decisions for research, gathering information for experience before reaching conclusions. I believe that in this case, it should be applied to the decision, to the people who make the decisions in the district. How can
026you? You will need to determine that 31 students is acceptable without spending an entire day inside a classroom. I'm not drinking, I'm not talking about when they go and walk and visit, I'm talking about a day of support for the teacher. have the experience of managing those groups, addressing behaviors, differentiating instruction, recording data, communicating with parents, and then also complying with every legal academic requirement. This district needs courage, to honor the contract, and to honor the students and the teachers—us teachers. Thank you, Catherine Snyder. Good night. My name is Catherine Snyider and I take classes at Wolf Canyon. I have taught in this district for over 30 years, 15 in first grade and 15 in kindergarten. And after all these years, there's only one thing I can say: the number of students matters. When I
027started teaching, the classes were even reduced to 20 students. I can give each child what they need. 20 made it possible. This year it increased to 25 from kindergarten to third grade and at the same time also to transition kindergarten. Some are barely 4 years old, they are just beginning to regulate their emotions and routines, and in some classes they are not even fully trained to control their sphincters. And now the expectation in Kindergarten has not changed. So now that we have younger and less intelligent children, we want them to handle the same standards. While I'm helping one-on- one 5-year-old children who are having tantrums or falling apart while doing the activity, I switch them to another activity. How can I handle so many emotional and physical things at the same time? Don't just go
028for a visit, spend the whole day there, go to a classroom all day, feel what it's like to manage 25 students at once, you'll quickly be convinced. It's what's best for the children. There will be better results. Thank you for your time and consideration. Melissa Forte. Good evening, my name is Melisa Forte. I have been a teacher for 27 years. This year my sixth-grade classroom has reached its maximum size and it has been very difficult to meet the academic and emotional needs of each child. We are the oldest students in the school district. And I'm in a portable classroom with 30 pre-teens. Recently, two students from moderately high school came to my classroom. So now I have nine students with IPS. I value inclusion and support for all students. So, ah, I can't handle that
029many. It is not reasonable to give each student the individual support they need with large numbers, differentiation, and then the students who need more academic or emotional help get lost in the crowd, not because of a lack of concern, but because of a lack of ability. We work during lunch, on weekends, but even so, ah, the demands of the IP, the socio-emotional needs, well, we can't do it anymore, we can't do it anymore. If classes grow larger, it not only impacts teachers, it impacts student outcomes, learning, behavior, and confidence. Reducing class sizes, or at least creating equitable classes, structures inclusion and inclusion structures not only improve teaching conditions. Think about that. Thank you. Good night. Uh, my name is Soyer Heart and I have been teaching at Muraca Elementari since sixth grade . My students
030are between 10 and 12 years old, they are very tall and there is no room for them to move around . When I ask them to cooperate, they are all together, stepping on backpacks, and passing between chairs. And in recent years I've been lucky enough to have between 26 and 29 students, and well, I can give more attention to all of them, but if they give me more students I don't think I'll lose out. I 've also had 31 students, the maximum for one year; each sixth-grade class grows. Some students had to rotate, sitting anywhere. That's not inclusion, that's making them feel like visitors. When classes are smaller, teachers can build relationships and have personalized instruction, but when classes are so crowded, students become numbers, and I'm sure that's not how you engage in education.
031Each student's diversity must be seen. RER Lapausque, Nicole Yuribe and then Marisa Scutmore. Good evening, members of the board. My name is Richard Lapus. I am a second-grade teacher in Rosebank and I am here because I am very concerned about the proposal to increase the number of classes to reduce costs. I understand that budgets are very tight and that we must do this, but when we are increasing the number of classes, we would not want to affect the lives of the children. Second- grade students are learning to read, to regulate their emotions, and to develop their confidence as students. They learn, they need individualized attention and meaningful connection. When you add more students to the classroom, that connection is lost. Teachers cannot give each student the time, support, and feedback they deserve. And when you
032combine larger classes with the growth of students entering the classroom, the moderately average special education students, their needs, their behavior plans. The challenge is truly overwhelming. These students deserve inclusion and understanding, but with adequate staff, training, and something to manage them, and also with management, the classroom must be protected. First, our classrooms are the heart of public education, and when we make them bigger, we make them weaker. Please keep class sizes small so that every child and every teacher has the opportunity to succeed. And I'm going to leave you with this thought. Every student who comes through my classroom deserves to be seen, supported, and inspired. That's what small classes mean . And when we protect the environment, we invest more, not just in academics, we invest in trust, compassion, and lifelong learning. Thank you,
033Nicole Uribure. Hello everyone. I don't usually come here, I'm not usually that brave, but this is something I want to talk about. Everything we do, every decision we make, must benefit the people we are here for, our students. Who is benefiting from this increase in students in the classroom? What I imagine my colleagues are doing is, I don't want us to be fighting with each other. I hear that there are many concerns, and that shows us just how critical this is. This shows us how we need to take action. I have experience in special education, bilingual education, and general education. You name it. I already have experience with most of them. Increasing the number of these environments will not benefit them at all. Managing classroom behavior has also increased, and our theme is that it
034makes a strong community. A strong community for all of us means that we are sharing common attitudes and goals, just as we have all shown today that increasing the number of students in the class is not a common goal. Please listen to our voices because I ask you to ask yourselves, what makes a great community? Is this discussion the answer, or is it about being together, listening, and learning from each other? I ask them, what makes a strong community? Thank you. Marisa Skymore is the next person who wants to speak. Good afternoon and good evening. Hello everyone. Okay. Good evening, members superintendents Reyes. Thank you for taking the time to listen to us. My name is Marisa Scott Moore and I am a psychologist in Walt Canyon in our district. I am here with other
035psychologists and we are here supporting general education teachers and special education teachers regarding the number of students in the classroom. It is important to ensure that all students have an equitable education, especially the most vulnerable, including those with special needs. While I'm here talking about classes, I also ask you to remember the number of students to manage for the psychologists. The number of cases. The following are Bridget Elan, Anita López and Mari Mendoza. Thank you. Good evening, members of the board. Thank you for the opportunity to speak today. My name is Bridget Ellison and I am a dual immersion teacher and mother of a dual investment student in Heencam with 20 years of experience as a dual investment educator. I am passionate about dual education. Tonight I am here to advocate for dual-investment teachers and
036students, as we value spatial literacy. In Spanish is essential, not just an added benefit to our programs. The integrity of our program is at risk from evaluating the language by Spanish. The decision to buy Benchmark Advance for English classes, but not similarly to buy the Spanish program. benchmark. Forward. For the teachers, for investment it is a decision that elevates English is eliminating access to the Spanish language. It's not having books in Spanish, books and stories and Spanish. These actions do not support academic achievement; they diminish what it means to be bilingual and competent. How does this decision align with the shared values of quality and fairness that they specifically declare? Students deserve equitable access to quality education, resources, and programs. I ask the board to please purchase this program for all students, especially those in
037grades three through six. I want to tell you that the district values Spanish, the professionalism of the English students. Thank you, Anita López, good night. I am Anita Lopez and I have been teaching double immersion in Chula Vista for over 24 years. And here I am on behalf of the Heencam double dive team . We have 18 classes in the district, one of the largest in the district. We are very disappointed because we did not receive benchmarks ahead of third to sixth. In January 2025 we went to a training where they showed us the materials and we were very excited to have them and suddenly they told us no, that they were not going to give them to us anymore and we have asked several questions and we have also expressed our concerns in recent
038months. They told us last week that they were going to give us partial materials, and this is not a long-term solution. We've also been told to use Chat GPT and that we've been heard, but the solutions they're offering say otherwise, and frankly, we feel disrespected by the lack of action and support at the district level. We know that our immersion program is what brings families from Chula Vista here, and that's why we request transfers. Our students, including mine, go to the Sweetwater district and also to the schools and are very successful. Um, I'm afraid this will be lost if we don't have integrity and fairness in the dual immersion program, so that they have the same materials as the English- only classes. Please do the right thing and give us back the curriculum for Spanish.
039Ruth Mercer, Steven Vitela and then Whitney Taylor. Ruth Mercer. Hello, my name is Mary Mendoza and I have 32 years of experience as an educator in special education and double immersion. I like to refer to CBCD, to the statutes. The district will eradicate racism of any kind, including implicit or unintentional . and prejudices that negatively impact student achievement. Negatively. Additionally, the district can proactively identify language, gender, culture, as well as practices or policies and institutional barriers that negatively influence student learning and achievement. This is the Spanish program, the art program is one that they are asking us as double immersion teachers to give the Spanish language course this year. We didn't do it last year , but this year we're going to do it and they want us to. And as a fourth-grade dual-immersion teacher,
040you 're not giving me a Spanish curriculum. My concern is that when our numbers decline because we don't have a state-approved curriculum, then it's going to be a precursor. Then they won't be able to support the dual immersion program in our district. How do you expect students to take this CAP exam if you're not giving them the tools to succeed? It's because the grades are going to decrease because they're not being given the tools. This is not fair. And we are already halfway through the school year. I also have requests here from Salcrick, Head Camp, Tiffany Heritage and Camarena requesting the Spanish language and literature program from third to sixth grade in a double immersion program. And here I have a copy for you. This was done for the schools. About a month ago, thanks
041to the quick Sagre school, every English or dual immersion student signed the application. This isn't just double immersion against English . This is an article about fairness. This is a case of equity for students and for teachers. Please do not request anything related to double immersion, as it is not asking anything more of English students. Next up, Ruth Mercer. Good night. My name is Ruth Mercer. I am a teacher, and I am the mother of two students at Salcreck School. In the double investment program they told me that they want me, so here I am realizing many things. So when my child started 6 years ago, there was already an informational meeting regarding the dual immersion program. They gave proof of critical growth. You should be ashamed if you want to increase the number of
042classes, as this will also have a negative impact on children in a classroom . I want to know where my money is going and why, and why this is being cut off. Where is the money that was previously allocated for these materials ? Thank you. Steve Patela, good evening. I have children in the dual immersion program at Salt Creek and I am here to show support for my children and the teachers, because here I am also learning about the fact that the number of students in the classroom is increasing. And I do want to tell you that the teachers are overwhelmed with so much. Uh, I don't know what the solution will be to increase the number of students. Will there be more places, more teachers, or more instructional assistants? And lastly, I want to
043say, please, consider your teachers. And that's all I have to say. Thank you. Okay, that's fine. Brinnie Taylor and Rosa Morales. Ah, good night everyone. Uh, I 'm also a father of a student's child in Salt Creek and it really does mean a lot to me . Ah, I am very disappointed and I am here to advocate for the teachers to receive materials to teach the dual immersion program. As Mrs. Mercer said, I believe, I speak Spanish, I came to this district specifically to offer my daughter this opportunity, so to hear that this program, which has been magnificent and so great for the students, what happened to that greatness. Why are n't teachers giving them the basic materials they need to support our children? Second, as Mr. Steve said, I volunteer in the hall about
044once a month. My daughter is in first grade and I go once a month. And at that time I can tell you that the teacher cannot do everything. So, how can you increase the number of students in the classroom? He 's barely teaching them to read, where is this teacher going to get the imaginary time to assist more students? This is not acceptable. Please go to the first grade kindergarten classroom, go and don't just volunteer, stay, don't just pass by, please volunteer and you will see that resources are needed. Please do what you know is best for the students. Thank you. Rosa Morales and Ana Vázquez. Hello good evening. I am here to talk about the decision to remove resources for dual- immersion teachers and students. The decision to take this step was made by
045the curriculum and instruction committee, and I'm here to talk about removing benchmarking and I'm here to tell you that it was a bad decision, especially because teachers have limited resources in Spanish. It is difficult to find resources on language and literature in Spanish. I appreciate that they want to communicate the information about exactly what I really appreciate, and I appreciate the access to online benchmarks, but it's still wrong to limit these resources to just a group of teachers and students. Uh, it can't be fair or equitable. Create two groups, divide. When you only have one group of responsible teachers, you create two groups. That is not social justice, that is not equity and equality. Remove from a group that is already suffering and marginalized. We all deserve to have the same resources as our colleagues
046who only teach English. And in the present day, with everything that is happening in our country, where you can be isolated simply because of the color of your skin, we cannot make decisions that will be interpreted as racist, unfair, and prejudiced. None of it can permeate our instruction. Please give us our Spanish language and literature program. That's only fair. Ana Vázquez and then Jasmine Greffen. Good night. My name is Ana Vázquez and I teach at Library Elementary School. I have been teaching there for 25 years. When I realized I was a kindergarten teacher, I couldn't believe it when I found out that third through sixth grade didn't have any materials. This is not acceptable to me. And now that you are asking us that if you join group one you receive this, with group two
047you receive this. We want everything and we want it now. Yes, we need it. Okay, but if you're in group two, this is what you get. We are here demanding equality for all teachers, materials for all. You are not listening to us. We have materials for everyone. I have come to two meetings and again you are letting us speak, but you are not listening to us and we know better. We are in the classroom every day and we teach in Spanish. The next time you make a decision about how you're going to do a program, what you're going to do, you have to ask us because we're the ones who know without the decision or opinion. This decision was made without the input of teachers or parents. Ah, we need to teach proper grammar. Uh,
048the English classrooms continue to receive the appropriate material, unlike the dual immersion classrooms. This district once promised to implement the dual immersion program. I believe that the dual investment program will help students become bilingual, literate in two languages, and also culturally aware. But without the appropriate Spanish, this goal is not possible. Our children deserve to be strong. The dual immersion program is something special and deserves the same level of support and resources as any other classroom. Our children depend on this. Students need editorial education. Mr. Tamayo, if your son did not attend a dual immersion program, then you don't believe that the rest of the students deserve the same education. Laura Gracia and then Serafina Tamayo. Good evening, members of the board of directors, Superintendent Reyes. My name is Laura Gracia. I am a teacher
049at Heritage School. I am here to support dual immersion teachers. I want to talk about the curriculum change that was made mid-year to the dual immersion program. Oh, I haven't mentioned that my children are in kindergarten and second grade. So, I haven't had firsthand experience with the materials, but learning this information I'm impressed. Today they told me about these changes, and so I said I was going to talk to the principals, the teachers, and also Mrs. Perez in the district. It seems that these changes are sudden and abrupt. And I would like to know why who decided this without the support of our experienced teachers from Heritage School, ah, this program combines language, literature and science. It is our understanding that they are not giving the materials or supplies to the students and that they
050are only giving these materials to the English classes. The district only says this is based on research. However, I learned that incentivizing teachers by developing this new curriculum is what will be done for the rest. For the rest, it appears that there is no evidence in the investigation. As a parent, I am concerned for all the Heritage teachers because they have decades of experience, decades of developing this. We want transparency and we want rationality. Uh, we want you to tell us why the change. We want to know why the district is making this change and why it's not supported by the district's most experienced teachers. I ask the district to listen to our teachers and give them the requested materials. Serafina Tamayo. Hello, my name is Serafina Tamayo. I am a fourth-grade student at Salcrick,
051in the dual immersion program. Please, we want our language and literature materials in the classroom. Hilda Escamilla and Gisel. Good evening, members of the board, Dr. Reyes, and leaders. My name is Elia Escamilla, a dual-investment teacher in Camarena and also a CBE representative for my school. My colleagues and I have connected with partners from San Diego State University, California State University Fullon, the San Diego County Education Bureau, and all these organizations that have supported the learning success of students learning Spanish. Many of these leaders were unable to be here in person. They have sent me messages of support and reflection, saying that I have been involved with your programs over the years and we have also followed your commitment to dual education. Two paths of the program in Chulavista have been around for more than
05220 years and now it is established in 23 schools. However, when managers or decision-makers do not understand these goals or fail to commit to full implementation, problems will arise. And here we are. Double immersion programs are alternative programs, not supplementary. Families chose these programs because it is a different educational path and it needs to be supported. That's why they need to have equal funding, a curriculum, and also not just have materials in both languages, not just in English. and also follow a multi-year trajectory. It is imperative that they be fully bilingual. The middle grades from third to sixth are the most challenging years. This decision is a threat to the entire program. Seriously, take a moment to read Rosa's lyrics and the others'. Thank you for your time. Noel Cravens, good evening everyone. I am
053a mother of two students in the dual immersion program. My husband and I were very happy when this program was offered . I am here to support all dual-immersion teachers and the teachers who are here advocating for their students, including my daughters. I ask you to listen and redirect your funds to support their needs. I know the budget is a problem, but I ask the board to consider other ideas, other ideas that do not affect the quality of education that students are receiving. possibly to pause leadership. Thank you, Berta López, I am Berta López and I am the representative of CAB. So, my bilingual education is way behind me. I am here to speak with you on behalf of all the students and parents from third to sixth grade. Their materials were taken away from
054them at the beginning of the school year. Ah, I know that CBSD teachers have been advocating for these materials and this has created an equity gap in dual immersion programs and all programs, all students, no matter the grade or language, have the right to access an aligned curriculum. When some students have the materials and others do not, this is denying them equality. It has been proven over the years that CBSD's dual immersion program students are students who truly make a significant contribution, not only in Spanish, not only in English, but also in Spanish. But when you're sending the message that students and teachers who are probably learning and teaching elsewhere are less of a priority, as we educators work so hard to build bilingualism. Everyone in San Diego County knows about the lack of support
055for teachers in grades three through six. I ask that you please give the materials to the teachers of third through sixth grade. Fairness should not stop at second. You have the responsibility to give teachers the resources they need to be successful. And also to Mrs. Ugarte, the meeting was scheduled for 6, it started at 6:15, so besides they cut our time short to 2 minutes. Yes, thank you very much. Natalie Hansen. Good evening, superintendent. Board members and staff. My name is Natalia Gensen. My children are going to the veterans school. The reason we are here is because halfway through the year they removed the exceptional teacher. Our son was very happy with her. My daughter had this teacher, my son had her at TK until the middle of this year when they removed her. She
056gave the students structure, stability, a sense of security, communication and transparency, and in effect, a love for learning. Her classroom was a second home for my daughter, and she continued to be so for my son. You can't replace someone like that halfway through the year. We received a message from Claus Doyo saying that he was going to retire, but that he would be back soon. Ah. Uh, then we had silence, there were no updates, and on November 5th we were given a letter stating that Mrs. Televin had accepted a position in the district, but it was said that she had not accepted any position that had been sent to Montgar Mary. These stories have different foundations. Ah, the families left them without explanation. We need to know what caused this, what the reason is for
057this transfer, and the conditions and considerations for reinstating it in veterans, in the veterans school. And we also want to know the timeline for hiring someone with the necessary credentials. I appreciate your time today. Thank you, Alma Elenes. Good night. My name is Alma Elenes. This is my first time here. The reason is because I 've seen changes. We are representing the Esquela Veterans. It is with regard to teacher Murillo Telven. She is a very important teacher for the children, she is no longer in their classroom, she was a great teacher, excellent, who left a great mark and I would like to understand what caused this sudden change halfway through the year, because it affects the children emotionally and academically. I'm not here to criticize anyone, just to ask for clarity and communication with parents,
058and also because we are part of the school and when we understand the reasons for the changes we can better support and feel more at ease. And now they are reading in English what I just told them in Spanish. And they're talking again about teacher Chelden from Veterans School, who isn't here, and they're saying that I'm not here to criticize, but to ask for clarity, clarification, and communication. The parents who are part of the school and we understand, and we have also been in this school for only a few years, and I feel very proud to be such a traditional, beautiful school, and today they are giving us a change that they do not explain. The change is that they don't allow us to enter, they don't give us an explanation, and we can't interact
059with the teacher. I don't like that change. And to finish I want to say about the traditions that for many years of the school have been very beautiful, like the veterans' parade , which has always been very special, where our children participate along with the teachers, and today none of that exists. For us as parents, it is a very important and beautiful tradition. Thank you. Good evening, Monica Rojas Cabrera. Hello, good evening, members of the erect table. My name is Monica Rojas Cabrera and I am a parent at the Tiffany special education school. First of all, thank you to Dr. Reyes for taking the time to listen to the concerns at my daughter's school. And I also want to acknowledge Mrs. Delia Domínguez. I was told at a previous meeting that the district does not
060have any substitute teachers with credentials, and I want to know how this is affecting Tiffany School in the special education classroom. Ah, because they were in a kindergarten and transition kindergarten classroom and on the first day they told us that she was going to go on maternity leave, effective immediately. They told us we would have support, and teachers come and go, and well, the truth is that this causes many problems in the learning environment, and this has been happening from July to November. My daughter has already had new teachers and it takes a lot of work for her to get used to them. The behaviors increase, they increase, and so does the instruction time, which is so valuable, because it is lost. And also when Mrs. Prescott, a third-grade teacher who arrived on October 7,
061my daughter started finishing her homework and only needed seconds for redirection. Unfortunately, that couldn't happen because there was another change. There are direct results of instability in the staff. I ask the district to please explore the possibilities of having substitute teachers for special education, because our children deserve consistency and a safe and familiar environment, and because we also need to support our teachers to provide stability to meet the needs of our students. Thanks to G. No, it's okay, son. Superintendent Reyes, cabinet members, and board members . Last month I stood here in front of you asking why the graduations had been moved from the Isleca church to another location. At a board meeting, there were parents from Marshall School asking the same question. For the past several years, Islake Church has conducted graduation ceremonies for
062Liberty High School and other CBSD schools. Suddenly this year it was announced that graduations would be held in our schools, throughout the district. In 2024 I attended my son's graduation at Islex Church and it was a very comfortable, lovely occasion, with air conditioning and students could invite family and friends, but now ah, but having our graduation at Islake, it was a special and memorable occasion. I spoke with the church to see if it was about a cost, and they told me it wasn't a post-cost issue. They also told me there was no reason why they removed the church lecture graduations. Finally, changing graduations to schools means more work for our staff. They will be in charge of setting up chairs, removing chairs, doing everything, and they will also have janitorial staff doing this work, as
063well as technology and sound. Fewer people can attend because there is not enough seating. The district will spend more money to do it at the school than at the East Lake church. And they never answered my questions, why was this change made? And why did those voices oppose this decision? And three, because the district made a unilateral decision and did not involve the community member who had offered this event for the past few years. where the schools made unilateral consultations for the decision. In conclusion, I hope you will consider bringing sixth-grade graduations back to Islec Church or a more suitable venue, and please involve all members in this decision. Thank you. Amanda from Amanda D. Ah, good evening. I am a mother of five students, all at CBSD school. I 'm also talking about sixth-grade
064graduations when I'm agnostic and I didn't want the graduation to be there. But before drawing conclusions, I asked other parents who have attended these graduations how it was, and they told me. I took his word and decided to attend graduation so that I could see what the situation was like. I was surprised and when I got there I never felt like I was in a church. Nothing was religious about it, it was a magnificent place, and it really is something our district couldn't provide: televisions, screens, cameras, and accommodations for parents with disabilities. So my question is, why? Because of a complaint from just one parent, it affected the entire district. You went there to Islake Church, why did you make this decision? If you haven't gone, why don't you go and see? And if that
065father was so angry, tell him, take him to that school. I 'm so tired of hearing that the district punishes everyone because of just one person. If you can't learn how to punish a person, then you shouldn't be here. I'm sorry, but it requires that people be responsible for their individual actions and not punish everyone. It's the same in schools. Sorry. You are worried about budget cuts. This is additional time to have graduation in schools. Is this extra time for the janitorial staff, or do they want the parents to do it? So, ah, I can't, I have to be there because I'm going to be exhausted and I won't be able to be there later, I can't go to dinner with my son because I have to pick him up from school. That's going to
066cost us more money. I don't know why we can't do it in the church, since the church is offering it so kindly. Please consider, not just one, the district has 50 schools, not just one. Thank you. Let's take a 10-minute break. Ah, I want to thank you for coming here, for being here. I actually asked Dr. Reyes if we could have another room. I don't know what the problem was that prevented us from doing so , but I want to thank you for being patient and for listening to us. Thank you. Very good. presentation on leadership and learning. Mrs. Morales. Thank you, President Lugarte, members of the board, we are very excited to share with you our progress with regard to leadership, highlighting the work of our leadership in conjunction with our school leaders. I'm
067going to pass it on to Capentter, our general directors of leadership and learning, director of Bayolindo, Ash Paellas and also Justice League who will be presenting. Hello, good evening everyone. Superintendent Reyes, President Ugarte, and members of the board of directors. I'm excited to share our approach to leadership. Before I begin, I speak for myself, Aaron, Raquel, and Jessica when I say that we are very fortunate to work with a hard-working group of directors and assistant directors. They are advocates for students, they show curiosity, it is a pleasure to work with them daily and I truly feel fortunate to support them. The last time I addressed the board, I shared our beliefs that guide our work. When we have the support of leaders, our schools do better. This year we have reimagined what it means to
068support our leadership. We have refined and strengthened our approach with the goal of doing things differently. We ask for feedback regularly, we listen and we adapt. We also create intentionally. Our goal is simple: to ensure that all principals have the tools, training, and collaborative experiences they need to lead with confidence and drive improvements for students. As a leadership team, as a leadership and learning team, we organize support around four areas: professional learning, training, learning visits, and support for directors. In that presentation we will address these areas in more detail and share some photos. We begin with professional training. We ensure that our leaders have meaningful opportunities to learn and grow. We do that in four ways. Uh, first there are monthly leadership meetings. This year our focus is on MTSS mathematics, all with the aim
069of improving instruction and strengthening school culture. following. Leadership academies are spaces for our new or recently hired leaders to learn and collaborate. Also, at each group meeting, those leaders gather to analyze data and plan the next steps. And finally, operational meetings. These provide updates and information so they can stay focused on what really matters. The following slides are some examples of the steps. On the left side you can see the list of topics from our leadership academies, and we have sequenced them in a well- thought-out way to align with the district's deadlines. With the goal of bringing learning to schools and sharing it with teachers. On the right you can see Deputy Principal Prada and the Principal analyzing the students and doing math activities on a new method that was presented by our instruction team.
070In addition to professional training, all directors receive individual training and staff support from our team. Much of this support is guided by leadership, the leadership plan, a living document that shapes training and work on the school campus. During these training sessions, during the training visits, we celebrate the triumphs, identify the next steps, and observe the classrooms to see the impact of teaching and learning. These photos on the left and right highlight our training visits, which happen every month. Most of our training is about being in the classrooms with our leaders and seeing the teaching and seeing it firsthand. On the left side you can see me at Greg Rogers school with Principal Fner and Vice Principal Dory talking about the classroom visit. On the right you can see Raquel along with Principal Swallow interacting with
071students to better understand their thinking in the classroom. At the center, we see our leadership team and learning together. We plan reading activities and experiences for all leaders. Our goal is to ensure that everything we learn together can be applied at the school level. Now I'm going to pass the microphone to Ashle, Paellas, one of our wonderful directors and also our lead director, who is going to talk more about the learning visits. Good evening, Superintendent Reyes and members of the board. I'm excited to share our learning visits. These have become some of the most meaningful ways for leaders to learn from one another. When we can see teaching and learning in action, we can reflect on what is working and think about how we can bring those ideas to our schools next year. This year
072they're going to be different, they're going to be more focused on leadership and it's going to help us see progress over time. That's how leaders work. They meet in small, intentionally designated groups. A short segment begins that focuses on training. We are observing student learning and calibrating it around best practices. This is a glimpse of what they might see on these learning visits. On the left side you can see Principal Rey and Principal Watson observing a practical science lesson at Loma Verde. On the right you can see another example of Liberty's learning visit, where you can see Principal Diaz interacting with students during a science lesson. These journals have become another important way that we support directors; it is our director structure and they are organized into six groups that are supported by a lead
073or principal director. I am the lead director for the Justice League group. We collaborate on the challenges, we strengthen leadership in all schools. We also facilitate joint goals for these groups and provide professional and personalized support. The directors also receive training and meet monthly to align their work and further strengthen their own leadership. Here are some photos that highlight this work. In the center and on the right you can see how we spend our time, reimagining the role and responsibilities of being a leading director. Our goal was to change and support instructional leadership. To do that, we had one here you can see on the left, Director Watson. is providing training and support focused on teacher feedback. They provide support that helps directors reflect and grow. With this, I'll pass on the presentation with Jessica,
074who will close this presentation. Many thanks to our team. We want to provide the board of directors with an opportunity to have one of the things I can comment on in this, the work of a director, as well as a teacher, uh uh is a very difficult job, it has been wonderful to be able to stand out in this area. We have many districts around us that come to us, and we're asking how we can replicate this support, this results-oriented training. We have seen our challenge of directors increase and our director's confidence is increasing. We have n't had, we are very grateful for this opportunity to have this support, to have this staff in all our schools. As you know, we have a wonderful team of leaders working in the schools every day. Our next
075report will be delivered in December, where we will examine our results from last year's CASP test, as well as our dashboard which will be published soon, and you will hear from us in February where we will do the half-year LPAC amount. So we hope to provide reports to our board of directors and what we are doing in our district. Thank you team. wonderful work. Thank you so much. Uh, questions from the board or comments. How often are these sessions? And all the directors were able to attend different sessions. One session. Could you give me more information? Clear. Our learning journeys. Yes. How many learning journeys have we completed? 84, I have attended 65 of them. And what is the feedback? Very positive. One of the things our directors really want to focus on is learning
076spaces where they can calibrate their own feedback and learn from each other. We focus on what students are doing well and where they are having difficulties. One of the best parts of what we do is that we identify as a group, we share what practices this school is doing that we can learn from and bring to other schools. It's a very positive space where leaders can practice and we can learn from each other. Thank you. I appreciate that. I have a question about the groups or cohorts, if I spelled it right. Then different schools come together and change those names and those group names. The groups have remained stable. The only changes have been, yes, a principal changes schools at some point during their time with our district, but Ash is an example of someone
077who changed groups because he became the leader of another group of principals. But our principals like to stay in those groups, they don't like to change, so we keep it as consistent as possible and there is representation not only from the west side, but also from the east side. It's a mixed group from the east, different types of programs so that the principals can learn from each other and can visit other schools. Thank you. Thank you so much for your great work. That's part of the agenda. the following articles under the consent schedule. There will be no discussion on these matters and they can be discussed and the consent calendar can be removed. It must be remembered that they have withdrawn 10. That's correct. Members, I have 10C. Ah, which I think is human resources.
078It is page 8 of 8 of 12 10C. is 10C. I do n't have anything. Tom Cervantes 10C subsections 10C and 10F and 10 ZK. They all are and are in 10, 10F, 10g, 10H and 10N. Some are brief comments. Thank you. F G H. I will consider a motion to test the consent agenda. -10C with susceptions and 10D, 10F, 10G, 10H and 10N. The secretary seconded. Yes. Well, I size the motion passes 5. All this is C. All this is C because it's pure 10C, it comes before Seca. Hey, member Dominguez Cervantes CC, right? Yes. First 10c, human resources, page 4 of 12. of specialist licenses. I spoke with Dr. Reyes to see if he could clarify if they can perform the procedure because there is no cost. If you recall when we had
079the Figma presentation, there were some things, recommendations that were made, one of them and we have seen the previous recommendations and making changes to ensure that we follow up on each one. One of them was, we currently have in the finance section, one of their FMAN recommendations to move the licenses to human resources. So we have a position that handles licenses, so we can't change the position. So we have to open the vacancy in the human resources department and then open it. Once this vacancy is filled, fill the other one and close the other position. The cost is neutral. I wanted cf eh resignations. What is the status of the exit interviews? I asked that a year or two ago about how we determine what CBSD can do to improve staff retention. Mr. Roser Dell
080is going to talk about it. For graduation interviews. We are continuing what we established before Fitbit, the review and representation. We plan to implement extensive exit interviews, also known as departure interviews, by January 2026, and that will begin in January 2026. Thank you. We'll be able to, I 've requested it before, but I've never received it. And thank you for all the wonderful work and reports on Friday. It was very brief and very good information. I know he's working on the drafting, his department. Once you're done with that, you can include it in the board update . Absolutely. Yes. C eh member Ramírez Domínguez said page 8 of 12 for the consultants. The Catholic Charities of San Diego will provide distribution services. Ah, uh, I was going to start tomorrow. It is a distribution program.
081That is not a church. I want to highlight, I would like to emphasize when we are contributing and helping our community and we can also support. He was, in fact, part of a group that built the emergency food distribution network with that Catholic organization. My only question is whether they're going to come to some schools to help with distribution, right? Could you explain how they work and how they will distribute the food? Absolutely. It is through our community schools. So our three community schools are going to support these food stores. Thank you for answering my questions. It has on page 9 of 12 whether you can share information. What is it? What is this? Mr. Reyes, Dr. Reyes, at the beginning of the page Mr. Pong is going to share that information, practically the ability
082to have a wider reach so that people know the process if they are interested in joining. The following is page 9 of 12. It is also, uh, this Carlson BR. That has to do with hiring someone who processes more bonds. These are bonds we already have. So every time we have a 300 million bond, for example, and we need and have to get 20 million from the bond. That's what's known as "we have to hire someone to help us with that." It's not that we can't get additional bonuses, but these are the bonuses we currently have. Thank you. That's all. Motion to approve item 10. Article 10. I was requesting a motion. It's a motion. Second. Secretary, please call for a vote. The motion passes on December 10th. Member Domingo Cervantes, adopt a resolution, an
083early notification, early notification incentive. Let me check the document. If you look at the postscript after the resolution, on the first page after the resolution it says that the proposed agreement covers the period beginning July 1, 2023. That's a rip-off. Let's see. I'm sorry. Which page? The first page after the resolution above. The agreement is for 3 years, but it came into effect in 2023. Sorry, no, I can't find it. AB1, AB 1200. The proposed agreement is as follows. This is correct, the proposed agreement, the negotiation agreement with the union started in 2023, so it is correct. I was looking at the sheet together. This is the time covered by this agreement. That's all. 10D. Yes, there is a seconded motion. Call to vote, secretary. The motion passes article 10F. Member 10F. Approve the MOU
084with Westen for access and the California Healthy Children Survey for 2025-2026. Hey, Dr. Ray, I always ask you that question in the parental consent. Absolutely. And I would like to consult the survey, Mrs. Cassy. Uh, as soon as I have it I could make it available to the board. We have a motion to approve the 10F. Secretary, a vote may be called. The motion passes, we move to 10g. Approve the annual report regarding the statutory fees and mitigation payments for fiscal year 2024-2035. There are time restrictions. I see there are two 200 interest I've earned in CF1. If you could make a note of the other notes, sections E and G. It seems that we are using CFD money designated for new schools to help pay for general bonuses and vice versa. Vice versa. CFDs
085are paid for by new housing. General bonds, taxes are being paid by the public and vice versa. There are separate things, but the bonds cover the whole area. It seems we're borrowing from Peter to pay Paul. Mr. P could explain the differences. and how the money is being used. Yes, these CF funds are available when you work with a developer and there is a mitigation agreement for new homes to mitigate the impact on schools. These are for areas that are not CFD. When someone adds or shows or builds a new house, we charge the standard fees. This report relates to a different fee outside of the CFD. Safety one. That's already over. Mow Rus. Part of the mitigation agreement is that they will charge a one-time fee when there is an addition or renewal. These
086are regulatory quotas. The MUS tax, that's a statutory fee, it's for these additions, the CVDs have already been paid, but if a particular homeowner adds an addition to that home, they are charged a fee. They may call it a fee, but you're shelling out money from your own pocket. Correct. Thank you very much for confirming. Uh, motion to try. The motion passes 41. 10H. The purchase of smart boards for special education. That applies to all special education schools. That applies to all special education classes. DC. Thank you. Uh, motion to approve the 10H seconded. Secretary, call for a vote. The motion passes 10N Tiffany the construction litigation I 've heard there has been a decrease in cost for ventilation and rating. Okay, Mr. Frank could share some things we 've talked about, addressed when we're
087doing the rating and the roof for the schools are not light. I realized that he told me, but he didn't tell me at the time that the intention was to make a change to the order beforehand. He could share with the board that the moment wasn't viable, so what are we doing to make sure that it gets finished, that it gets done, right? to finish the project and have it operational at the beginning of the school year. Uh, we had to do the project in phases or stages. We are working on phase one, which is the solar tubes, which will be installed in the summer. We can update and test the motion. Secretary, if you can call for a vote. The motion passes at that moment. I would like to welcome Dr. Angela to introduce
088our newly hired or promoted employees. Thank you. We have Angel Carrillo as secretary one, Cristila Coronado as secretary two, and Denis Garcia as assistant and instructor. Yes, Wendy Lopez from special education educational assistant to secretary Rachel Murphy from library technology technician to administrative action matters. December 17, 2025 at 6 p.m. is the scheduled date for the annual organizing meeting of the board of directors at the Chulavista school district . According to the education code, section 335143, our district's governing board needs to hold an annual organizational meeting for the purpose of electing officers and setting dates for regular meetings. for the following year. This matter, this article we have to adopt will be our annual organizational meeting on December 17th which we will hold to elect members and set the dates of the meetings. Questions or
089comments for the board of directors. I have a quick question. Uh, there's a reference that these boards are uh uh in Spanish in English. Uh, I just wanted to confirm if it will be offered in Spanish, so we have two channels, one in English and one in Spanish. There are no speakers. That's a matter of seconded action. She 's a secretary. A vote can be called . The motion passes the first readings, first and second reading of the policies of the board of directors, the administrative regulations and statutes of the board of directors. First, the first and second reading for the possible review of the proposed review to the policy of the board of directors 412.5. There are minimal changes and it has been pre-approved by the policy committee of the board of directors. Yes,
090only again according to PMATS. The recommendation was to update our policy. So you're going to see, you're going to see at each board meeting, policies that have been updated from all departments, but particularly from finance, business and also human resources to continue providing guarantees. The last time we updated was in 1990 or 2000. Uh, any questions or comments from the board? Um, I'm wondering, does the cover sheet refer to BP4115? In the top right of the [device/image] there are three different ones, right? Love, I am not, I am not, I have no knowledge of how it works. I can guess, but it has to do with certified employees. 41 12 is classified, 12 is certified and that's why our staff is at the top because it applies to everyone. Thanks for clarifying that. Um, I'm
091wondering if the background check includes fingerprints and if it only has to be used for the purpose for which it was requested. If the fingerprints indicate that the person has major offenses or a criminal record, then they have already been processed by the system, so it wouldn't show me that they committed a major crime, only that they committed a crime and that they have been charged. It shows that of the crimes for which they were charged, the emotion passes 50, article B, the first and second reading, the statutes of the board of directors, 9100, yes, basically the organization of the board of directors, in the organizational meetings, and it is what we just voted on, that every year in December, an organizational meeting is established as part of one of the boards of directors where
092they elect the officials and establish the schedule of meetings for the next school year. The president, vice president, secretary, and then someone is assigned or designated as secretary, which is usually done by the superintendent. Questions, everything is in bold and we already talked about that, Dr. Reyes. There was never an existing VIP who addressed this. Correct? We are following the practice. So we are, uh, applying everything that is stated there. However, the policy committee's policy accurately reflects what Education Code 35143 says or states, which is exactly what it says, that it is part of our statutes to follow best practices. We are telling all departments the same thing: to update their policies. We're going to do the same for our department. They have not been touched in 35 years or more. We want to update
093everyone and those who are missing based on CSBA Figmat. That one is in bold because it's new to us. The motion to approve. Seconded. Secretary, you may call for a vote on the first and second reading of the possible adoption of the policy board 41 42 41 collective bargaining agreement. Dr. Reyes is very similar to the previous one; it is new even though there is an educational code. There are different educational codes that deal with this. This policy of the proposed board is what we are following, and we are sure to follow it, and we want to make sure that what we add to the board is the policy of the board. With the recognition, it constitutes a commitment from the board to the professions of the board of directors, the board approves the negotiation
094agreements and the board of directors must honor and respect it. Within this timeframe, open to questions, who is responsible for ensuring that the agreements are free from conflicts? So, when we make collective bargaining agreements , when we negotiate, each unit has its legal representatives and both of them... I do n't know how to prove it. The motion passes first and second reading of the possible adoption of policy 3515.1 access to fields and security. Mrs. Casy, who can enter our facilities. I would like to make a few comments. This policy of the board of directors. There is a great deal of interest from many schools in having safer and more accessible campuses, and I think part of the conversation we 've had, we have some examples from Ms. Martinez today about ensuring that our students and
095staff are safe while on campus. I want to make sure that it is understood and clear to the board, but also to the public, that in no way does this mean that we do not want parents or volunteers. We welcome the parents. We are very proud to collaborate with them, but we want to make sure that it is done in a safe way. So the purpose of this is to ensure that parents, if parents are going to enter the schools, that they register their arrival and that one of the changes is verified. I wanted to make sure that was clear. Those are for schools, not autonomous ones. He has to say that. He has to say that. Yes, when I checked it I didn't have it, but it's been corrected now. In that same note
096I know we've been writing different policies, many policies, it gets more difficult. Is there anywhere, in any policy, that allows parents to volunteer? because it's because of the squad. We have volunteer parents, and an established volunteer parent process . It's different. For example, if today he goes to his granddaughter's classroom and is going to be reading to the class, it's different from volunteering every Tuesday, Wednesday, or weekly. So it has to, uh, it has to go in and there's a process for this. If you're only coming today to read a book, for example, we do that once a year, which is to register your arrival and enter the room. I have some questions and this... we will vote on it today and it would come into effect immediately. Yes, that's correct. He says, "What we
097would do is have a conversation with the schools and we're going to make sure that every school, every school is different, is unique, so the programs, also their physical appearance, the geography, every school is different. Some schools may have two or three entrances, some only have one, some have their own access. What we're going to be doing, if it's approved, is working with each school to ensure that the principal works with their staff and their community to ensure they have a plan in place to make this change. We have a target date next semester. Okay. And obviously, charter schools can participate, but they are their own educational entity, so they would have to do it on their own. I have a brief comment because my school is a closed school, although it is an adjustment,
098I feel more involved in volunteering. I feel like there are more opportunities because the school is closed, it really is an adjustment, but I work and I feel like all the kids are safer, and so is the staff. Again, I want to reiterate that in no way... This means we don't want parents to know they're welcome at our schools. We just want them to go through the process, the procedure. As Member Tosten said, some schools have gone from open campuses to closed campuses. Again, we want to make sure we explain to parents why we want to do this. And when parents hear this, obviously we want all our students to be safe, but we also want that information to be shared so it explains things to them. This is going to start next month, next
099week. We're going to have a policy. I think schools and parents should be informed. I was thinking about this policy, and as I mentioned, all schools are different. Rogers has a different student population, and we've considered how we're going to help parents get their children enrolled. We're going to hire staff. How are we going to do that? Because all schools are different, and I know other schools have students with special needs. Special. Because of the type of student population, I can see that this policy may need to be... we should have a plan because I can foresee that there will be a lot of... The board policy establishes the intention of each school for us to develop a plan for all the schools, and you're right. Absolutely. Rogers is different from Salcrick, right? Each school
100has its own... its own challenges and opportunities. So the principals work with their own school community to develop a plan to ensure that all students are taken care of. And another component you mentioned, and I do agree with you, is that we're not only going to communicate that this is going to happen on a certain date, but we're also going to ask them the reason why, when, and also how it's going to be implemented , so that it doesn't take them by surprise and they feel safe when they leave their children, their son or daughter, that they're going to be okay, that someone, an adult, is going to take care of them. And I think there's a lot of resistance to that change. Many people don't like change, and some are going to... They're hesitant,
101but that's it—communicating with them and also asking the parents what the best way would be. Not only that they're informed, but that they can also give their opinion. That would be a great idea. Even if the principals, I know that our parents, parent groups, and other parent groups can give their comments, their opinions, and that they can be heard. So, having the consent of the parents will help put those plans into practice more easily and quickly. Well, specifically one of the mothers who pushes her child in a wheelchair, and parking was a problem, and the lady who can update us—I don't know what happened afterward—was at a parent meeting with Fner. She had meetings before and after school with different parents who had questions about the closed school. They're still questioning it, I don't know.
102Yes, again, there are some schools that need more reflection on how to put it into practice, and that's why the comments are important. Trusty, Member Romeo. We need to have those conversations with the parents. First, that's from now on, that's what we're going to have to do. How are we going to do it? In a way that the parents feel comfortable and feel safe, but also that they understand the reasons for this change. The issue about the wheelchair. So, it was said that there's a teacher waiting at the gate, but they don't come in until their workday starts, so there are going to be some changes, adaptations to the schedules, and I think we've made some adjustments. Yes. Any other questions or comments from the board? A few questions. Uh, uh, motion to pass 12D.
103Uh, Secretary, we can call for a vote. The motion passes 12e. The first and second readings of a possible revision to Board Policy 4117.2, Staff Resignation. Dr. Rosendell. Yes. This policy addresses or deals with how an employee, if they want to resign, how the procedure is done and how the The district takes action on it. The board's question. I have questions. I had a problem with the last paragraph. I don't think the superintendent should have the ultimate power to potentially ruin a teacher's career, the way it 's written by Dr. Reyes. Because what happens sometimes is that teachers are offered a promotion, an opportunity in another district, and if there isn't a deadline, which most professional organizations say, " How much time do you need?" Two weeks. But I understand that it's difficult when a
104teacher leaves mid- year, but it says that giving them the option of relocating, or having already found a job, or being unable to work, or experiencing too much stress, and ruining their future, is a mistake. Let me clarify this part; it's very important. We need to understand the reasoning behind teachers signing a contract for the year. But, for example, there's a teacher who says, "I was given a better offer in another school district." Obviously, we want to release that teacher as soon as possible. We want to do it once we Whatever is best for him or her, for that particular teacher or certified person. However, we also have to keep in mind that they are leaving a classroom; a classroom will be a classroom without a teacher. Today, for example, we heard about a classroom
105that has had four different substitutes because they haven't found a teacher. So, if a teacher leaves and leaves a classroom, we ask that they stay until we find someone to fill that vacancy or cover it. That rarely happens, and we work with the other districts. For example, we currently have teachers who have already said yes to us, who have already accepted our offer, but they are still being held by their districts, and we are working with them to ensure that the job offer still stands and that they have two to three weeks to fill that position because otherwise it's a violation of the contract. Because they do sign a contract, and in all my years in human resources, I've only had that happen once. And it wasn't here, it was in another district. It's not
106a common practice, but it's something that's based on a contract violation. It's something they discussed with the union. Yes, yes. So you know, this is common in all districts. I know you've already spoken with the union and received their feedback. No, no, I haven't spoken with the union, but they know, they're aware. They know. I understand. Thank you. Any other comments or questions? Uh, motion to be approved. Seconded. Secretary, call to vote. The motion goes to the possible reading, first reading, second reading for possible review by the Board of Directors' policy 41161 421 2.61 431 2.61 61 and this policy addresses responsibility regarding references and recommendations for current or former employees. It's the same as in the reading; this doesn't see a clear difference between the authority to provide references and letters of recommendation for
107current employees. On page 103, The authority to provide references allows for written references for current employees. The first paragraph clearly states that the superintendent or their designee, in letters of recommendation for current employees (page 2 of 3), says that they should not include the opinions of the staff. I find it a bit controlling because I couldn't say that the employee has a cheerful disposition or a positive attitude, or forget any adjective, because it could be considered an opinion, but it would be valid to describe that employee. I think it 's not very restrictive and encourages everyone to provide letters of reference or recommendation. So, regarding the letter of recommendation, it states that the supervisor or administrator writing it can provide a letter as long as it is in good condition and the letter is based
108on factual and verifiable information based on knowledge of the person or observations. For example, for someone to write a letter of recommendation saying that they are the best employee of, etc., etc. What I'm questioning is that She says she can't provide an opinion. Which page are you looking at? Page two, about letters of recommendation that should not include personal opinions unrelated to the employee's performance. Only if it's unrelated, for example, that they're a good person to invite to a party, for example. Yes, exactly. We're not going to include that, right? What about confidentiality and records? On page two of three, there's another board policy that will elaborate on this topic in accordance with confidential personal files. Questions. Motion to approve. Secretary, you may call for a vote. The motion passes general information, reporting matters, starting
109with Member Ramirez Dominguez. That's the item in which you requested reports or calendar items. The next round will be in our board communication . I'd like a report— excuse me, I know we were given a report that informed us about combined degree classes, and we heard a lot about the Combined classes. I wanted to know if that's going to happen, or what is the report you're requesting regarding the combined grade classes, specifically for veterans, specifically this school? Yes. Others by member. I think some... I would like a report that explains the change in the TLI curriculum. It was a presentation for the board, one with all the information possible about everything that has been questioned today. I definitely want to talk about it, I want details, all the details, all the details, because today what
110I'm going to do is work with the team to prepare a presentation for the next board meeting. Thank you very much. In that same vein, regarding the DLI program, but I know we're going to have that presentation, but it still doesn't take away your concern that they don't have the materials or the curriculum. What I can do for you this Friday is to clarify for the board what materials have been requested, have been purchased, and the expected date for... Once they arrive, she'll break it down by school because there were many schools. Ms. Morales will do a breakdown by school. I want to make sure they have all the materials, and what I can do is, next Friday, in the second Friday update, we're going to do an update to see if these materials have
111arrived. I do n't know if it's important or not, but it would be helpful if each school could verify that it indicates they've received the material. I would like confirmation from each school that they've been using the material instead of the materials, if they do n't have the corresponding materials. They have to create their own curriculum; they have to download what they have to do from July until now for combined grade classes. I know we've talked about this before. I know that last month Member Tamayo said it was in the board update, but I haven't received it, but it is very expensive to discontinue the combined grade classes . We have to find a mechanism to support those combined grade classes, especially with the challenges for dual- immersion classes. I know we have... Budget problems
112exist, but training teacher aides has been a creative approach in the past, or at San Diego State, where they are doing their practicums, they receive what they need, they are trained, and it helps us, the combined-grade teachers. So, if we can see that, I want to remind you that the average instructional time is approximately 4.6 hours per day. 180 days of kindergarten students need to have 36,000 hours, first and third graders 50. This cannot be accomplished without another trained adult. As the student mentioned earlier, they feel invisible because their teacher—and it's logical that the teacher can't speak to the whole class—isn't isolating grades. She's not speaking to that grade level . It's not a service, it's not a service for anyone. There must be other ways to support them. No, we can't stop looking at
113this. We talked about it at the special meeting, Mr. Reyes. If Member, President Ugarte, could consider a special meeting To schedule it and focus solely on Figmat, identify the issues that you and I have discussed regarding the findings, the actions that cover the different issues we've already talked about. From finance and human resources departments , and procedures, specifically what we discussed earlier, I want a report that specifically identifies all absences, who is on leave, which positions they are on leave, and of course, when they will return. Sometimes they give us an idea; it's not always possible to determine it. But you already mentioned that controlling the position will help us with the budgeting process. When we know. So I want, I would like to see it included in Figmat, possibly a special meeting where we
114can learn about the budget. But if we want a special meeting, then I would like more clarification. What I want to clarify is that what I 'm hearing is that you would like to convene a special extraordinary board meeting. We already have the recommendations, we've heard the plan, basically, what has been put into practice and how, and what is the progress of this implementation to date of these recommendations. Thank you for the translation based on... January through March are very critical months. These are changes we need to make. Yes. If the board can hold a meeting in April, that gives the departments more time to continue with the implementation. We mean, yes, if we update several policies and if we do this check on vacancies and competitive examinations, it gives us more time. Abriel, that
115sounds good to me. Thank you very much, Abriel. I was thinking about January, but we already talked about it during the agenda review. Member Tamayo has requested this previously; we've been requesting it for at least two years. We want a report that identifies the number of students in each school, in each grade level, who are not meeting state standards. So, all students who are not meeting the standards, not just those approaching them , but those who are approaching them or don't count. That's why we're working with FMAN, so we can make many improvements, define, measure, analyze, improve, and control all these components, because then We have our staff going in circles. Uh, that's another Achieve report. I want to be clear that if CBSD is going to discontinue Achieve, and I asked for a yes
116or no answer, not this year. Not this year, 2025, 2026. So, I'm listening. Yes, so we're going to eliminate it. Morales can talk about it. We're currently discussing whether or not we're going to continue with Achieve 3000. So, we're working on it. His team is working with principals, so we're analyzing it. It's part of the presentation for the board meeting in December. If the decision has already been made because they've already received feedback from the principals, right? Principals and their staff work with the teachers, so they're going to talk to the teachers first about what's working for them. If the decision has already been made, if it was made at some point, that it's going to be discontinued, then we understand that it has to be replaced with something better. So, as long as we
117keep that in mind... So, the Title I report , uh, was the report I requested, Dr. Reyes, in the closed session. Yes, that's correct. The training was already provided to the principals. Last year, uh, when the cycle began, when I brought up the issue of Title I, Ms. Pérez, could you share with the panel the types of training we've had, the types of training with the principals regarding Title I, budgets, how to use the parameters? Yes, thank you very much. The principals are trained on Title I when we have our SIPSA sessions, SIPSA support sessions. We have two to three sessions in the fall and another two or three sessions before they submit the SIPSA plan in the spring. The SIPSA plan, uh, revolves around Title I funding, a school plan where we want to
118ensure the permitted use of Title I funds, how we use it to supplement and not uh replace. That training is provided and integrated during the SIPSA support sessions. so that they can apply the knowledge to that school plan. Thank you. Questions about Title One, the Title One funds that are in a certain category and the intention is to close the utilization gap, correct? Let's say you have 10 students who are Title One students at a particular school. That school would not receive its Title I funding. What percentage is allocated to goal 35? So we still receive funding for that student. E 35. We never received money from the federal or state government. They have to be in a school with a certain number of students. It complies, uh, if it complies, 35%, everyone receives a
119title, right? I have another question. The last thing I requested before, I'm just repeating it because I haven't received it, I haven't received those reports, the report on the academic impact in community schools, and I requested it a long time ago. I want to see how it influences or impacts the studies of students in community schools. How many community schools do we have? 13. I think some things that, with Mrs. Morales present next month, can highlight whether it is a community school or not. We can also give you the report, but I think it's important to mention whether it's a community school or not. And if we know whether it's a new school, then it doesn't matter, there's no impact. Correct. Thank you. And what is daily attendance? Average area attendance. What's the status of
120that? I know we have a report if you'd like to share it with the community. Yes, we are currently looking at two things. E ADA recovery or is the eh daily attendance, average daily attendance. We have different methods, we have a team working that is piloting in different schools. We're going to expand it to more schools. They can include an update in the Friday report to let us know what the progress of that implementation is. I also shared information about report cards. There are two parents who were given report cards . The difference between not being able to know if your child is meeting the standard or not being satisfied is not a distinction. Sweet Water elority have been very quiet. They did a sampling in July. One was done in April and the other
121was supposed to have been done in July. Parts. That's how it's pronounced. Yes. I want an update on the progress of these dead rats floating around. I know that so it seems they were meeting with them, so the meetings stopped, those kinds of meetings stopped. Mr. Punk could you contact them to see if they have an update on the results, which I imagine they have. One of the people found chemicals in the Sweet Water Reservoir and has been linked to health hazards, including pregnancy complications, kidney damage, and cancer. And speaking of water, Mrs. Martinez and I went to Park View last week. It was a very nice visit. It was very nice to see the principal, to see that she knew everything, she knew the names of all the students, but we saw that there
122was no water in the lower playground and we were talking about maybe bringing a hose so the children could drink from that water, but there is no water, there is no access to water. Sometimes I'd like to know what we're doing in terms of the facilities department, what they're doing to ensure students have access to water. If we could check that, please, in Powerview. Correct? Yes, I can add something because one of the things they mentioned to mitigate the water issue is that the station for filling water bottles has been moved closer to the playground because it's on the other side of the playground. That would be the least expensive solution. I've already tired him out and he needs more reports. There is a type of ticket in Fine. Fine. There are approximately 20 students
123in the room. It's small and as I understand it, the living room next to it can be relocated. The room next door is being used as a storage room. Could you give me a report, an estimate of how much it would cost to combine both rooms to create more space? That would be all. I can go back, I can, I can. It reminds me that in Park View they have a sensory room, which wants to be a sensory room. It's an empty room. It has a long desk where Mrs. Martinez recommended, you can take it out. It's very accessible to children who might need it, but it's empty, it has nothing, so if you could follow up on it I would appreciate it. Very good. Board of Directors Communications. That is an agenda item where
124members report on any events they have attended in the past month. Hey, member Ramírez Domínguez, thank you. First of all, I would like to honor our one and only Holsen because she is a veteran. Thank you for your service. It was a very special time, a very special month to celebrate our veterans. His sacrifice, his service was very fun to actually go to the Veterans School breakfast. It was the first year, so we couldn't participate in this parade, but it was very nice to sit next to veterans, listen to their stories, and be able to talk to these parents, and I learned a lot at this event. I also had the opportunity to attend the delegate event where we can celebrate our wonderful employees in the district who have been working harder than I have
125been alive, which is wonderful. I was also able to attend Sunny Side, Rise Elementary and Silverwing this month and I enjoyed learning a lot from them. Rise was my first community school and I learned what they are doing, how they are helping, and all the resources they have. And also seeing Sunis is a school that was highlighted a few months ago, what they are doing, the great work they are doing. One of the biggest things the director told me is that they are always collaborating, always talking to each other, and having all these meetings. I love watching. Oh, and it was also a lot of fun. He also gave me a long history lesson; it was very good. Uh, I'm waiting to continue my visits to the campuses, so I think that's all the events.
126I think so, thank you very much. I had the opportunity to visit PVW, Kellogg and Rogers. Again, every time I visit a school, you can see the participation of all the teachers. It's wonderful to see one of the observations I made that all the students we visited and observed were engaged in the moment they were learning, whether they were from special education, a special education class, or all of their students were really participating in what they were doing at Rogers. It's a wonderful improvement. I had this conversation with the principal and the assistant principal and I really enjoyed it and I told them that I would like to visit them and spend the whole day there and I would like to visit those classrooms all day and that they could put me to work. So
127I hope so, and I want to wish you a happy Veterans Day. I had the opportunity to take my son to the veterans' assembly. We hope there will be a parade next year . I know we know it's not our fault, but uh, but we hope that last year, next year will pass. My husband is also a veteran who is no longer with us, but it was very nice to explain to my son and to see all the teachers who were being recognized at the legacy ceremony. I think I was barely born when one of the teachers was recognized for the time he had worked here in the district. I also want to thank all our veterans for their service, including my husband and of course Mrs. TSTON. They have given a lot, they have
128given us a lot, and we take it for granted. During those last days at Liberty School, I was provided with some veterans' cards. Are you OK? Like this? They are very excited to see the veteran students; they don't receive visitors and stopped the students. Tell me if you wrote this or small conversations. It was something very sweet, very beautiful, and I wanted to share that we are fortunate to meet at Veterans School. Dr. Oliver WC is a veteran who lives there, he writes a book called Music. Music is mathematics. And she said, "Please tell the rest of the board members and other kids to come back, so they should bring the book. I'll give them my autograph. They don't want much, just a greeting. So if you can share your time, you can make sure
129that these veterans' homes are visited and they come back full. I also went to Rogers Elementary School for the fall festival, the folkloric ballet. It was wonderful. They only had three days of practice, and they did a great job. One of the parents is nodding his head. Yes. His son was in the folkloric ballet, and I also attended the Minicab conference. I think I went to Redch Elementary School; it was the first time I attended. They have many workshops, good speakers, and I encourage other people to attend if they can. I also went to Parkway Elementary School with CB Rosy Martinez and the Veterans School. That's always very nice. They have special speakers who They talked about that experience when they were in the military. The mayor was also there; they spoke, it was very
130nice. Thank you so much for your service. I may not be a veteran, but I am grateful for the service of all the CBSD staff. I just wanted to be brief as well and acknowledge the parents, Mr. Tsen, and Mr. Tsen for their service and all they do for this country and continue to do in their current roles. I wanted to acknowledge and wish all the employees a happy Thanksgiving, that they spend time with their families and can take time away from work to celebrate and be thankful for their accomplishments, because as a team they have done quite a lot and continue to show progress. That is one of the things I am grateful for about this team, that they continue to follow the mission of doing the best for our children. Thank you. I
131also wanted to thank Ms. Tosten and our teachers who are in their second careers because we have veterans in the classroom that we sometimes forget. It's important to recognize them. Those who served in our military and continue to serve in their work. Today I was able to attend the Legacy Awards and I realized, the word legacy is a bit of a very big thank you in Chula Vista where we welcomed the students to CBS, but also in Sweetwater, driving from one side of Chula Vista to the other, because I was the monitor that our administrative teachers, our classified staff, our counselors were out welcoming our students and seeing how excited our kids were. Really seeing go to Hellcrest and see what was happening there at Ota Ranch. Hi Vera and Emero, all the schools throughout
132the district. I'm very happy to do that because we welcome all the students and this is about safety and making sure they understand that they are welcome. It doesn't mean we do n't, but it reaffirms and shows it in a very visible way. I wanted to wish you a very well-deserved Thanksgiving holiday. Also, recognition for the month From the history of Native Americans. Dr. Reyes, first I wanted to take your place, but I want to recognize the previous member, Glandora Trumper, from 2016, a wonderful educator, a wonderful human being. She was truly someone who genuinely cared for the students, their well-being, our schools, our districts, and education. So I wanted to make sure that we honor her and that we know and recognize her work and who she was as an educator and also as
133a person. Today, tomorrow is going to be World Kindness Day. We have to be kind every day, not just tomorrow. It's important that I think, I believe that sometimes as individuals we forget that it's important to be kind to one another , but above all, it's very important to be kind to ourselves, and many times we get so caught up in everything that's going on around us that we forget to be kind to ourselves . Also, let's recognize the veterans, like Member Tosten and any other veteran. Thank you, thank you for all you do and Thanksgiving is coming up, and I wanted to mention that kindness is a time, at least for me, to reflect on what we are thankful for. Oh, and we have so many wonderful things to be thankful for when we
134think about it. Personally, I am so thankful for my family, my daughters, my health, and the people I work with. It is an honor to work in this wonderful district. So sometimes we focus on what we lack in different issues, problems, or challenges, when if we really focus on all that we have to be thankful for, everything is easier. I hope everyone can take some time to really reflect on all that they have, both individually and collectively. Thank you. The next board meeting will be held on December 17th at 4:00 p.m. for the closed session and at 6:00 p.m. for the open session. We have a motion to adjourn. Yes. Motion to adjourn. Secretary, a call to a vote. Motion passed. The meeting is adjourned. Yeah.