11/12/2025 - English - Chula Vista Elementary School District Board Meeting

001The regular meeting of the Chula Vista Elementary School District Board of Education is now in order. Welcome everyone. Board members present uh except for Vice President Tamayo and Trustee Ramirez Dominguez. We will now approve the agenda. Is there a motion? >> Motion to approve. Second. >> Recording. Secretary, please call the vote. >> Tolston, >> I. >> Dominguez Cvantes, >> I >> Motion carries. Three, two, absent. >> Oral communication for close session items. The oral communication section provides the public with an opportunity to address the board on close session items only. Persons wishing to be heard may attend in person and should complete a request to be heard card and submit it to the recording secretary before the start of the meeting. Speakers are requested to limit their remarks to three minutes and speak in a

002respectful and professional manner. The board shall limit the total time for public input on each topic to 20 minutes. With board consent, the president may increase or decrease the time allowed for public comments depending on the number of persons wishing to be heard. No board action can be taken. The board of trustees cannot legally take action or respond to matters not posted on the public agenda due to government code but will refer the matter to the superintendent for review and report. There are no speakers. We will now adjourn to close session in accordance with the following government code section 3549.1D and 54957.6 Six, Collective Bargaining Employee Negotiations LLP and Adam Silva and McNal LLP employee organizations, Chula Vista Classified Employees Organization, Chula Vista Educators, Non-represented Employees, Administrators Association, Chula Vista, Government Code Section 54957B1, Public

003Employee Discipline Dismissal Release, and Government Code Section 54956.9D1, One, conference with legal counsel existing litigation in the office of administrative hearings case number and conference with legal counsel anticipated pending litigation pursuant to government code section 54956.9 subsection D21 case 50 or 407 405 405 We now reconvene to open session with all board members present. Please um note in the minutes that trustee Ramirez Dominguez arrived at 4:05 and trustee Tamayo arrived at 4:45. Close session announcements will be made by the clerk. Good evening everyone. Government code section 54956.9D1 conference with legal counsel existing litigation in office of administrative hearings case number 2025 090595. On motion by member Dominguez Cvantes, second by member Tolston, the board approved the settlement agreement by the following vote. The A's were four, nos were zero, one absent. That's it. Thank you.

004The open session of the regular meeting of the Chula Vista Elementary School District Board of Education is now in order. All board members are present. Please stand for the pledge of allegiance. We will also be holding a moment of silence in remembrance of former board member Glendora M. Treer. Thank you. Place your hand over your heart. Ready? Begin. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Before we approve the agenda, please make note that the staff have has withdrawn item 10.1. I excuse me 10. I'm like A1 steak sauce. All right. Um, we will now approve the agenda. Do I have a motion? >> Motion to approve. >> Second. >> Recording. Secretary,

005please call the vote. >> Dominguez. >> I. >> Tolston. >> I. >> Dominguez. >> I. Motion carries. 5-0. Communication to the board of education, Chula Vista, classified employees organization. Miss Barbara Po Pocula, VP of communications. Good evening, President Yugarte, trustees of the board, Dr. Reyes, and cabinet. I'm here today representing classified employees as our VP of communications of CBCO. We just completed an election cycle and so at this time I would like to recognize our prior board president Angela Reid, VP of employee employee relations Ernie Gutierrez, uh VP of health and welfare Rosie Alonzo, Secretary Maria Pon, and site rep chair Diana Lopez. We thank them for their service and we know that their many accomplishments have been appreciated by our classified employees. I'm proud to introduce our new board, President Ruby Williams. Our new

006VP of health and welfare is Diana Guerrero, Secretary Susan Bramma, our treasurer will be Sarah Ramos, and our site rep chair is Maria Mendes. We look forward to working together to increase uh you know, our participation and our power for you know, classified employees. Um it's going to be a brand new board except for me. I'm the last Moakin right now. So, it's really exciting. I think our members are looking forward to a fresh change and um we look forward to working with all of you. Tonight, I am here to talk on three important topics. Reallocation, one-year funding positions, and class size. I'll begin with reallocation. Next week, CBCO in CBESD will begin the reallocation process. This process was created to ensure that classified employees of CVESD receive fair and competitive salaries that align with

007our neighboring districts. The work that goes into this process is extensive. CVCO utilizes a committee of at least seven classified employees to assist in working alongside HR to compare job descriptions and salaries to determine if our classified employees are being paid below the average. In addition to the extensive background work necessary to begin the process, it can take up to three days for our teams to complete this task. Considering the quantity of over a hundred job descriptions that need to be reviewed, this work is tedious to identify. This work is tedious but necessary to identify shortcomings and pay to maintain and attract quality classified employees. For the last three years, CVESD has not honored the goal of this process by increasing salaries for any of our job descriptions identified as being paid below the average.

008As we begin this process next week, CVCEO asks that the district make a genuine commitment to honor this process with the expectation that our mutual valuable time not be wasted with busy work that yields no results. Regarding one time, one-year funded positions or temporary positions, if you will. CVCO recently learned that the position of behavior support assistant will be eliminated during the upcoming school year, affecting approximately 40 classified employees. What felt like a muchneeded lifeline to support increasing behavioral demands of our students now feels like an undervalued shortcoming for such an imperative role put in place to serve students, teachers, and principles. The successes we are seeing through the hard work of the BSAs is an ongoing process. Failure to continue building on the strong foundations they have put in place does nothing more than

009put a temporary band-aid on an increasing need for support. The longer the district takes to recognize this, the greater the severity of the impact that eliminating this role will have on our school sites. Momentum gained will be lost. Established trusting relationships with students will no longer exist. Transitions for new incoming students will be challenging. It will be felt all around campus in the classroom and on the playground negatively impacting safety, social, emotional well-being and academic performance. CVCO understands the demands of budget constraints. I have come to learn that the role of behavior support assistance was financed through a one-time funding bucket. It is disheartening to learn this after the fact. CVCO asked the district to be transparent and provide clarity to our organization as well as to potential employees who are considering accepting positions that

010are not predicted to remain intact the following year. Potential employees should be able to decide if this opportunity is right for them based on the short-term commitment to the role. Regarding class size concerns, CVCEO stands with Chula Vista educators in support to ensuring appropriate class sizes. Overly crowded classes and combo classes are stressful for stakeholders. High demands for differentiated instruction make it hard on teachers and pair professionals. However, the greatest impact is felt by our students who deserve an environment that best promotes their ability to thrive academically by receiving the proper attention they need to learn. On behalf of all classified employees, CBCO looks forward to addressing each of these issues together. Thank you. >> Thank you, [applause] Tula Vista educators. Miss Rosie Martinez. Good evening and happy kindness week. Thank you, Miss Casey, for

011your thoughtfulness. I have added your pin to my lanyard. Uh what a great reminder that we are all part of a greater puzzle that makes CVESD such a great place to be. Thank you also to everyone including Dr. Reyes for standing with us to welcome our students back to school today. Another great way to show kindness is by ensuring that all our students, staff, and community feel welcome and safe in our schools. I have some posters here and more in my office if you would like to have one for your workspace here in the district office or at any school site. as a reminder that we all hold the responsibility of creating a positive and welcoming environment. Today, I want to focus on those two topics, safety and welcoming spaces. On the agenda today, you

012will be voting on a closed campus policy. I want to share with you just a couple of examples of real events in our schools. After dismissing students, teachers are often in the classrooms cleaning up and prepping materials for the following day. A teacher was doing just this with her door open when an armed man who was being chased by police ran into her classroom and hid under a desk. This happened because after dismissal gates are open and anyone can access our campus also before school. On another occasion, parents were coming onto campus for an assembly. a grandfather who was a who was a regular on campus was there for the assembly and was asked to sign in at the office. He was hesitant and reminded everyone at the office that they knew him and had

013for many years, but the office followed protocol and asked him to sign in. It was this that brought the attention to the school that he was a registered offender. There are just two of too many examples that are alarming enough to support securing our schools from any potential dangers. As a parent, I would want the peace of mind knowing that the district is doing everything possible to keep my child safe. The small inconvenience of having to check in at the office is worth the safety of our staff and students. CVE strongly values our schools being welcoming spaces. As a supporter of community schools, we are committed to being partners with our families and welcoming them onto our campus. But this should be done in a controlled and safe manner. I urge you to vote for

014the safety of all of us and support this policy. I'm also excited to share with you that tomorrow we begin negotiations. The open articles include wages, health benefits, community schools, class size, and psychologists. It is very important that when we look at language around class size, we consider safety and welcoming spaces. This article includes not only how many students are assigned to a roster or a case load, but the amount of time and attention that our students are receiving from teachers and service providers that are spread so thin that the quality of support provided is compromised. We recognize that the district is having to adjust their spending based on budgetary restrictions, but the cuts need to be kept as far away from students as possible. To make cuts around mental health and differentiated supports will

015hurt kids. Considerations around class size also include opportunities for students with IEPs to be mainstreamed into general education classrooms. The purpose of this is to ensure that they have a sense of belonging and that they are part of the class, not just visitors there. There need to be enough desks and materials for these students. There needs to be time carved out for the special ed teachers and general ed teachers to collaborate around the students individual goals and share strategies to support them. We cannot just check off a box and think that that's enough. Our students deserve better. I ask that you support our efforts in continuing to improve our working conditions since they are our students learning experiences. I wish you all a happy Thanksgiving and urge you to continue to spread kindness just not

016just this week but always. Thank you. Thank you. [applause] We will not have comment tonight from administrators association Chila Vista. Oral communications. The oral communication section provides the public with an opportunity to address the board on non-aggenda items. Persons wishing to be heard may attend in person and should complete a request to be heard card and submit it to the recording secretary before the start of the meeting. Speakers are requested to limit their remarks to three minutes and speak in a respectful and professional manner. The board shall limit the total time for public input on each topic to 20 minutes. With board consent, the president may increase or decrease the time allowed for public comments depending on the number of persons wishing to be heard. The board of trustees cannot legally take action or respond

017to matters not posted on the public agenda due to government code, but will refer the matter to the superintendent for review and report. And board, we have 31 speakers and I'm requesting that we limit remarks to two minutes. >> Do I have a consensus? >> Yes. >> Okay. Two minutes. >> Two minutes. >> Recording. Secretary, please call the vote. >> Ramirez Dominguez. >> No. >> Tolston. >> I. >> Dominguez. >> No. >> Tamayo. >> I. >> Ug. >> I. Motion carries. 32. I'll call up three names so that you can be ready to speak. Heather Galana, Everett Alcoba, and Robin Robin Alcoa. >> My name is Heather and I would like to give you my opinion about increasing class sizes. I have a third and sixth grader at Allen Elementary Lentry. At Allen, the heart

018of our community are our teachers. I can tell you that I don't trust many people with my children, but I trust my kids with every single one of the teachers at this school. They aren't just educators. They are mentors, friends, confidants, family, and so much more. They are with our children a majority of the day, and we depend on them to keep our kids safe. I already think these teachers have too many students and not enough support. I honestly can't imagine how uncomfortable it would be to have more desks in the classroom. By voting to increase sizes, you are telling every one of us that you do not care about the teachers physical and mental well-being. You are telling us parents that it is okay for our kids to not get the attention they need

019to thrive. And who cares? Apparently to you, they are just numbers. Also, the fact that you want to increase the classroom without extra pay for teachers who are not even paid enough to begin with is crazy to me. You ask these teachers to be selfless and protect the kids at all costs, but what are you doing to protect them? If this is approved, somehow teachers are going to find a way to make it happen. But there will be a cost and the kids are are the ones who are going to be paying for it in the long run. These kids education and safety will suffer. And if that's the case, you better not blame the teachers. If the if the child falls behind or gets hurt, it's because of your poor choices. They will do

020everything in their power for these kids because they actually care about their students. By increasing the class size, you are setting the kids and teachers up for failure. When that day comes, don't you dare look at the teachers. Look in the mirror and realize you're the ones who are hurting these kids by the lack of common sense. Last [applause] lastly, I want to quote my sixth grader's opinion. I would feel anxious. My class is already large and if there were more kids, I don't think I could focus or feel comfortable. It would be overwhelming and if I was to have a fire drill or evacuation, I would feel very unsafe because we do practice, but kids don't know the act of or how to act during emergencies and I'm scared that I will get hurt

021and the teachers won't be able to help me because there'll be too many kids. >> Thank you. >> And also, I would just lastly, I love the amount of space the board members have up here today. I'm glad you understand the importance of not being overcrowded. >> Everett, [applause] [clears throat] good evening members of the board. I'm going to try to power through this. My name is Robin Ela. I'm the parent of three children in the district. A DI Kidner gardener, a DI fourth grader, and a fourth and fifth combo class. both at veterans and I have a seven-year-old who attends an SDC at Violindo. I'm here tonight because I cannot support and I do not agree with increasing class sizes or expanding combo classes. Bigger classes do not improve education or solve problems. They

022create new ones that fall on the backs of our teachers and families. Combo classes force the teachers to juggle two grades at once. They make teachers lives impossible and compromise the very students that you all claim to serve. If you add more students to those rooms, that's not support. That's actually sabotage. I understand budgets are tight and staffing is hard, but this is not the answer. My fourth grader is struggling for the first time in his school life or in his combo class. Lessons are generalized. Some students are left behind and some students are left bored. Combo classes may save money on paper, but in reality, they short change our children and overwork our teachers. My seven-year-old son, Elliot, he has an IEP and he depends on focused, individualized support. When he goes to mainstream

023class, if his teacher is spread too thin, he will not get the appropriate support he needs in those critical minutes that he's entitled to. Elliot also depends on his teacher noticing when he's overwhelmed, giving him support, and helping him reset before his frustration turns into a meltdown. Larger classes take that safety net away from him. My kindergartenner is just learning to focus and feel safe in a classroom. He will also suffer when teachers are spread too thin and class size increases. Increasing class sizes and relying on combo classes or stretch staff sends a clear message. Budgets and convenience matter more than our students learning, our teachers capacity, and actual outcomes. That's unacceptable. Teachers are already doing heroic work. Don't make them do the impossible. Please don't make our children pay the price. Thank you. >>

024Thank you. [applause] >> Good evening, school board members. My name is Everett and I'm a fourth grader in the dual immersion program at Veterans. I've received an ACE award every year since kindergarten, sometimes even two in one year because I always try my best and I love learning. I f I am in a fifth I'm in a fourth and fifth grade combo class and I wanted to tell you how it really feels. Our class follows the fifth grade schedule and that means during lunch and recess I don't get to see my fourth grade friends and I feel left out a lot and sometimes the fifth graders can be mean. It's made my school feel lonely. At first I tried to be excited but it's really hard. Sometimes I feel lost because my teacher has to

025teach two grades at a time. When my teacher is helping the fifth graders, it is hard to get the help I need for my grade. Sometimes I feel invisible because my teacher has so many students to help. It's not her fault. She works really hard, but there's just not enough time for both grades. In dual immersion, we're already working hard to to learn in two languages, and having two grades in one class makes it even harder to stay focused and confident. Please think about kids like me who want to do their best but are struggling in combo classes. 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 and caring about students like me. Gracias. Thank you [cheering] [applause]

026Tracy Talamantes, Hezekiah Era, and Shalis Gilman. Very impressive, young man. Very impressive. [applause] Oh, good evening everyone. Thank you for allowing us the time to speak. My name is Tracy Talamontes. I am a proud CVE member from Chula Vista Hills. I am also our school's CVE representative. Very proud representative. Um, I'm here to talk to you tonight because I am concerned about our upcoming bargaining and how that's going to go. I am es especially concerned that the district opened class size and I am 99.9999999% sure that it was not opened to decrease our class sizes. I'm pretty sure that it was opened so that our class sizes can increase and I am very concerned about that for myself, for the colleagues at my school but most importantly for the children in our district. It is

027unfair to our students to increase our class sizes. Right now, I currently have 24 students in my class. And some people might say, "Oh, 24, no big deal." It is a big deal. When you look at those 24 students as individuals and what their needs are, 24 students is a lot. I have three students with academic IEPs. I have four students with speech IEPs. I have one student with a 504. I have one student who is currently being tested to hopefully receive additional services and I have three other students who are going through the SST process. That is just one aspect of the differences in my classroom this year. We could go on and on about social emotional learning, about academic levels. I am one individual. I cannot meet their needs. I work incredibly hard

028every single day. I work 10, 12 hours a day. I take work home with me. If you increase class sizes, that is going to be worse for your staff, but more importantly for our students. Thank you. >> Thank you, [applause] >> Dr. Era. [applause] >> Good evening, members of the board. Um, my classroom is a place of joy. It is a place that's beautifully complex and simultaneous and intensive work. As a special education teacher in extensive support, need special day class. There's a simple critical math problem. The work that's mandated by law, our IEPs, we all promise to uphold is based on individualization. When a class size grows too large, that promise breaks. We shift from proactive education to reactive crisis management. We stop teaching reading and start managing behaviors that are simply a symptom

029of an overstimulated, undersupported environment. This is not an equity issue. It is the equity issue for our most vulnerable students. An appropriate class size is not a perk. It is their entire access to free and appropriate public education. You have opened the article of class size for bargaining and this one act makes you the most powerful arbiters of equity in our district for the next few years. The status quo is more dangerous than the change that we're asking for. The unknown is in fact very wellnown and leading experts provide clear researchbacked blueprints for success. For RSP there's a recommendation of 20 students for mild moderate special day class 8 to 10. And for extensive support need 6 to 8. These numbers aren't arbitrary. They are researchbacked caps required to provide meaningful instruction, maintain safety, and

030prevent the educator burnout that is costing our district a fortune and turnover. Every student added beyond these caps is not a number. It is 20% reduction in individualized time for one child. It is 30% increase in safety risk for another. And I am not here asking for something easy. I am here as an expert in my field asking you to do to do what is right. I urge you to lead and instruct your bargaining team to adopt these fair, firm, researchbacked class- size case loads. Thank you, [applause] >> Shalice Gilman. >> Good evening. My name is Shalice Gilman. I'm a very proud teacher of this district and a very proud member of CVE. I have worked here with the families and community that I served for 28 years and I'm very proud of that and

031I love this district. My staff asked me to speak for them and so that's what I'm going to do. Good evening. As teachers, we share the district's pride in treating every student as an individual of great worth. But we ask you, if that's truly one of our guiding values, why can't the district teach it treat its teachers the same way? Research consistently shows that increasing class size has serious negative effects on student learning and teacher effectiveness. Many studies demonstrate that smaller class sizes allow for more individualized instruction, stronger relationships, and higher student achievement, especially for younger learners and those who need extra support. When classes grow larger, students get less attention and teachers are forced to manage instead of teach. Beyond that, we simply don't have the physical space to hold more students safely in

032our classrooms. In increasing these class sizes doesn't just stretch our time, it stretches our buildings p it stretches our buildings past capacity. Furthermore, cutting vital positions like school counselors, VAPA teachers. Oops, that's me. [laughter] Um, thank you. Sorry. Cutting those positions. When those roles disappear, their responsibilities don't vanish. they fall back on the general ed classroom teacher. If we truly believe every student deserves individual care, then we must ensure teachers have the resources, time, and manageable class sizes to provide it. Please invest in teachers the way you ask us to invest in our most amazing students. >> Thank you, >> Rachel Tan. [applause] Katherine Snyder and Melissa Forte. >> Good evening. My name is Rachel Tian and my I'm a teacher at Wolf Canyon Elementary. I want to speak tonight about class sizes in our

033upper grades, specifically fourth through sixth grade. At Wolf Canyon, every classroom is at capacity. This is not new information. Our site has filed a class-sized grievance for two years in a row. And yet, we're still waiting for a resolution. 31 students in a single classroom is not just unreasonable, it's unsustainable. And when students come into mainstream, which is their legal right that pushes classes over the contractual cap of 31. Please hear me when I say this is not an issue of teachers not wanting to mainstream. We support inclusion wholeheartedly. But when the numbers are already maxed out, it becomes a disservice to everyone. We constantly teach our students the importance of making informed decisions, to do their research, gather information, to gain experience before drawing conclusions. I believe this same standard should apply to the

034decision makers in the district. How can anyone truly determine that 31 students is an acceptable class size without spending a full day inside a classroom? I'm not talking about a walkthrough, not a quick visit, but a full day supporting the teacher. Experience what it's like to manage small groups, address behaviors, differentiate instruction, collect data, communicate with parents, and still meet every legal and academic requirement. Only then can someone make an informed decision that's in the best interest of students, not the district's wallet. Every word in our contract was fought for line by line, article by article. To ignore it is to disregard the very foundation of respect and collaboration this district claims to value. Honor our contract. Honor our students. Honor us teachers. Thank you. Thank you, [applause and cheering] Katherine Snyder. >> Good evening.

035My name is Katherine Snyder and I teach kindergarten at Wolf Canyon. I've been teaching in this district for over 30 years. 15 years in first grade and 15 in kinder. And after all these years, there's one thing I can say with absolute certainty. Class size matters. When I first started teaching, California had reduced class sizes to 20 students. Those years with a ratio of 1 to 20 stand out as the best in my career. I could give each child the attention they needed. 20 made it possible to truly teach. This year, the district increased kindergarten through third grade class size to 25. At the same time, TK now serves even younger children, some barely turning four. They're still learning how to regulate emotions, follow routines, and in some cases, they're not yet fully potty trained,

036entering my kindergarten classroom in pull-ups. And yet our expect expectations in kinder have not changed. So now we have younger, less ready children being held to the same high standards with more students and no additional supports. When a child has an accident in my classroom in the bathroom, who supervises the other 24 while I'm helping that one? When 5-year-olds are melting down during transitions, how can I manage that many emotional and physical needs at once? I'm one person. These are daily realities that make it nearly impossible to give students the indivi individualized attention they need. Even with 30 years of experience, I can tell you that 25 students in kindergarten is too much. I invite anyone who determines class size to spend one full day in my room. Don't do a walkthrough. Spend the day

037from arrival to dismissal. Lead a small group. Feel what it's like to manage 25 learners at once. You'll quickly see this isn't about convenience for teachers. It's about what's best for kids. And like we say in my class, we all deserve to be smart cookies. It's about what's best for kids and smaller class sizes means calmer classrooms, more learning, and better outcomes. Thank you for your time and consideration with this matter. >> Thank you, [applause] >> Melissa Forte. Good evening. My name is Melissa Forte and I've been a teacher here for 27 years. This year, my sixth grade class has reached a size that makes it extremely difficult to meet the academic and emotional needs of every child. We are teaching some of the oldest and largest students in the school, students who are preparing

038for middle school, and we are doing so in the smallest classrooms on campus. Because I'm in a portable, simply put, our physical space does not match our students developmental needs. When 30 or more pre-teens are packed into a small room, learning, focus, and engagement all become harder to maintain. Recently, two students were moved out of mild mod into my classroom full-time, increasing my total number of students with IEPs to nine, and I have 30 total. While I value inclusion and support every student's right to learn alongside their peers, the current class size and range of needs to make it is unmanag unmanageable and unreasonable to provide the individualized support that each student deserves. With large numbers, differentiation suffers. Feedback becomes surface level instead of meaningful. Students who need extra help academically or emotionally are lost

039in the crowd not because of lack of care but because of lack of capacity. All of these teachers are dedicated. We work before school, during lunch, after school, weekends. But even with all of that, the workload tried tied to large class sizes, IEP demands, the social emotional needs of our sixth graders and any kid has become unsustainable. When class sizes grow too large, it just doesn't impact teachers. It impacts students learning outcomes, behavior, and confidence. Reducing class sizes or at least creating equitable classiz structures for inclusion would not only improve teaching conditions, but also directly benefit student learning and well-being. do better. This is clearly an issue. You have 31 people speaking on it. Think about it. Thank you, [applause] Mix Hart. >> Mix Hart. >> They Good evening. My name is Sawyer Hart and

040I have taught sixth grade at Maroa Elementary for the last four years. I want to talk about class class sizes, the good, the bad, and the reality. The fifth and sixth graders at our school are housed in our portables. We have the smallest classroom and the biggest kids. My students are 11 and 12. They're tall. They crave movement and they need space to spread out at times. But there's barely any room to move around or work in groups without being on top of one another. when I asked them to collaborate were squeezing together, stepping over backpacks, and shimmying between chairs. For the last two years, I've been considered lucky. I've had about 26 to 29 students. But the next few years coming up, they're full at student capacity. That's made an incredible difference these last

041two years. I can actually run some small groups, rotate stations. I can meet most of my students need most. For the first time, I feel like I can do that. Not just manage the class, but I'm truly teaching. But this hasn't always been the norm. In all my other years at this school, I've had 31 students, the maximum we can have on a roster. One year, every sixth grade class was maxed out. I could only welcome my inclusion students when my RSP students were pulled out. Otherwise, there weren't enough desks, and we would breach our contract. Some students had to rotate desks every week, sitting wherever I could possibly place them. That's not true inclusion. That's students feeling like visitors in a space that should feel like their home. When class sizes are smaller, teachers

042can build relationships, personalize instruction, and give kids the time they deserve. But when classes are packed, students become numbers. And I'm pretty sure that's not why any of us in this room got involved into education. Every student deserves to be seen. Every teacher deserves a chance to teach, not just survive the day. And every classroom deserves to be a place where belonging isn't limited by space. Thank you. >> Thank you. It'll be Rachel Leowski, Nicole Urebe, and then Marissa Scmore. Good evening board members. My name is Rachel Leowski and I'm a second grade teacher at Rosebank Elementary. I'm here tonight because I'm deeply concerned about the proposal to increase class sizes as a way to reduce costs. I understand that budgets are tight and every that and that every department is being asked to do

043more with less. But when we increase class sizes, we're not just trimming numbers on a spreadsheet. were affecting children's lives and their learning. In second grade, students are learning to read to regulate their emotions to develop confidence as learners. They need individual attention and meaningful connection. When you add more students to a classroom, that connection is lost. Teachers cannot give each child the time, support, and feedback they deserve. And when you combine larger class sizes with the growing number of students being mainstreamed, students with mild to moderate special education needs or behavioral support plans, the challenge becomes overwhelming. These students deserve inclusion and understanding. But without adequate staffing, training, and man or manageable class sizes, no one needs no one no one's needs are truly met. It's not fair to them and it's not fair

044to their peers. If cuts must be made, please look beyond the classroom, reduce administrative overhead, pause non-essential programs or consulting contracts, and delay projects that don't directly impact instruction. Protect the classroom 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 every child and every teacher has the chance to succeed. And I'd like to um leave you with this thought. Every student who walks through my classroom door deserves to be seen, supported, and inspired. That's what small class sizes make possible. And when we protect the environment, we invest in more than just academics. We invest in confidence, compassion, and lifelong learning. Thank you for listening. And like they say, like we say in my classroom, when we know better, we

045do better. >> Thank you. [applause] >> Nicole Uribe. >> Hello. Hello everybody. Um I am here. I normally don't come up. I'm not usually brave enough to do these things, but this is a matter that I wanted to speak on. Everything we do, all the decisions we make should benefit the people we are here for, our students. Who is benefiting with this class size increase, which I imagine, like all my colleagues said, it's most likely an increase. I hope not, but that's what I we think. I don't want to fight against each other anymore. I overheard that there were many concerns about class size, which may reduce the time we get to speak, which is what happened. And that just shows how critical this is. That shows us how that we need to take action.

046I have experience in special education, bilingual education, general education, you name it, most likely I have experience in it. Increasing class size has never benefited any of those environments. Managing behaviors in the classroom have also increased and a large larger class size is not the solution. Our speech theme this year is what makes a strong community. A strong community to many of us here today means a group of people sharing common attitudes and goals just like all of us have shown today. And increasing class size is not a common goal. That is not one we have created for the majority of our community. Not students that spoke, not teachers that have spoken. I hope not all of you. But please hear our voices as I plead you to ask yourself what makes a strong community.

047Is it this fight or is it joining together and listening and hearing the people who you're you're um providing a support for? So I ask you, what makes a strong community? Back to you. Thank you. >> Thank you, [applause] >> Marissa Spemore. Hello and good evening. Hello everyone. >> All right. Good evening trustees and superintendent Reyes. Thank you for taking the time to listen to us. My name is Marissa Scuttermore and I am a school psychologist at Wolf Canyon Elementary in our district. I am here with my fellow school psychologists and we are in support of the general education teachers, special education teachers regarding the large class sizes. class sizes is important to ensure that all students have an equitable education, especially our most vulnerable populations, including our students with exceptional needs. As I stand

048here speaking about class sizes, I also urge you to remember uh the work case loads and workload of school psychologists theelves. As bargaining begins this week, I urge the district and the board to make the best student centered decision and keep us all in mind. Thank you and thank you for your time. >> Thank you. >> [applause] >> The next three speakers are Bridget Ellison, Anita Lopez, and Mary Mendula. [applause and cheering] >> Go. Thank you. Good evening, members of the board. Thank you for the opportunity to speak today. My name is Bridget Ellison, and I am both a dual immersion teacher and parent of a dual immersion student at Henamp Elementary. With over 20 years of experience as a dual language educator, I am passionate about dual language education and the bridge it builds

049in our community. Tonight, I am here to advocate for my fellow dual language teachers and our students as we value literacy in Spanish as essential, not just an additional benefit of our programs. The integrity of our programs is at risk. The devaluing of the Spanish language by our school district is crumbling the bridges we are working hard to build. The decision to purchase benchmark advance for English classrooms but not similarly purchase our adopted Spanish language arts curriculum benchmark adilante for dual immersion classrooms is a decision that elevates English. It has eliminated eliminated access to Spanish language materials for our learners. It has deemed Spanish books, Spanish stories, and Spanish print as unnecessary. These actions do not support our students in reaching high levels of academic achievement. It hinders their development of bilingualism and biiteracy and

050reduces what it means to be socioulturally competent. How does this decision uphold the district's shared values of equality and equity that specifically state all students deserve equal access to quality education and the resources and programs are applied to develop to develop each child's full potential in dual immersion. This full potential cannot be realized while the value of the Spanish language is diminished. I urge the school board to purchase the complete Spanish language arts curriculum for all of our students, especially in third through sixth grade. I urge the board to show our community that our school district values Spanish, the professionalism of its dual language teachers, and the education of our dual language students. Thank you, [cheering] [applause] >> Anita Lopez. >> Good evening, Dr. care and CVESD school board. My name is Anita Lopez and

051I've been teaching dual immersion in Chola Vista for over 24 years. I'm here on behalf of the dual immersion team from heading camp. We have 18 classes. We're one of the largest programs in the district. We are extremely disappointed that we have not gotten our benchmark alante Spanish materials for third through sixth grade. um in January of 2025, we went to a bi literacy training and we were told and showed all the new 2023 materials and really excited to get them. And then all of a sudden in May, out of nowhere, we were told that we would not be provided that. Um we have asked a lot of questions. We've raised concerns over the past few months to admin and district staff and we are not satisfied with the outcome. We were told last week

052that we could receive partial materials for a limited amount of time and this is not a long-term solution. We have been told to use chat GPT to help us come up with ideas. We have been told that we are being heard, but the solutions being offered suggest otherwise. And frankly, we feel disrespected and by the lack of action and support at the district level. We know that our amazing dual immersion program draws families to Chula Vista and floods dual immersion schools with transfer requests. Our students, including my own daughter, go on to Sweetwater District uh colleges and beyond and are very successful bilingual individuals who contribute to our society in meaningful ways that make us very proud. I am afraid that this will be lost if we do not um if we do not have

053the integrity and equity in the dual immersion program by being provided with equal materials to the Englishonly classes. Please do the right thing and give us back our Spanish language arts curriculum. Thank you for listening. >> Thank you. [applause and cheering] >> It'll be Ruth Mercer, Steven Vatella, and then Whitney Taylor. So Ruth Mercer. >> Hi, my name is Mary Mendoza and I have 32 years in uh as an educator both in special ed and dual immersion. I'd like to refer to the CVESD board policy and bylaws articles zero pardon me sub article 0100.1. The district shall eradicate institutional bias and racism of any kind, including implicit or unintentional bias and prejudice that negatively impacts student achievement. [applause] Additionally, the district shall proactively identify classisms, language, gender, cultural bias, as well as practices or policies

054and institutional barriers that negatively influence student learning and achievement. this um not having Spanish language arts program is a barrier stopping a certain group of people not being able to um achieve and perform as highly as they could. We are being asked as dual immersion teachers to give the CASP in Spanish this year. Last year we didn't do it, but this year we're giving it. And you're asking us to do that. And as a third as a fourth grade DI teacher, you're not giving me a Spanish language arts curriculum. I mean, my concern is that when our numbers go down because we have not had a state approved Spanish language arts curriculum, is that a precursor of this is another um way not to fund and support dual immersion in our district? Um, how do

055you expect students to take that CASP in Spanish and pass without providing them with the tools to succeed? Is it because again the scores they will go down if we're not given the tools and it's not fair to require these children to be tested without being given the proper tools and we're halfway through the school year. I also have with me petitions from Salt Creek, Hen Camp, Tiffany, Heritage, and Camarina res requesting the Spanish language arts program for third through sixth grade in in dual immersion. And I have a copy for each of you. These were made by these schools about a month ago and we weren't sure that the board has reached them. >> Thank you. You can hand them to the clerk here. Also, really quickly, Salt Creek, every single teacher, English only

056or dual immersion teacher at Salt Creek signed that petition. This is not a dual immersion against English language issue. This is an equity issue for students [applause] and an equity issue for teachers. Don't require from dual immersion something that you're not requiring from the English only. >> Ruth Mercer [applause] Good evening. My name is Ruth Mercer. I'm a parent of two amazing boys that attend Salt Creek Elementary School and they are in the DI program. It has come to my attention the district wants to cut corners and costs at the expense of this amazing program. And now I'm also finding out tonight that class size matters. So let's That's how wellinformed us parents are. I guess when my oldest son started school six years ago, we went to an informational meeting regarding the dual immersion

057program. Proof was given that learning a second language from the start would be more beneficial to his growth and learning than just a traditional education. I walked out of that meeting with so much anxiety about what if he didn't make it in since it was lottery. But he did. And then co hit. I wanted to quit. Neither my husband nor I speak Spanish. There were tears all around and lots of Google Translate. But we did it. And now with him in the sixth grade and his brother in fourth grade, they are thriving. As a health care professional, I wish I had an opportunity to learn Spanish at such a young age. Per the definition of Spanish language arts curriculum, it is an educational plan that integrates the four domains of language, listening, speaking, reading, and

058writing. To develop a student's Spanish literacy, critical thinking, and cultural understanding. It includes foundational skills like phonics and vocabulary as well as higher level activities such as reading comprehension and analysis of literary texts and composing original work. Third to sixth grade is a critical growth period for language arts where kids transition from basic sentences structures to more fluid and advanced writing. How can you sit as a district how can you as a district sit by and cut out the core of the dual immersion program? It has a curriculum that has worked for us and countless other children in our community. You should be ashamed of yourselves if you choose to continue with this plan. A plan that would inevitably have a negative impact on this beneficial and amazing program. And you should also be ashamed

059of yourselves should you choose to increase class sizes, which would also have a negative impact on the children of our community. As a high-paying tax member of this community, I would like to know where my money is going and why this cut is being attempted. Where is the money that was previously allocated for these materials being siphoned off to? The funding for Spanish language arts curriculum should be a top priority for their continued growth of our community. Thank you. >> Thank you, Stephen Patella. [applause] >> Hi, good evening. Steve Batella here. I have two kids in the DI program at Salt Creek and I'm here to show support for my children and the DI teachers and also all the teachers uh present here because I'm also finding out about classroom sizes increasing. I often volunteer

060in my kids class and as a normal size I could honestly tell you that the teachers are overwhelmed and they need at least teachers aids or uh we volunteer. Our school relies heavily on volunteers. So I don't know what the solution would be for increased class sizes. Are you opening up uh more teachers aids positions or maybe teachers internship programs? Um and uh last thing I want to say, please consider your teachers. Um and that's all I got to say. >> Thank you, [cheering] Whitney Taylor. And then Rosa Morales. Hi, good evening everyone. Um, I also am a parent of a child in the dual immersion program at Salt Creek Elementary and it brings me uh very much disappointment to stand here before you and help advocate for teachers to get materials to teach the

061dual immersion program. As uh Miss Mercer I believe shared when I left the meeting I was so excited and thrilled. I do speak Spanish. I moved to this district specifically to offer my daughter that opportunity as well. So to hear that, you know, this program that we've all been told is so great and how great it is for the students, for them as they advance through their career and lives, what happened to that same greatness? Why aren't the teachers being provided the basic materials that they need in order to continue to support our children? Secondly, just like Mr. Steve here, I volunteer in the classroom about once a month. My daughter is in first grade. I volunteer for one hour. Let me first of all a round to all of the teachers who are here

062present because in that one hour I can tell you our poor teacher she cannot do everything. So how can you increase the size? I've been helping students learn how to read when we're doing our center time. Where will the teacher receive this imaginary extra time to assist these additional students? This is unacceptable. And I really hope that you all please volunteer one hour, not just the walkthrough as everyone has said. Go to a first grade classroom, go to a kindergarten class, and please don't bother the teachers while you're there, but go and actually help and support the children and you will see resources are needed. So please do what you know is best for our students so that it doesn't become a problem when they get older. Thank you. >> Thank you, [applause] Rosa Morales.

063And then Anna Vasquez. Hello, good evening. I'm here to talk about the decision to take away um resources from dual immersion teachers and students. Um the decision of taking was was made by the curriculum and instruction committee. Um and it I'm talking about taking away benchmark adante and I'm here to tell you that it was the wrong decision. um especially when DIA teachers have very limited resources in Spanish, it is hard to find good Spanish language arts um resources. I appreciate the attempt to communicate the information about what exactly um we are provided this year. I appreciate the time to plan in the training. I appreciate access to our SLA benchmark adelante um program online. But it's still wrong. The decision to take those resources away only from one group of teachers and students um

064cannot be just, fair, or equitable. It creates two groups, the halves and the have nots. When you only hold one group of teachers accountable, you create two groups. That is not social justice. That is not equality. It takes away from a group that is already suffering. and marginalized. We deserve to have all the same resources as our English counterparts [applause] >> in our present day with everything that is happening in our country where you can be singled out solely on the color of your skin. We cannot make decisions that [snorts] could be interpreted as biased, racist, and unjust. None of this should permeate our instruction. Please give us back our Spanish language arts program. It is only fair. Thank you, [applause] Anna Vasquez. And then Jasmine Griffin. Uh good good evening everyone. My name is

065Anna Vasquez. I teach DI kindergarten at Liberty Elementary. I've been teaching uh dual language for 25 uh 25th years. Uh when I found out that K uh let's see. So I'm I'm a kinder teacher, but when I found out that third grade to six they didn't get the materials, I was like I I couldn't believe it. I like the uh this is unacceptable for me. And now that you're asking us, the district's asking us, oh, if you join cohort one, you get this, but if you join cohort two, you get this. I mean, that for me is like, no, we get we want everything and we want it now. >> Yeah, we need it. We need it. We can't, you know, wait until, okay, you're cohort two, this is what you get. But cohort one

066is getting everything now. So, we are here demanding equity for all the DA teachers. We want uh materials for everyone for everyone. Uh we feel like you let us speak, but you're not listening listening to us. We have I have come to the two uh feedback meetings that we have and we have spoken again. You're letting us you're letting us speak but not listening to us. Uh we know we know best. We're in the classroom every day. We teach in Spanish. So next time you make a decision uh about our program and how you're going to go about I think uh you need to ask us because we are the one who know we're the one who know. So thank you. >> Thank you Jasmine Griffin and then Laura Gracia. [applause] Hi everyone, my name

067is Jasmine Griffin and I'm a proud parent of a third and first go first grade children in the dual emerging program at Tiffany. Doesn't the William Williams Act protect us from not having equitable education? How is our education equitable if we are not having the proper resources for our DI students? I'm here tonight because I am deeply concerned about the recent changes to the DI curriculum, specifically the removal of Spanish language arts materials from third through sixth grades. This decision was made without teacher or parent input and it is directly impacted the integrity and equity of the dual language program. Our children are now expected to learn Spanish literacy skills without proper resources that teach my children proper Spanish grammar. While students in English-only classrooms continue to receive complete English language arts curriculum, our DI

068students have lost their dedicated Spanish language arts instruction entirely. This creates a gap in their academic experience and undermines the very foundation of bilingual education that this district once promised to uphold. I truly believe in what the dual immersion language program stands for. Helping our children become bilingual, biliterate, and culturally aware. But without proper Spanish literacy, instruction, and resources, that goal just isn't possible. Our children deserve a strong and balanced education in both languages, not one that gives up on literacy just to make everyone uniform. I'm asking the district to do what's right. Listen to teachers and parents who are directly impacted and bring back the proper Spanish language arts curriculum our children need to succeed. The dual immersion program is something special and it deserves the same level of support and resources as every

069other classroom. Our children are depending on us to speak up for them and I won't stop doing what? Stop doing that until they get a fair and equitable education they deserve. Sir, Mr. Tamayo, didn't your child attend um this school district in a DI class? So, don't my children and the rest of their children deserve the same education your child have. [applause] >> Thank you. >> La Gracia and then Saraphina Tamayo. [applause and cheering] Good evening board members and superintendent Reyes. My name is Laura Gracia. I'm a parent at Heritage Elementary School. Uh I'm here to support the DLI teachers. I'd like to speak about the curriculum changes midyear to the DLI program. I'd like to mention my children are in kinder and in second. So, I have not had the firsthand experience of materials

070being um held back from students or my students, but I've upon learning of this information, I'm outraged. Today, I was made aware of these changes and made it a point to speak not only with our teachers, our principal, but also Miss Perez of the district. And I have four main concerns. It seems as though these changes are sudden and abrupt and I'd like to know why and who came up with the decision to ch make these changes without the support of our most experienced DLI teachers at Heritage. DLI is being being asked to combine science and language arts material. It is our understanding that this change will not occur in the Englishonly classes. Certain material and consumables are not being provided this year, which is inequitable to our DLI students since those materials will continue

071to be pro provided for Englishonly classes. The district claims that all curriculum is researched and evidence-based. However, I have learned that incentivized teachers are developing this new curriculum on what feels like the fly for the rest of the other half of the academic year. It does not seem evidenced nor researchbased. As a parent, I'm concerned that all Heritage teachers are not a part of the development of the new curriculum given that they have decades of experience and expertise. It seems like a disservice to not only our DLI students this year, but for years to come. We want transparency and we want rationale for the change. We would like to know why the district made this change and it's not supported by the most experienced DLI teachers in the district. I urge the district to listen

072to our our teachers and provide materials requested. I appreciate your time. >> Thank you. Saraphina Tamayo. [applause] >> Hi, my name is Saraphina Tamayo. I'm a fourth grader at Salt Creek Elementary, the DI program. Um, please don't raise Please. >> What do you need? What do you want in class? >> Um, our language arts materials. >> Thank you, [applause and cheering] Hilda, Esamia, and Jazelle. >> [applause] >> Good evening members of the board, superintendent Reyes and district leaders. My name is Illes Kamiya, a second grade dual language teacher at Kamarena Elementary School and also the CVE rep for my school. Um, my colleagues and I have connected with partners from San Diego State University, Cal State University, Fullerton, the San Diego County Office of Education, GAB, and ATDLE. All organizations that have long supported the

073success of dual language learners across the nation. While many of these leaders were unable to be here in person, they have sent messages of support and reflection which we are honored to share with you tonight on their behalf. Everyone will be getting a folder. My colleague Hel Barrett, third grade teacher, third grade DI teacher and I will share parts of a letter from Rosa Molina, co-founder and former executive director of ATDLE. on behalf of Rosa as the co-founder of the of ATDLE, a national nonprofit organization that promotes and supports the implementation of strong and effective two-way and dual language programs across the country. We have followed your programs over the years and are keenly aware of your longstanding commitment to dual language education. Two-way and dual language programs in Chula Vista have been in place

074for more than 20 years and are now firmly established in 23 schools. However, when administrators or decision makers lack understanding of those goals or fail to commit to full implementation, problems inevitably arise. And so, here we stand. Dual language programs are alternative core programs, not supplementary ones. Families choose these programs because they provide a distinctive educational pathway. We start it. You want to start pathway that must be supported accordingly. Therefore, dual language programs must receive equitable funding, staffing, curriculum, and administrative oversight consistent with their approved design. Moreover, the commitment to a comprehensive curriculum necessarily includes curriculum and supplementary materials in both languages, not solely English. As dual language students on this pathway follow a multi-year trajectory leading into secondary dual language programs, it is imperative that they become fully literate in both languages and meet

075the established grade level goals. Achieving this requires high quality instruction materials in both English and Spanish through all grade levels. The intermediate grades third through six in dual language programs are amongst the most challenging years and withholding necessary Spanish language arts curriculum at this level risk undermining the students linguistic and academic development in the target language of Spanish. This decision jeopardizes the integrity of the entire program and this district's longstanding commitment to bilingualism and biiteracy. We urge you to take a moment to read Rosa's complete letter along with the others in the folder provided. Thank you for your time. >> Thank you. [applause] Noel Craravens. Good evening everyone. I'm here as a proud parent of two dual immersion students in CVSD. My husband and I were so happy that our new school offered DI since

076it was a brand new school back then. I'm here to support all the brave dual language teachers who are here to advocate for their students, including my daughters. I urge you to listen and redirect funding to support their needs. I find it odd that the third to sixth grade DL classes were chosen to not receive the materials or curriculum, but everyone else did. I know budget is an issue, but I urge you, the board, to consider other ideas. other ideas that do not directly affect the quality of the education that the students are receiving. Possibly pausing leadership payraises or hiring leadership positions that haven't existed or look at the organizational chart and check if there are any leadership positions that overlap. Thank you. Thank you, [applause and cheering] Berta Lopez. I'm Berta Lopez. I'm actually

077the co-president for CAV. So, I go back a long ways to bilingual education. Thank you for being here. I'm here today to speak on behalf of all the students, parents, and teachers in grades three through six DI programs. They have left they have been left without Spanish language arts materials since the beginning of the school year. I know that CVESD DI teachers have been advocating to have the materials, but the district has not yet been listening to their request. This has created a serious equity gap in the DI uh programs and all in the DI programs. All students, no matter the grade or language of instruction, deserve access to the same highquality standards aligned curriculum. When some students have all the materials they need and others don't, then you are denying them on an equal

078an equal opportunity to learn. This lack of materials also breaks the continuity of DI programs from grades K to second to grades 3 to six. It has been proven throughout the years that CBESD DI students are high achievers not only in English but also in Spanish. [applause] when you are sending a message to the students and teachers that perhaps the learning and instruction is somewhat somewhere somehow less of a priority with the DI programs. As educators, we work so hard to be build bilingualism, by literacy and academic excellent. We should celebrate this. CVESD has always been seen as having the best programs for students. But guess what? Not lately. This is not the case. Everyone in San Diego County is very much aware about the lack of support for the DI programs and the teachers

079in grades third through six. I urge this board to ensure that Spanish language arts materials are provided for third through sixth grade so that every student in the DI program have equitable access to the core curriculum. Equity should stop at second grade. CVDs students deserve better. CVD is the board members have the responsibility to provide all the students the tools that they need as well as the resources that teachers need to succeed. Your commitment is very important. And by the way, President Ugarte, the meeting is posted at 6:00 and you started at 6:15. Thank you. And then you cut us down to two minutes. Thank you. Thank you, [cheering] [applause] >> Nathaniel Hansen. Nathaniel Hansen. Good evening, superintendent, board members, and staff. My name is Nathaniel Hansen, and my family has two children that are

080currently at Veterans Elementary School. The reason that I'm here tonight is because the district's mid-year removal of an exceptional TK teacher, Mrs. Monica Tlinin has deeply affected our son and many others at Veterans Elementary. I've sent a written letter with detailed documentation, but tonight I want to focus on important facts, dates, and impacts on the children. My daughter had Miss Telin from 2023 to 2024 school year for kindergarten. My son has had him for TK for the beginning of this year until this point. She is one of the rare teachers who defines a child's first school experiences in the best possible ways. She gave students structure, stability, a sense of safety, constant communication and transparency, and a true effort and love for learning. Her classroom felt like a home to our daughter, and she continued

081on to our son. You don't replace that e easily, and certainly not in the middle of a school year. The timeline and some contradictions that we've noticed. At the start of the week of October 20th, we received a class dojo notification from Mrs. Telin. I'll be gone for the time being and hope to return soon. If you have any questions or concerns, please bring them up to the principal. This clearly communic this clear communication to us seemed as a temporary absence, not a departure, not a reassignment. Then we experienced two weeks of radio silence, no updates, no clarity. On November 5th, we received an email from the principal stating, "Mrs. Tlinin has accepted a new position within the district and will not be returning." But shortly after we were informed by another teacher when asked

082what school did she transfer to, she said she was not accepting a new position. She was being transferred by the district to go into Montgomery. Those two stories are fundamentally different. One suggests choice while the other one suggests district reassignment. Families were left without explanation. We need to know the honest clarification of what happened and what the cause of this was. We are asking the board what is the real reason behind the district's transfer for Mrs. Telin and considerations for reinstating her at veterans for not only the benefit of the children but also the families that she served it is reinstate if reinstatement is not possible we want a clear concrete plan of what the timeline is for hiring credentialed TK instructors because currently we only have a substitute and an aid. She has devoted

083all the time to the kids at Veterans and she needs to be heard. I appreciate your time today. >> Thank you, Alma Elenz. [applause] >> Simultaneous or consecutive? We'll give her time. Okay. My name is Marina. >> This is my first time that I'm here. The reason for this >> we are here and some changes. >> We've seen changes regarding teacher Murio. She's a very important teacher including my So I was also surprised to learn that a teacher who is very dear and very important to many children including my daughter is no longer in her classroom. She was an excellent teacher, one of those who I leave a mark. I would like to understand why such a sudden change occurred since it affects children emotionally and academically. I'm not here to criticize but to ask

084clarity and communication. Parents are also part of the school and when we understand many of the reasons for the changes, we can be more supportive and feel reassured. We have two years of school and I feel proud for being part of a school that has a lot of traditions and then there's a change that has no reason or explained to us. regarding changing the policy of uh letting parents enter the the site uh not being able to interact with the staff. Um and for lastly to to finish And then one of the last changes uh was the veterans pay tradition. For many years this school has has had very beautiful traditions such as Veterans Days parade. That event has always been special, not only because of the respect for the veterans, but because as parents,

085we are proud to see our children participate. I would like to know why the decision was made to eliminate it. And there's also any alternative to keep that tradition alive. [applause] Hi, good evening members of the board. My name is Monica Roas Cabrera. I'm the parent of Catala, first grader at Tiffany Elementary Special Education Program. Uh, first I just want to thank the board and superintendent um, Dr. Eduardo Reyes for taking the time to hear my concerns about the challenges at my daughter's school. I also want to recognize Deia Dominguez Cvantes for her responsiveness and advocacy and Sharon Casey for acknowledging and understanding what our students and families are experiencing at Tiffany. It was mentioned at a previous board meeting that the district has no credentialed forgive [clears throat] me special education substitutes and I

086want to know how this is I want you to know how this is affecting Tiffany students right now in the special education class. Gatala began the year in a combo class with first kinder and TK. On the first day of school, we learned her teacher, Miss Fia, would be due going on maternity leave effective immediately. We were told support would be provided while a replacement was found. But over the next few weeks, there was multiple classroom changes, new teachers coming and going, and major disruptions to her learning environment and the other students. From July through early November, my daughter has already had four different teachers. That's three months. Each time a new teacher comes in, it takes away from them getting to know those students, understand their IEPs, and begin collecting accurate data. Gatala's IEP

087now shows her progress is stalled, behaviors have increased, um, challenges, and the over loss of valuable instructional time. There was no time to gather data from the first teacher. While under the instruction of our second teacher, with 18 students in a special education class, mind you, so class size does matter. um that prog the progress notes from that teacher were filled with statements like limited progress or objective not met including maybe many behavioral challenges. Then when Miss Trescott the third teacher joined the classroom on October 7th, my daughter began completing her task with 100% success because it was a reduced class size also and only needed seconds for redirection. Unfortunately, that consistency lasted less than a month before yet another change occurred and her new and fourth teacher, Miss Murray, started Friday. The setbacks aren't

088because of my daughter's disability attendance or attitude towards school. They're the direct result of instability in staffing. I urge the district to look into this to explore um poss other possibilities u for sustainable sub substitute pool for special education because our children deserve consistency. they just a familiar and safe environment and not a revolving door of um educators um that you know continue preventing learning gaps and also supporting our teachers to provide the stability for our students needs. Um thank you again and u forgive me for rushing through this. Thank you. >> Thank you Cara. Good. Cara G. [applause] One more. >> Superintendent Reyes, cabinet members and school board members, last month I appeared before you asking why sixth grade graduations were being moved from East Lake Church to school sites. At a board meeting

089last spring, parents from Marshall Elementary appeared before you asking the same question. For the last six years, East Lake Church has hosted sixth grade graduation for Liberty Elementary and other CVESD schools. Suddenly, this year, it was announced that sixth grade graduations would be held at our school sites across the district. In 2024, I attended my son's graduation ceremony at East Lake Church. It was a beautiful occasion in a comfortable location with AC that allowed for students to invite a number of family and friends. There were no religious undertones to the ceremony. Having our sixth grade graduation at East Lake Church made the occasion very special and memorable. I contacted East Lake Church because I thought costs might be an issue. They informed me that they did not charge the schools. In addition, they told me

090that they were not given a reason why graduations were removed from East Lake Church. Lastly, moving graduation to our school sites will require more work from our staff. They will be in charge of setup and takeown. Our school only has one custodian during the day and in the evening. Someone will be required to run the tech and sound for the event. Less people will be able to attend and the seating and environment will not be as comfortable. The district will spend more money to host it at the school site rather than at East Lake Church. And these are my questions. One, why was this sudden change made? Two, why were the voices opposed to this decision not heard? Three, why did the district make a unilateral decision and not involve their community partner who had

091been graciously hosting this event for the last several years? Were school staffs consulted before making this unilateral decision? Will schools be responsible for paying for extra staff and or overtime? Were community members at large considered when this decision was made? In conclusion, I hope you will consider moving sixth grade graduations back to East Lake Church or a more suitable venue. And please involve members from each stakeholder group prior to making a big decision such as this one in the future. Thank you for your time. >> Thank you, Amanda D. >> [applause] >> Amanda D. I think there I think uh good evening everyone. I am a parent of five students who um four of which have already at CVD schools and one entering next year. I am also speaking on behalf of the sixth grade

092promotion. Um, as I had a student the same year as Miss Good who graduated. Um, and when I first found out that her promotion was going to be at East Lake Church, I was a little hesitant as I am agnostic and I was worried there would be religious undertones. But instead of jumping to conclusions, I did my research. I asked around to former parents who had gone through graduation and asked them how it went and was there. They told me no. And in I took their word at face value and decided to attend the graduation so that I could see for myself what the situation was. I was very pleasantly surprised as I got there. Never once did I ever feel like I was in a church. Nothing was religious about it. It was a

093beautiful location, a location that was way more equipped to handle that that more than any school in this district could set up. Between the TV screens and the cameras, the accommodations for the seating, I have a handicap parent. They were very helpful in getting her in and out of the location. So my question is when I found out about this is why is it that one parents complaint overruled the entire school district? Did you bother to do any research? Have any of you attended a sixth grade promotion at an East Lake church or any other religious place? If you haven't, why didn't you go check it out and see it for yourself? And if that one parent was so upset, tell them take it to their school. I am so tired of hearing the district

094punishing the whole due to the acts of one individual person. If you cannot learn how to punish the one individual person because you are scared of the backlash, then maybe you shouldn't be here. I'm sorry, but it needs to be that people are held accountable for their own individual actions and not punishing the group as a whole. It's the same thing at the schools. But you're so worried about Sorry. really quick. You're so worried about budget cuts. Putting these promotions at the schools will require additional time for the custodians. Like she said, our school has one custodian during the day and the evening. There is no way one custodian can set up all those chairs and break it all down. Are you then expecting parents to do it for you? So, I should have to

095miss out or be exhausted during my kid's promotion because I had to set up the chairs and then break it down afterwards and I can't go to dinner afterwards with my kid because I'm worried about breaking it down for the school. It's going to cost us more money to set it up at our own individual schools than to keep it at a church. a church that is not even charging us money, that is doing it out of the kindness of his heart as a local business. So, please consider that this school district is over 50 schools, not just one. >> Thank you. [applause] >> We'll take a 10-minute break. Trustee, wanted to just thank the community that came out to speak. I want to thank you all for uh coming here, standing around. I did

096ask Dr. us if we could have the bigger room. I don't know what the problem was why we couldn't have moved, but I'm sure. But it but I want to thank you all for being patient and we do we do hear you. Thank you. [applause] Oral presentations and written reports. District safety health update. Dr. Rosendale. >> Yes. Thank you. Tonight we have Ahmed Wigan, security and safety manager with an update. Our keys are due final draft November 17th. That's next week. We've had two TPR classes thus far. We have another class on the 21st of November with about 16 uh 16. Got it. Thank you. Uh with about 16 scheduled to attend that class and then we're working on our access control which I believe should have been presented to you uh for a vote

097this evening. That concludes my report. Thank you. All right. And presentation on leadership and learning. Miss Morales. Thank you, President Nugarte, board of trustees. Tonight, we're excited to share our progress on the turnaround leadership domain in rigorous learning for all by highlighting the incredible work of our leadership and learning team in conjunction with our outstanding school leaders. I'm going to hand it over to Jen Carpenter, one of our senior directors of leadership and learning and Ashley PZ, the principal of Violindo and principal lead for our Justice League cohort who will be presenting tonight. Hi, good evening everyone. Good evening, Superintendent Reyes, President Yugarte, and trustees. I'm excited to share our continued focus on turnaround leadership. Before I jump in, I know I speak for myself and Aaron and Raquel here and Jessica when I say

098that we are so fortunate to work with an incredibly hard working group of principles and associate principles. They're curious, driven, true learners, strong advocates for students, and they're fun. They are an absolute joy to work with every day and we feel truly lucky to support them. The last time I addressed the board, I shared a core belief that continues to guide our work. When we support our leaders well, our schools do better. This year, we've reimagined what it means to support our leaders well. We've refined and strengthened our approach with the goal of doing things differently. We've built a system that's responsive to what our leaders truly need. We ask for feedback often. We listen and we adapt. We also intentionally create through lines so leaders experience their learning, coaching, and support as connected and

099coherent. Our goal is simple. to ensure every principal has the tools, coaching, and collaborative learning experiences they need to lead with confidence and drive meaningful improvement for students. As a leadership and learning team, we've organized the support around four main areas: professional learning, coaching visits, learning walks, and lead principal support. In today's presentation, we'll take a closer look at each of these areas and share a few photos that will bring this work to life. Let's start with professional learning. Making sure our leaders have meaningful, connected opportunities to learn and grow. We do this in four ways. First, monthly leadership learning meetings. This year, our focus is on MTSS, mathematics, and creating cultures of thinking. All aimed at improving instruction and strengthening school culture. Next, leadershipmies. These are spaces for our new and new to CBESD

100leaders to learn together and collaborate. Then, cohort data meetings. Each quarter, leaders come together to look at data, share what's working, and plan next steps. And finally, operational meetings. These provide time each month for leaders to receive updates, information, and support so they can stay focused on what matters most, teaching and learning. On the next slide, you'll see a few examples of how that learning takes shape. On the left, you'll see a list of topics from one of our leadership carefully selected based on leader feedback and thoughtfully sequenced to align with important district deadlines. In the center, you'll see a photo from a Canva training where leaders explored this tech tool with the goal of bringing the learning back to their sites and sharing it with their teachers. And on the right, you see associate

101principal PA and principal Mhart analyzing student math thinking using a new protocol, a new protocol introduced by our instructional services team. In addition to professional learning, every principal receives individualized coaching and sightsp specific support from our team. Much of this support is guided by each site's turnaround leadership action plan. A living document that shapes both the coaching and the work at the school. During coaching visits, leaders share their action steps, celebrate wins, identify next steps, and classrooms are observed to see the impact on teaching and learning. The photos on the left and right highlight our coaching visits, which happen at least monthly. Much of our coaching is about being in classrooms alongside leaders, seeing, teaching, and learning firsthand and supporting them in planning next steps. On the left, you can see me at Greg Rogers

102with Principal Falconer and Associate Principal Dorsy debriefing a classroom visit. On the right, you can see Raquel alongside principal Swallow engaging with students to better understand their thinking and classroom experience. In the center, you see our leadership and learning team. Together, we plan the activities, readings, and experiences for all leaders. Our goal is to ensure that whatever we learn together can be easily applied back at the school site. Now I'm going to pass it off to Ashley PZ, one of our amazing principles and also a lead principal who will share more about learning walks and lead principal support. >> Okay, thank you. >> Good evening, Superintendent Reyes and board trustees. I'm excited to share an update on learning walks and principal lead support. Learning walks have really become one of the most meaningful ways for

103us as leaders to learn from one another. Each time we come together, we're able to see teaching and learning in action, reflect on what's working, and think about how to bring those ideas back to our own schools. This year, learning walks look a little different. They've become more leader centered and help us to see progress over time as we visit each school two to three times a year. Here's how they work. Leaders meet in small, intentionally designed groups of three to four schools within their cohort. Each session begins with a short learning segment focused on building a culture of thinking. Then together we visit five to six classrooms, observe student thinking and learning, reflect on what we see, and calibrate around best practices. This is a glimpse of what you might experience during a learning

104walk. On the left, you see principal Ray Ray and Principal Watson observing a hands-on science lesson at Loma Verie on root structures. On the right, you'll see another example from Liberty's learning walk in which principal Diaz Tucker engages with students as they use a thinking routine during science. In the center, associate principal Sanchez is using her leadership reflection journal. These journals have really become a highlight of our time together, a place for leaders to pause, reflect, and capture their learning. Another important way we support our principles is through our lead principal structure. In our district, principles are organized into six cohorts, each supported by a lead principal. I serve as the lead principal for the Justice League cohort. Lead principles meet with their cohorts monthly to share best practices, collaborate on challenges, and strengthen leadership

105across schools. We also facilitate cohort meetings and provide professional or personalized support as needed. And just like the principles we support, Lee, principles also receive ongoing coaching and meet monthly as a team to align our work and continue growing in our own leadership. Here are some photos that highlight this work. In the center and on the right, you can see how we spent our time this year reimagining the role and responsibilities of the lead principal. Our goal was to shift the role away from dayto-day operations and move towards supporting instructional leadership. To do this, we held a lead principal retreat where our team collaborated and shared ideas. Here you can see Principal Lions adding her thinking to the discussion. On the left, Principal Watson, lead principal for the impact cohort, is providing coaching and support

106focused on teacher feedback. Our lead principles truly make a difference in supporting and growing our leaders. They provide that non-evaluative trusted colleague to colleague support that helps principles reflect and grow. With that, we'll wrap up our presentation and I'll hand it over to Jessica who will close us out. >> So, a big thank you to our team. We wanted to be able to provide the board an opportunity to have kind of just many reports and presentations on all of the work within the leadership and instruction team. One of the things I can comment on this is that um the work of a principal just like the a teacher, a classified staff is really difficult work. And so it's been amazing for us to be able to highlight and shine a spotlight on this domain. And

107we have a lot of our surrounding districts coming to us and saying, you know, how do we replicate this coaching support? The result of it is that we have seen our principal retention increase. We've seen our principal confidence increase. Um we haven't had a subprincipal all year because we have a structure to be able to support our schools. And so we're really grateful for this opportunity to have this staff and have these supports um across our schools. And you know, we have an incredible team of leaders out there every day uh working hard for our students. So our next mini report is going to come in December where we are going to review our CASP scores from last year as well as our um dashboard that is going to be released soon. And then you'll

108hear from us again in February where we will do that LCAP midyear report. So we're hoping to kind of sprinkle these reports along the way to give our board and our community um updates on all the work going on in our district. Thank you team. Amazing job. >> Yeah. Thank you. Um board questions or comments? >> I do. May I >> go ahead? Oh, how often are these uh sessions and have all the principles been able to attend multiple sessions? One session if I could get a little clarity on that. >> Sure. Are you talking about our learning walks? >> Yes. How many learning walks do we have throughout the year? 84. >> I think I attend about 65 of them. Um >> what was the feedback from your principles? >> Very positive. Um, one

109of the things that our principles really wanted to focus on is learning spaces where they could calibrate their own feedback and learning with each other. We focus on what the students are doing well and what the students are having difficulty with. And one of the best parts about it is then what we do is we identify as a group what we share with each other what practices is this school doing that we can learn from and take back to our own schools. And so it's a very positive space where our leaders get to practice but we get to learn from each other. >> Thank you. I appreciate that. >> Yeah. I have a question. Um in the cohorts, so if I wrote it right, it's a like different schools that come together and then have

110like fun names. Um do those change over time or they stay like the same schools as a cohort? >> The cohorts um have remained pretty stable. The only time that we have changes in cohorts would be if we have a principal who changes school for some point um during the the time in which they're with our district. But Ashley is an example. She um changed cohorts because she became the lead of another cohort. Um but our principles really like to stay in their cohorts. They don't like to move out of them. And so um we try to maintain as much consistency as we can. And is there like representation of, you know, not only on the west side, not only on the east side, are they mixed? >> Yes, it's it's a mixed um east

111side, west side, DI, different types of programs so that our leaders can learn from each other and and visit each other's schools. >> Thank you for your hard work. >> Thank you. >> All right. This is the point in the agenda. The following items listed under the consent calendar are considered by the board in one action. There will be no discussion on these items prior to the time the board votes on the motion unless members of the board, staff, or public request items to be discussed and or removed from the consent calendar. Um, and let's remember that the staff have pulled item 10. Is that correct, Mr. Bong? Okay. Thank you. Um trustees >> I have 10 C uh which is HR I think. >> Okay. >> Um and it's page 8 out of 12.

112>> Okay. >> Oh that's >> yeah contractors. Okay. >> 10 C like is it K 10 C. >> Give me one second. I can tell you >> it's 10 C K. Consult. Okay. >> All right. I have nothing today. >> Trustee Dominguez >> 10 C subsections 10 CC. >> Uhhuh. >> 10 CF >> Uhhuh. >> and 10 C. >> Okay. >> And 10 D. >> Uhhuh. >> 10F. >> Uhhuh. >> 10 G, 10H, and 10 N. And some of them are just quick comments. >> Thank you. >> H. Yeah, I got that. I'll read them back before we approve trust. Okay. So, um I will entertain a motion to approve the consent agenda minus 10 C with its subsets and then 10 D, 10 F, 10 G, 10H, and 10 N. >> So moved. >>

113Second. Recording secretary, please call the vote. >> Ramirez Dominguez. >> I Tolston. >> Dominguez. I >> Tamaya >> I motion carries 5-0. All right. So I'm going to go in order. Trustee Ramirez Dominguez. So CC comes before CK. So trustee Dominguez cervantes. >> I'm CF or CC, right? Yes. Okay. >> You're first. >> Oh, I'm sorry. >> CC. Yeah. >> Human resources leave specialist page four of 12. >> Mhm. I spoke briefly with Dr. Reyes about this. So I I was hoping he could clarify for the community. Uh human resources leave specialist. Could you clarify how there is no cost? >> Correct. So >> wow. It's it's loud tonight. It really is. >> Uh if you recall when we had the fake man presentation, uh there were several things several uh recommendations that they made.

114one of the recommendations and we've been uh looking at all the recommendations and uh making changes to make sure that we follow up on each one. So one of them was to move currently we have the leaves in the business section and so the recommendation of Figmat was to move the leaves to HR. So we we do have a position uh that is in charge of taking care of the leaves in the business section. So we can't just move the position. What we have to do is we have to open up a position in the human resources department and then uh open it up and once it's filled then we would close the other position. So that's why it's cost neutral. >> Thank you. I wanted the community to hear that as well. And then

115your next one is CF. >> Yes. Resignations page five of 12. What is the status of the exit interviews? And I know when I started asking for this what over a year, two years ago, the idea was to determine how or what CVSD could do for retention to improve. >> Dr. Ree. >> So uh I'm going to have uh Dr. Rosendale speak to that. >> Yes. Thank you for your question. So for the exit interviews, we are continuing what we had in place prior to our FCMAT um review and presentation. Um for January 2026, we plan to have um uh an extensive um implementation of the exit interviews as well as the stay interviews. So that is that will be launched January 2026. >> Appreciate that. And if we could see it, see what it

116says, we might be able to share something else or I've I've requested it before and had never gotten it. And by the way, I want to thank you again for the wonderful work and your report outs for uh Fridays. Do a wonderful job. It's very concise and lots of good information. Thank you, Mr. Rosell. >> Do me a favor. As soon as you uh I know you're working on on developing it, your department the department is so as soon as you finish with that can you please uh put it on the board update? >> Absolutely. >> Okay. >> CK um trusted Ramirez Dominguez you said page eight of 12. >> Yes. Uh for the consultants I have Catholic Charities Dascese of San Diego will provide distribution services through the emergency food distribution network program for

117families and the district services will be provided starting tomorrow and will continue through this uh June 30th. Um this is no charge. So first of all I would like to highlight um I love to highlight when we are contributing and helping our community and also um we we can support I was actually part of the group that that build the emergency food distribution network with Catholic Charities. So to me it's very close to my heart. So just to see these two things work together is amazing. Um my one question was are are they coming to a site um to distribute food or how is it going to work? >> Miss Casey, can you share how they're going to be distributing the foods? >> Absolutely. This is through our community schools. So our 13 community school

118sites will support with food pantries and through our FRC's. >> Thank you. >> Trusty Tomo can attest that those were almost identical questions. Thank you for answering my questions there too on Catholic Charities. >> Do you have any others? >> Yes. Uh Planet Bids platform on page nine of 12. If we could share some info. What is this? >> Dr. Reyes. First one. It's the top of the page. >> Oh yes. So um I'm actually going to have Mr. Pong uh share out, but basically is uh for us to have the ability to have a much wider span. uh for whenever we have bids, we put out bids for us to have a much wider span so more people can uh know about the the bid process and if they're interested be able to uh

119join it and and make a bid >> a bigger platform. >> Correct. >> Thank you. The next one is page 9 of 12 as well. straddling Yoka Carlson and Rough. Yes. Hold on. Let me Is this about hiring someone who's going to process more bonds? Is that the bottom line? >> Uh no. Th This is for bonds that we already have. >> Okay. Uh so whenever we need to have an issuance so an issuance is let's say we have a bond for 300 million and uh we need to uh do an issuance of 20 million meaning that we need to get 20 million from from the bond. It's called an issuance and so whenever we do an issuance we need to hire someone to support us with that. So it's not to have additional bonds

120but it's the current bonds that we have. >> Thank you. That's it on that. >> Okay. Um motion to approve item 10 C. >> I was asking for a motion. [laughter] >> You said motion. >> I know, but I meant I was asking for a motion. >> Move to approve 10. >> Second. Recording secretary, please call the vote. >> Ramirez Dominguez. >> Hi. >> Tolston. >> Dominguez Cvantes. I >> motion carries. 5-0. Item 10D. Trustee Dominguez Cvantes. [clears throat] adopt resolution early notification incentive. Let me pull the document. If you look on right after the resolution, uh the first page after the resolution, it says the proposed agreement covers the period beginning July 1st, 2023. >> Let's see. >> Uh I'm sorry, what what page? Sure. >> The very first page after the resolution. >>

121After the resolution >> up on top. >> Oh, >> that's a complete term of the agreement. >> So, that agreement is for three years >> that we're looking at, >> but effective 2023. >> I'm sorry. I I can't see. under AB1200 >> AB1200 uh file >> the proposed agreement >> it's the next one it's notations >> maybe it's correct but I >> it's correct it's just the proposed the agreement the bargaining agreement with the union started in 2023 that's why AB1200 is the disclosure of that bargaining agreement >> okay so the trustee told me is that correct >> yes correct so I was looking at the attachments. Yes. So that's the the the time that it covers it. >> Thank you. >> That it >> on tendee. Yes. >> Is there a motion? >> So

122moved. >> Second. >> Recording secretary, please call the vote. >> Ramirez Dominguez. >> I Tolston. >> Dominguez. I >> Motion carries 5. Item 10F. Trustee >> 10 F 10F. approveou with west ed for the access and admin of the California healthy kids survey for do for 202526 school year. Dr. Reyes knows the answer because we ask this all the time. Uh parental consent. >> Absolutely. >> And prior to that, uh I'd like to see what that survey is asking. >> Yeah. So, um, uh, Miss Casey, could you, as soon as we have it, could you make it, uh, available through the board update? >> I could put board up. Yes. >> Thank you. >> Move to approve 10F. >> Second. Recording. Secretary, please call the vote. >> Ramirez Dominguez. >> Hi. >> Tolston. >> Hi.

123>> Dominguez. >> Hi. >> Tamayo. >> Hi. >> Lug. >> I. Motion carries. 50. Item 10G. Approve annual report on statutory fees and mitigation payments for fiscal year and is it 35? Yes. And five for fiscal years 2021 2021. I just need some help understanding. Are there time constraints on the use of the CFDs? I see there is a 294,645 interest earned on the CFD1. So, if you can make a note of that and then I'll go on with my questions because maybe the other notes in section E and G. It sounds like we are using CFD monies designated for new schools to help pay off general bonds and vice versa. Then CFDs are being paid by the new homeowners. Correct. >> Correct. CFDs are the home homeowners, not necessarily new, just homeowners. >> Yes.

124Okay. the general bonds, several taxes are being paid by the general public. Some are living in those CFDs. Correct. >> Correct. So, we So, the bonds >> and vice versa. >> Yeah, they're separate things, but the bonds would cover the entire area. >> So, does it it sounds like we're borrowing from Peter to pay Paul. >> Uh, Mr. Pong, can you can you uh share with the board what the difference is and then how that money is being used? So actually uh these funds are for um developer fees which are separate from CFDs. CFDs are when we work with a developer and there's a mitigation agreement for um the new homes to mitigate the impact on the schools. These are for um non CFD areas. Um whenever someone makes an addition or um you know

125um builds a new home, we charge statutory fees. um which are currently $227 for res residential and 37 cents per square foot for commercial. So this report is related to a different set of fees that we charge outside of the CFD. So if >> there is mention of CFD1 um but we that one they're already done with their um their bond their um mealoo tax. So part of the mitigation agreement is that they still charge um a onetime fee whenever there's an addition or some kind of renovation. >> So the CFD never dies. >> Well these are statutory fees. So part of that um the meal tax has ended but um >> the taxes >> well this isn't a this is a statutory fee when someone remodels >> yeah it's for additions so so the

126CFDs let's say the CFD is already paid off so that that's paid off but let's say a particular homeowner does an addition then there's a charge for that >> right I I did an ADU in the back of my yard and uh I had to pay for every square foot And um so it's just calling it a fee, but it's just steal money out of your pocket, right? >> Correct. >> Thank you for confirming. >> Move to approve. Tangi. >> Second. >> Recording. Secretary, please call the vote. >> Ramirez Dominguez. >> I ten. >> Dominguez. >> Nay. >> I. Motion carries. 41. around 10H >> purchase of smartboards for sped. Is this for all schools that have sped? >> Yeah, Miss Casey, >> this is for all of our SDC classrooms. >> Okay, thank you.

127>> Move to approve 10H. >> Second. >> Recording secretary, please call the vote. Ramirez Dominguez I >> Tolston >> I >> Dominguez Cvantes >> I tamayo >> Igarte >> I motion carries 50 and 10N >> Tiffany bid construction I'm happy to hear for the cost decrease and that the heating ventilation and AC is back on uh but I'll continue to ask and I shared with you Dr. Reyes that I'll continue to ask about when Tiffany is going to get light into these bunker type classrooms. >> Yeah. So, Mr. Pong, can you share so a couple things? So, we discussed uh when they were doing the H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H

128H H H H H H H H H H HVAC and roofing for for the school, we disc we discussed uh putting or adding doing a change order and adding those uh lights um well, they're not lights, but they're um >> like sunlight >> sunlight fixtures. >> And I realize you've told me before that we couldn't at the time, but I just wanted to keep it on the radar. Uh and so I know you had a discussion with uh so the the intent was to before they did it uh to go ahead and do a change order. Could you uh share with the board so how come um it was not feasible at time and what we're doing to make sure that that is being done? >> Correct. So in order for that project to

129be um completed and operational for the beginning of school, we had to do the project in phases. So, this is a notice of completion for phase one, which was for the roofing and HVAC, and our architects are working on phase two, which is the solar tubes, um, which will be performed over the summer. >> Oh, excellent. >> Yeah. >> Does the staff at Tiffany know that there's a plan? >> We can update them. >> Thank you. >> Move to approve. >> Second. >> Recording. Secretary, please call the vote. Ramirez Dominguez. >> Hi, Tolston. >> Hi, >> Dominguez. Hi, >> Tomo. >> I motion carries 5-0. >> At this time, I would like to welcome Dr. Angela Rosenale to announce our newly hired and promoted employees. Thank you. We have Enhelica Curo from van driver to

130bus driver. Priscilla Coronado from secretary 1 to secretary 2. Denise Garcia from instructional assistant a special education to student attendant. Maria Garcia from instructional assistant preschool and child development to student attendant. Shelley Jordan from library technology technician to accounting technician 2. Wendy Lopez from instructional assistant special education to secretary to confidential and Rachel Murphrey from library tech technology technician to innovation and library technician. >> Thank you. Good job. [applause] Administrative action items. Adopt an established December 17, 2025 at 6 p.m. as the date and time for the annual organizational meeting of the board of education of the Chula Vista Elementary School District. Dr. Reyes. So uh uh according to education code section 35143 uh the governing board of uh of our district needs to hold an annual organizational meeting for the purpose of electing officers

131and establish dates and regular meetings for the following uh year. So uh this item uh we we need to adopt and establish that December 17 which is the board meeting in December of 2015 will be the our annual organizational meeting that we will hold to again elect members uh electing officers and establishing the dates of the meetings. >> Any questions or comments from the board? >> Quick question. Quick question. There's reference that the meetings are live stream live streamed in English and Spanish. Are they in Spanish? Have we confirmed that? I had a parent ask me about Spanish. >> Yes. So So we have the two the two channels, the English and the Spanish. >> Okay. >> There are no speakers. This is an action item. >> Second. >> Recording. Secretary, please call the vote.

132Ramirez Dominguez. >> Hi, >> Tolston. >> Hi, >> Dominguez. Cvantes. Hi, >> Tamayo. Hi, >> Ugarth. >> I motion carries 5-0. >> First and second readings, board policies, administrative regulations, and board bylaws. First and second reading, possible revision, the proposed revision to board policy 4112.5, personnel, criminal record security. Dr. Rosenale. >> Yes, thank you. So this is the um proposed board policy 4112.5 for personnel criminal and record security. There is minimal changes. Um it has already been previewed and approved by the board policy committee with minimal changes >> and and just you know board. So again according to uh fake mats the recommendation was to update our policies. So you're going to be seeing every single board meeting, you're going to see policies being updated uh both from uh business uh well from all the

133all departments but mostly from business and from HR to make sure that we follow the recommendations. Uh some of these board policies uh were last updated in 1990 or or 2000. So it's been quite a while. >> Any board questions or comments on this item? >> I do. Mhm. >> I'm just wondering why the cover sheet refers to BP 4112.5, but uh the upper right hand corner of the actual BP has three different ones and maybe it's just some I'm not aware of how this works. >> I can guess why, but I it has to do with certificated and classified is what I'm thinking. >> Correct. So, so >> are you for sure? >> Yeah, >> cuz she sounds like she knows. >> Well, well, we both [laughter] we we asked that. >> So, yes,

134it it 4112 is classified. 4212 is um certificated and that's why we have all personnel on top uh because it applies to everybody and that's why we listed all the piece instead of having three of the same, you just do that. >> That's fine. And uh thank you for that clarification. And I'm wondering does a background check include fingerprints? >> Yes. >> Okay. So on here it does should only be used for the purpose for which it was requested. So if a fingerprint comes back and says this person is a fleeing felon, are you going to contact the police? So, if they if we receive a um uh criminal history, um they have already been processed through the system. That's why they're showing up with a record. >> So, so it wouldn't show that they're

135a fleeing felon. It would show that they committed a crime and been convicted. So, it doesn't show. So, it it's different from uh law enforcement, which shows the current status of the person. This right here, it shows what uh crimes are being comm uh convicted of. >> All right. >> This is an action item. >> Second. >> Recording. Secretary, please call the vote. >> Ramirez Dominguez. >> Hi. >> Tolston. >> Hi. >> Dominguez. >> Hi. >> Tamayo. >> Ug. >> I. Motion carries. 5-0. Item B, first and second reading, possible adoption of board bylaw 9100, bylaws of the board. Dr. Reyes. >> Yes. So this is basically the um organizational the bids of the board that talks about the organizational meeting and talks about what we just actually what you just voted for which is

136uh once uh a year in December establishing a uh organizational meeting as part of one of the board meetings where you elect officers and set the calendar dates of the board meetings for the next following the the following year. Uh the officers include uh president, vice president and clerk and then appointing you uh someone as a secretary which is usually the superintendent. >> Any questions? >> So everything's in bold and you and I chatted about this Dr. Reyes. Um there never was an existing BP to address this. Is that correct? >> Correct. So we're we were following the practice. >> Mhm. >> Uh so we were compliant with everything that it says. However, >> consistent with the practice. I just >> correct. So so so we were consistent with the practice. However, we wanted to

137make sure that we had it as a board policy. >> Thank you. >> From the policy committee. Um this bylaw uh basically reflects what education code 35143 says, right? So education code exists and basically says exactly this. We're just putting it as part of our bylaws to follow the best practice. As since we're we're saying the same thing to all departments to update their um policies, we're going to do the same for our bylaws. We're going to go and touch them uh if they have not been um touched in 35 years or more. Uh so we want to update all of them. And then for those that are missing um based on CSBA and FCMAT uh we're going to bring those uh like this one is is bold because it's brand new to to us.

138>> Right. Motion to approve. >> Second. >> Recording secretary. Please call the vote. >> Ramirez Dominguez. >> Hi. >> Tolston. >> Hi. >> Dominguez. >> Hi. >> Tamayo. >> Hi. >> Ug. >> I. Motion carries 5. First and second reading. Possible adoption board policy 41414241. collective bargaining agreement. Dr. Reyes. >> Yes. So, so this one is very similar to the the one before. It's it's new. So, even though it uh there is educational code and there's different educational codes that uh deal with this with this um proposed board policy, we were following it. We've been following it, but we want to make sure that we put it into board policy. And this this one in particular deals with our collective bargaining bargaining agreement which basically states that each collective bargaining agreement entered into by the

139board um uh with the duly recognized ex exclusive representative shall con constitute a commitment by the board to the provisions of the agreement for its duration. So the board uh approves um a bargaining agreement then the board is um needs to um >> honor it throughout its time period. >> Open for questions. >> So who's responsible to ensure that the agreements are free of conflict? So when so when we do collective bargaining agreements, so when we bargain um both uh units have their their legal representatives and so it it is it is uh reviewed by both attorneys at both sides >> and then we bring it forward to the board and then the board does the final approval. >> Thank you. >> Move to approved. Second recording secretary, please call the vote. >> Ramirez Dominguez,

140>> I. >> Tolston, >> hi. >> Dominguez, >> hi. >> I motion carries 50-0. First and second reading, possible adoption board policy 3515.1, campus access and safety. Miss Casey. >> Yes, thank you. So, board, we're bringing to you tonight a new policy on h who can access our campus and the safety of our campuses for you to consider. and and so um I would like to make a couple of comments. So this board policy uh was there's been a a high interest from many many schools to have a more of a secure campus um access and um I think one of the conversations that we had and and uh we had a couple examples from uh Miss Martinez today about uh ensuring that our students and staff have our safe winning campus. Now, I want

141to make sure that it's understood and very clear to the board, but also to the public that this in no in no way means that we do not want parents or volunteers. [snorts] We we welcome parents. We uh are proud to be partners with parents just making sure that it is done in a way that is safe and secure. Uh and so the purpose of this is to make sure that if we're going to have parents uh coming onto campus that they check in and they do the the verification needed. Uh one of the uh changes it was done. So I also want to make sure that it's clear that is this is for noncharter schools. >> Does it need to say that? I was supposed to say question. So, go ahead. >> Does it

142need to say that here on the >> So, it does. >> Oh, I'm sorry. Oh, >> yes. So, so when you and I reviewed it, it didn't have it. So, now it does. >> Correct. And um on that same note, is there I know that when you start writing so many policies, it just gets more difficult. Is there um somewhere uh was it somewhere a policy is it or that allows for parents to volunteer? Is that per school? Yes. So, so we do have a a parent volunteer procedure process uh in place. So, um it's different. For example, if you're going to go going in today to your granddaughter's classroom and you're going to be reading to the class, that is that is different from you're going to be volunteering uh every Tuesday and Wednesday

143every week. So, that you're volunteering and you go need to go through the process. I I if if if you're if you're just going in today to read a book for example and uh uh you know and I know we do the the book reading once a year then that that you just sign in and go into the classroom. >> Thank you. >> I have a few questions in the comment. Um would this be we vote today it's effective immediately it's imposed or when do they start? >> Correct. So uh what we would do is um it doesn't say when. So what we would do is we would uh have a conversation with the with the schools and and uh make sure that they because there's each school is different. Each school is unique and

144so not just in their their how they're composed in regards to the parents and but also the programs also their physical um >> geography. >> Yes, >> geography. The each school is different. So for example, some schools might have two, three entrances. Some might may only have one. One may have TK right in front with their its own access. Others may have it. So So what we're going to be doing is if it's approved, we would be working with the each school to make sure that the principal works with their staff and their community to ensure that they have a plan in place to be able to uh have this uh moving forward. And we would have a date of um the target date would be starting next semester. >> Okay. Oh, okay. And obviously

145charters can partake if they want to. >> If charters they're their own LEA, so if they want to uh be part of that then they would have to do it on their own. >> Okay. And I just had a quick comment because my campus is closed. So, I just wanted to say that even though it is an adjustment, um I've actually felt more involved in volunteering and um I I feel like there's been more opportunities because the campus is closed for some reason. So, it is an adjustment, but it has definitely worked and you can tell um I feel that the kids are safer and the staff and everybody's safer. >> And again, I want to make sure I re reiterate this is in no way uh to say that we don't want parents in.

146We want we want to make sure that parents are welcome uh on our campuses. Just make sure that they go through the process. >> I have a question. Well, a few. Um so, as Trusty Tolson just said, there's a few schools that have in the past weeks gone from open campus to closed campus. And what I find and what I'm hearing from the families is that they were not informed. So again, we want to make sure that we explain to parents why we want to do this. And when parents heard why, they were like, "Well, obviously we all want safety for our students." But I think we lacked that information piece where it was easy to send out like something to tell let them know, oh, you know what? Starting next month, next week, whatever

147the school is going to go because of this, this and this. Um, now we're going to have a policy and I still feel like all the schools and all the parents should be informed. That was one of the things. Um, and the other one as I was thinking about this policy I and because you even mentioned all of our schools are different with Rogers. Um, it has a very different population and have we considered how we're going to do if parents are no longer able to help their students in. Do we are we going to hire a lot of noon duties in the morning? Are we going to have a lot of IAS in the morning? Or how are we going to, you know, allocate because they're such a special school. And I'm sure I

148know other schools have a lot of um special needs students, but because of their, you know, the allocations of students that they have, I see that maybe this blanket um policy might not or maybe we should have something that, you know, a plan for them because I foresee that there might be a lot of kickback. Yeah. >> Yes. So, so, so the board policy states uh the intent >> the how each on each each school because for us to be to develop a plan for all schools, it might not fit because you're right. Absolutely right. Uh Rogers uh looks very different from Salt Creek, right? And so each school has its own um individual um challenges and and opportunities. And so that's why the principal needs to work with its own educational community to develop

149a plan to make sure that that uh all students are taken care of. And the other component that you mentioned which is I completely agree with you is the communication piece. And so what we're going to be asking from principles is not just communicate oh starting on this date this is going to happen but uh so have that conversation but also uh let them know what are the reason why when but also how the implementation is going to take place. >> Yeah. that that way they are not taken by surprise and they also they feel reassured that when I drop off my my my son my daughter that they're going to be okay that somebody that that uh that an adult is going to take care of them >> and I think a lot of

150the resistance or that change like we a lot of people don't like change and I understand but there's there was a little bit of kickback because that lack of communication so having that will be great um especially and even like asking parents like what do you I think it would be a best way to do this like they will have a buy in not only just being told this is what we're doing like you know it would be a great idea even if principles or I know we have our parents groups and all these other um other groups where parents can actually have their comments and their what um what they want to say be heard. So I think that even having that buyin from them will also help roll out these plans easier and

151faster. May I? In June, u Miss Sharon Casey and I went to Rogers specifically about this and um one of the mothers um she pushes her child in on a wheelchair and parking was an issue and maybe Miss Casey can update us. I don't know what happened after, but we went to a parent meeting that um uh Mr. Faulner had um before and after school with different parents that had questions about the closed campus. So I don't know if they're still questioning it. I don't know. >> Yeah. So so so again um and and there there a couple of schools uh that are going to be >> there has been more thought uh put into the how. Uh but I believe that and that that's why the you know the comments that M. Ramirez is

152is trusted Ramirez is is mentioning are uh well taken >> right >> uh and very valuable because uh we we have to be able to have those conversations with parents first. Okay. So this is moving forward. This is what we need to do. How are we going to make sure that we do it in a way that uh parents feel comfortable and they feel safe and but also having them understand the reason behind it? >> Well, the wheelchair issue this mother, she said, "What is an IIA going to be waiting at the gate for me to drop off my child?" Because they don't come in until they have to clock in. They're not going to be there 10 minutes before school starts. again th those uh individual because schedules can be shifted. I mean things

153can be moved around >> and uh there might be some movement or some adapting that needs to take place. >> I believe they made some adjustments. >> Adjustment. Correct. Exactly. >> Any other questions or comments from the board? >> Questions. >> Move to approve 12D. >> Second. Recording secretary. Please call the vote. >> Ramirez Dominguez. >> Hi. >> Tolston. Hi. >> Dominguez. >> Hi. >> Tamayo. >> Hi. >> I. Motion carries. 50. Item 12. Is it 12? I'm on the number. E. First and second reading. Possible revision. Proposed revisions to board policy 4017.2. Personnel resignation. And that is Dr. Rosenale. >> Yes. Thank you. This uh board policy addresses how an employee should they desire to resign from the district, how they would do that, and then how the district would take action on that

154res resignation that they received. >> Board questions. I I have questions. Go ahead. >> Um of note, I had a problem with the last paragraph. Um, I don't believe the superintendent should have the sole and ultimate power to possibly ruin a teacher's livelihood. It has the way it's re um written that's Dr. race >> because what happens sometimes teachers are offered a promotion opportunity possibly in another school district and if there there's no time frame here I think most professional organizations they say how much time do you need do you need two weeks and I understand both sides of the coin having a teacher or someone leave in the middle of a school year it's difficult but uh it it says that Um I I just for instance given that opport given that option if

155a person's going to relocate if the person's uh got a better job or just can't work anymore under distress and then their future's ruined. >> So let me let me clarify this right here. Uh and this is a very important piece. >> Yes. that that uh uh that we need to understand uh the reason behind it. So teachers uh when when they uh certificated folks uh when when they they sign a contract for the year and so if they're going to let's say it's a teacher that says well I got a better offer at this other >> uh school district. Um obviously you know we want to release them as soon as possible and because you know we we want to make sure that what's best for the for the particular uh teacher or or

156certificated uh person. However uh we also have to have in mind that they're leaving a classroom without a teacher. Right now today we heard about a class that had four different subs because we couldn't find a teacher. So by a teacher leaving somewhere else to find new employment, they're actually leaving a class uh without a teacher. So what we do is we we we ask that they remain until we find someone to cover or to or to fill that position. This is rarely done. Rarely done. And we work also with the other districts. And so, for example, right now we have teachers that have already um said yes to us that already um uh accepted the job offer with us that are still being held at their prior districts and and we work with with

157with that district to make sure that they that they um so we're working with them to make sure that okay, yes, we still have your the job offer still science. uh we understand that it's going to be two three weeks but you need to make sure that you cover that position. Uh having people just leave like that it's a breach contract because they do sign contract for a year. So this um in my all my years in HR and here I've uh only have to do it uh do it once and it wasn't here it was at a different district. So it is not a common practice but it's something that is based on breach contracts. >> Is this something a discussion that was had with the union? >> Yeah. So so just so you

158know this right here is common with all districts. >> So yes you spoke with the union had input on this? >> So no with this I I have not spoken to the union about this >> but she knows about she's shaking her head. She's shaking her head but they know about it. Yeah, >> they know about it. >> Like Dia, it's okay. >> Well, they know about it because we we also get it coming this way. >> Yes, >> I get it. I understand. Thank you. >> Any other questions or comments? >> Move to approve 12E. >> Second. Recording secretary, please call the vote. >> Ramirez Dominguez. >> I Dominguez, I >> Motion carries 5-0. Item F, first and second reading, possible revision proposed revisions to board policy 4112.61, 4212.61, and 4312.61, personnel and employment

159references. Dr. Rosendale. >> Yes, thank you. This board policy addresses the district's responsibility to provide references and recommendations for current or former employees. >> Questions or comments? I do. Okay. Go ahead. Okay. Ready? >> Okay. [clears throat] So, is it the same thing like the previous one that you have the different BPs up in the upper right hand corner? [clears throat] Okay. >> So, in reading this, I do not see a clear difference between the authority to provide references and letters of recommendation for current employees. On page one of three, the authority to provide references, allows for written references for current employees. The first paragraph clearly speaks to the superintendent only or designate, then goes into other employees, but getting permission from the superintendent. In the letters of recommendation for current employees, page two of

160three, it says shall not include personal opinions. I find that rather controlling because it means I wouldn't able be able to say that the employee has a cheerful disposition or has a positive attitude. forget any adjective as it could be considered an opinion but yet it be valid in describing that employee. I believe it's too restrictive and discourages anyone from ever providing a letter of reference or recommendation >> updated. So yeah. So in in regards to letter recommendation, it states that the supervisor administrator may at their discretion so provide a letter and that um as long as the person is in good standing and the letter must contain verifiable or factual information based on personal knowledge or observation. So for example um for me to write or someone to write a letter of recommendation saying

161this is the best staff member etc. and having had never worked with that person. Well it's not uh personal observation >> questioning that >> I'm questioning that it says not to provide opinion. Uh, I'm sorry. Where are you looking at? >> Page two of three. Letters of recommendation shall not include personal opinions unrelated to the employees job performance. >> I just wanted to make sure >> unrelated. So, so yeah, >> yeah, unrelated. So, for example, uh, has nothing to do with >> a great person to invite to a party. Yes. That kind of thing. Yes. [laughter] Okay. Yes. We're not going to invite. We're not going to include that, >> right? >> Yeah. Okay. And confidentiality and recordkeeping page two of three. Is there another uh board policy that will or does elaborate more on

162this subject >> for the personnel files? >> Confidential. Yes. >> Yes. I believe we do. >> Yes, there is. >> Regarding personnel files. Yes. >> Any other questions? Okay. >> Move to approve 12. >> Recording. Secretary, please call the vote. >> Ramirez Dominguez, >> hi. >> Tolston, >> hi. >> Dominguez Cvantes. >> Hi. >> Tamayo, >> I. Motion carries 5-0. >> Uh, general information items, reports, report calendar to the board of education, starting with trustee Ramirez Dominguez. And this is the item where you request reports or calendar items. And then the next round will be our board communication. >> Yes. Um, I'm going to need Oh, I would like a report. I Sorry. I know we had a report and we had been reported that the combo classes were being eliminated. Um, we just heard

163a lot about combo classes and veterans. So, just wanted to know um if that was happening or I might be getting >> I'm sorry. So, what is the report about? >> Oh, about the combo classes. How many combo classes are there in Veterans Elementary? >> Oh, specific to that school? >> Yes, please. >> Okay. >> Any others? >> Trusty Tolston. >> Okay. I think a few people are going to have this one. Um, I would like a report to explain the DI changes in curriculum if possible. Maybe a board presentation. >> Oh, yeah. I was going to ask a board presentation. >> Updated presentation. >> Mhm. all of the information possible with everything that has been questioned and discussed. >> Second, >> third, >> fourth, >> definitely. And I still want to speak to that

164>> and just detail detail give us all the details as much as possible. >> Today it was Yeah. >> Yeah. So, so what I'll do, I'll um I'll work with the team to have a presentation by next board meeting. >> Okay. Thank you. >> Thank you. On that same note, on the dual language immersion, I know that we're going to have this meeting uh this presentation next month, but it still does not take away from the request that they do not have the materials. So, can we get a report that confirms that they've all got a sign off that they've all gotten their materials? >> Yes. So, what I can do for this Friday is I can do a board update on what materials have been uh uh um requested, not requested, have have been

165purchased already and the expected date to be arriving. >> Are you going to break it down to schools because there are so many schools? >> Yeah. So, so Miss Borales, can we break it down by schools? >> Yes. >> Just we want to make sure that they have their materials. So if I could get that report >> and then what I can do is the following meeting and the following Wednesday I'm sorry next board meeting >> the following Friday update uh we'll give you another update to see if have they arrived or not arrived and okay >> right a and I don't know if it's important or not but I think it might be significant if we're getting a sign off from each school that that they've got their material or they don't have their

166material please don't forget that piece I want a confirmation but what have they been using then in in lie of not having their material. Did they have to create their own? Did they have to download? What did they have to do to been from July through the present >> present? >> Okay. So, uh combo classes. So, I know we've spoken of this before and um I know last month uh Trusty Tomio said it was in the board update, but I hadn't received them the board updates for a few months, but I did see it. Thank you. So if it's too expensive to break up the combos, I think we need to like take a look at how else we're going to support what other mechanism is there to support those combo classes, especially even those

167that are challenged with dual immersion and under the circumstances, but are we thinking of and I know we're budget issues, but um and a trained instructional aid. Do we get volunteers from you've been creative before San Diego State bringing in students that are um entering interning something there has to be something they get it's a one hand washes the other they get what they need and and if they're trained it helps the the combo teacher so if we can take a look a little bit more of that because I do want to remind us that the required instructional time averages approximately 4.66 66 hours per day. 180 days. Kindergarteners are supposed to have 36,000 hours. 1 to 3 is 50,400 hours. 4th through 8th is 54,000 hours. The penalty beyond 5day absence is 01143 times

168the district's LCFF aortionment. >> [clears throat] >> This cannot be accomplished without another second trained adult. Like the student that spoke earlier, he feels invisible because their teacher it's only it's logical the teacher can't be everywhere. She can he or she can speak to the classroom but not when they're isolating grades then she's here or she's not speaking to that grade. It does a disservice to everyone and we need to find other ways to be able to support them. We we just can't we can't stop looking special meeting. We spoke about this uh Dr. Reyes and I'm hoping um here >> special meeting. >> Yes. um if trustee president Ugarte would consider a special meeting uh to agendaize and focus only on Figmat identified issues. you and I uh spoke a little bit about that

169and about the findings and actions to cover the different items that we've already spoken of a little bit business and HR department improvements procedures and processes specifically also we went on the on we spoke earlier I asked for a report that specifically identifies all the absences who is on leave what positions are they encumbering and of course You can't always tell when they're going to return, but sometimes they give us an idea when they're going to return because those positions are encumbered. And you and I spoke about that position control will help us with the budgeting process when we know maybe we're encumbering two positions and it's just one employee, especially with transferring from one sites to the other. So, I'd like to see that included in that Figmat possibly special meeting where we're also

170talking budget. >> Would you consider having a special meeting? >> Yeah, we just need more clarification than what we've already [clears throat] had presented so we can talk about the parameters. >> Yeah. So, so what I'm I just want I I need clar clarification. So, what I'm hearing you say is that you would like a special board meeting where we address uh strictly uh what have we we already know the recommendations, >> right? >> Uh we already heard the plan. So, basically what has been implemented and how we're doing so far with the implementation of the recommendations. >> Thank you for the translation. >> Okay. So uh uh based on um January, February, March, they're very critical months because of the um >> January >> changes that we need to to to make. So if

171it uh pleases the board, you think we can look at a target date possibly April >> and it also gives both departments more time to continue with implementation. So because we we do want to be able to say yes, you know, we updated so many board policies. We did this with position control. Uh our budget is doing this. So it gives us a little bit more time. >> I'm good with that. >> April, thank you. April, >> we'll target tax day around there. >> Okay. I'm I'm looking at cabinet. >> Really? Okay. >> I was looking for January and he >> he just negotiated. >> Yes, we did. We actually talked about this at my agenda review. And I know uh Trusty Tamayo has asked for this before. We've been asking for this for at

172least two years and I don't know if Trusty Tamayo's asked about it prior to that. We wanted a report that identifies the number of students in each school in each grade that are not meeting the state standards. >> Okay. How how far like just once we cut off the not meeting? So anything below. Okay. >> Yeah. So def not not approaching. >> Gotcha. >> So so below meeting. >> Yes. Below meeting a approaching doesn't count. >> Right. So the whole point is so if we're going to be working with this Figma we can gosh we can do so much improvement define measure analyze improve and control. Without all these pieces then we're having our staff going in circles. That's the other report. achieve. So I need to be clear is if CVSD is moving away

173from achieve. A few months ago I asked if we were and I asked for a black and white yes or no and I was told no. >> But now that that this year we were not. >> Okay. This school year. >> Yeah. 25 26. >> Okay. So am I hearing then if we're going to are you saying we are getting rid of a chief? So, so what I'm saying is Miss Miss Moral is going to speak to it, but but what we're saying is that right now we're looking at whether or not we're we're not going to continue with the chief. So, I know that her team is working with uh uh principles and u so we we we are looking into that and uh I'll be happy to uh I don't know if you

174that's part of the presentation for for uh uh December, but um you you may mention it. So on that note, if the decision is made because you've gotten input from the principles, correct? >> Well, principles and then they in turn uh work with their teachers. >> Okay. So they're going to speak to their teachers first about what's working for them or not. So if the decision is made at some point that achieve is not going to be the um software that they're going to use, we do understand that it has to be supplanted with something else. Right. >> Correct. >> Okay. So as long as we keep that in mind. Thank you. And the title one report and the training. So title one, I know you gave me something when I was back there in

175close session. Was that the complete report I'd asked about before, Dr. Reyes. >> Uh, it is correct, Mr. P. Yes. >> Okay. Thank you. So, has the training been provided to the principles? I know last before this school year started when I brought up the issue of the title one, there was going to be training for all the principles so they know exactly how to use it. Miss Perez, can you share with uh the board the types of trainings because I know you've you've had several the types of trainings you've had with uh principles regarding our uh title one uh budgets, how to use parameters. >> Yes, thank you. The principles are trained on title one when we have our SIPA support sessions throughout the year. So we have two to three sessions pri in

176the fall which in this season and then we have another two to three sessions before they submit the spring SIPA because the SPA is all revolves around title one funding. It's the schoolwide plan. So when I provide those support sessions to the principles, there's a whole section about how we make sure that we know the allowability of title one funds. um how we use them to supplement and not to supplant, how we cite them in the SPA, how you know we we we make sure that the principles balance out the budget according to their allocation. So those trainings are provided and embedded during the SIPA support session so that they can apply the knowledge to that school plan. >> Thank you. Question on the title one. So that title one money is the child is

177in a certain category the student and and the intent is to close off the achievement gap. Correct. >> Correct. >> Okay. So that let's say you have 10 students that are title one at a particular school. That school won't get their title one money even though we're drawing down that money for that child. >> If they only have 10 students. I'm just making up a number. >> Okay. So, they need to have certain percentage to be targeted and then they have to have a 40% to be uh schoolwide. >> And what's the percentage for uh targeted? >> 35. So, but we still get money for that child. >> Uh 35. >> We don't we never get money from the feds or the state? >> No. They have to be in a school with a a

178certain number of students. >> So if a school does not meet at least 35% then they they do not receive uh title one. >> Do we get it? Do we get the money the school district? >> No. >> Okay. Thank you. >> No. The other last one and and I've asked about these before so I'm just repeating it because I haven't gotten them. I haven't gotten these reports. the community schools academic impact report. I asked for that few quite a while. Wanted to see what being a community school how it impacted their academics. Study just came out in our schools. How many community schools do we have now? >> 20 something. >> 13. >> So, couple of things. Uh I think when when uh Miss Morales presents next month uh you can highlight whether or

179not it's a community school or not. Um we can also give you the report more. But I think it's important also to mention >> if if they're a community school or not. >> That's important. And if we know when they started being school because if it's a brand new one then doesn't matter. Yeah. >> No impact. >> Thank you. and the a average daily attendance status. How how are we I know that we had a report earlier. >> Do you want to share it with the community? >> So we're Yes. So right now we're looking at two things. One is uh uh ADA recovery and so we're looking at ways to recover ADA which are uh um and we have different ways of doing that. So, we do have a team working that we have

180a pilot of schools that is doing that uh doing this right now and then in January we're going to um increase it to more schools. >> Could you include a little update on the Friday reports just to give us an idea how that's coming along? >> And I shared with you also about the report cards. Um, two parents offered their uh, report cards and I shared them with you and uh, the difference between not realizing whether your child was at exceeds or meets or there's no different there's no differentiating between a student performing above their grade or a student who barely made it. >> Got it. >> We we want to make sure we get >> and then yeah, I'll be sharing that with the cabinet on Monday. >> Okay. uh to see what we

181can do to to uh mitigate it. >> The Sweetwater Water Water Authority, they've been really quiet. They had a sampling done in July and there had there there was one done in April and there was one that was supposed to be done in July and the Pifas, right? That's how you pronounce it. >> Pifas. >> Yes. uh dead rodents floating around. The EPA website stated that these levels were not safe and I'd like us to get an update as to what the progress there is. I know you had meant to um you were meeting with them or not meeting with them. >> So, yeah, the the meeting stopped. Um they stopped having those meetings. Um Mr. Pon, could you reach out to them and um to get a see if they have an update on

182the results? I imagine, right? >> Yes, they have results. [clears throat] Yes. One of the PIFFAs found that the chemicals PFOA was found at the Sweetwater Reservoir and it's been linked to health hazards including pregnancy complications, liver damage, and cancer. It is a carcinogen to humans. And speaking of water, um, Miss Martinez and I went to Park View last week. It was a very nice visit. It was really great to see the principal. She knew all the students names, every single student. But we saw that there's no water delivery to the lower playground. And we were even thinking, tossed around the idea of pulling a hose out and having the kids drink some water. There's nothing for them to drink. There's no water access. >> We don't want to do a a host because of

183pas, >> right? Exactly. We don't pifases and then it's on the west side. So, it's not a good idea. >> So, there's So, I'd like to know what we're doing there as far as maybe facilities checks this out. Are we in compliance with access to water? >> Yeah. So, yeah, Mr. Punk, can we check that? >> Uh, Park View, correct? >> Yes. Actually, can I add into that because one of the things that was mentioned was at least to mitigate probably the most more simple thing right now would be that the water the water bottle filler station be moved closer to that playground because it's all the way on the other side of the property. So, might be the least expensive for now. >> That's it. >> Did I wear you out? Do you need

184more reports? >> Where? [laughter] >> Um there's a TK classroom at Finny. Um there's about 20 students in that classroom and it's it's fairly small and it's my understanding that the classroom next to it uh this classroom is a relocatable. Um the classroom next to it is being used as storage. Um, can I get a quote report uh estimate on what would it take to merge both classrooms so they can have more space? >> That's it. >> Can I Can I go back? [clears throat] You reminded me at Park View they have a sensory room that wants to be and it's it's it's an empty room and it's just had this long desk that Miss Martinez actually recommended. Could you please take it out? It's real close access to the children that might need it,

185but there's um it's it was emptied out for that purpose and it has nothing's come of it. So, if we could follow up on that. Thank you. >> All right. Board communications. Uh, this is the point in the agenda where members of the board report any events that they have uh attended uh during the last month. Trustee Ramas Dominguez. >> Thank you. I uh first of all I would like to honor our one and only uh Miss Tolson who is a veteran. So thank you so much for your service. Your honor is >> Thank you [applause] guys. >> Yeah. So this was a very special month where we got to celebrate our veterans. uh their sacrifice and their service um was really really fun to actually be able to go to the veterans elementary breakfast

186and it's our first year here so we did not get to do the parade. Um but I'm hoping that next year there will be a parade. Um we but it was amazing to hear um just to sit with the other veterans and hear their stories and just being able to to talk to these parents and and have I learned so much at this event. Um I also had the opportunity to attend the legacy event. I'm going from most recent to to before um the legacy event where we um were able to also celebrate amazing amazing employees of this district who have been working here longer than I have been alive which was amazing. Um, and >> also I was able to attend uh Sunnyside Elementary, Rice Elementary, and Silver Wing Elementary this month. And I

187enjoyed just learning so much from them, learning from um Rice was my first community school, so learning what community schools are doing and how they're helping and all the other um resources that they have was very eye opening. um as well as just in Sunnyside which was the school that was highlighted a few months ago and the amazing work that they're doing and the great work that they have. One of the biggest things um the principal was letting me know was that they're always like collaborating. There's a full collaboration. They always talk. They have all these meetings. So, I just love seeing that and seeing the students as well as I went to visit Silverwing, which is Miss Teresa um the AACB uh president's school, which was really fun. Um, she also gave me a

188huge history lesson because she's been here for the longest time, too. Um, but it was really good. I look forward to continue my school sites visits and I think those are all the events if I'm not I don't forget. But thank you. >> Okay. Um, I had the opportunity to visit Park View, Kellogg, and Rogers. And um again, every time I get to visit a school, you see the engagement of all of the administration and all of the teachers. And it's just amazing to see. Um one of my biggest observations was how every student that we saw and visited was so engaged in the moment of their learning. Um whether it was SPED, um SDC, whatever it was, the all of these students were just really, really engaged in what they were accomplishing at the

189time. um Rogers. Uh it's an amazing amazing improvement and I had a really nice conversation uh with the principal and the AP. Um and I really enjoyed and I actually told them that I would like to come back eventually and maybe spend a whole day there. Um kind of what we're talking about to shadow these classrooms the whole day and I told them put me to work. So hopefully they will. Um again I will reiterate happy Veterans Day to everybody. Um, I had the opportunity to to go to the Veterans Assembly, take my son. Um, I hope that next year we do get a parade. I know it was no fault of our own, but we're moving forward. Um, and also acknowledging my husband who is also a veteran that is no longer here with

190us, but um, it was very, very nice to be able to explain that to my son and for him to see all of the honors and also to all of these teachers that were acknowledged at the legacy ceremony. That was really same. I think I was barely born when the last teacher was acknowledged. So, [laughter] and that is it for today. I also want to um thank all our veterans for their service, my husband included, and of course, Miss Tolston. And um they have given so much to us and we take it for granted. Uh this last a couple days ago, uh vet uh Liberty Elementary always provides some uh cards for the veterans and um couple of parents met me there with their children and handing them out to the veterans. They are so

191excited to see the children. They're in these homes. Some of them never get visits from anyone. and they stopped the students and you know can tell me if you wrote this or you know just to have a little conversation and it's just the sweetest thing and I wanted to share that we had the fortune of meeting there at the veterans home Dr. Oliver W. luck. He's a veteran that is a resident there and he wrote a book called Music is Math and he said, "Please let the rest of your other board members and other kids to come back. Bring the book and I'll sign it. I'll autograph it." So, I just thought it was very nice. They're really looking for they they don't even want much, just a hello. And if you can share your

192time sometimes maybe going to some of these other um homes, retirement homes, you're going to find that you actually come back filled. You do not come back empty. And uh that was a wonderful experience. Um there I go there every year. I also went to Rogers Elementary Fall Festival. They had a ballet folklorico. It was amazing. They only had three days of uh practice and they did a wonderful job. And one of the parents is over there nodding. Yes. Her her child was in the ballet fllororico. I also attended the mini cave. Uh I think it was here at Otai Ranch. They had it was the first time I attended. They have a lot of workshops and great speakers and I encourage other people to attend if they're able. I also went to Park View

193Elementary with um CVE CV CVO uh President uh I wanted to say Lucioarte. It's Miss Rosie Martinez and the Veterans Elementary event. That was always that's always really nice. You have special speakers that speak about their their experience while in the military, active duty and retired. and the mayor was there and city council member also were there for that area and they also spoke to the community and it was really nice. Thank you all and thank you for your service too. It may not be that you're not you're a veteran but your your service is appreciated to to all the staff at CVESD. Thank you. Just want to be brief and uh also acknowledge uh Veterans Day and our own trustee Tolson. Um thank you for your service and thank you for everything you do

194for for this country um and continue to do for this country in your current role. Uh also I want to acknowledge um and wish every single employee a happy Thanksgiving. I hope that you get uh some time with your families and and and break away from from the daily work, the late daily grind. Um and really celebrate um and be thankful for your accomplishments because you have as a team have done a lot and you continue to show the progress. So that is one of the things that I'm grateful for for this team that we have that um continues to deliver on that mission of trying to do the best for for what's for kids. So thank you. I also wanted to thank veterans Trusty Tolston and um our teachers that are in their second

195career because we do have veterans in the classroom and I think sometimes we forget that and it's important to recognize not only did they serve in our military but they're also serving they continue to serve um in their job. Um today I um got to attend the Legacy Awards and realize that I'm getting up there too and that word legacy is a little bit scary. Um I was grateful for today's event across Chula Vista where we welcomed students not only in CVESD but in Sweetwater as well driving to from one side of Chula Vista to the other because I was kind of the monitor. It was great to see that our teachers, our admin, our classified staff, our counselors were out welcoming our students and to see how excited the kids are. And you would

196think that even at the high school level they wouldn't be, but they are. They they really got into it. So seeing going by Hailrest and seeing what was happening there, passing by Otai Ranch High, seeing East Lake Middle, all of the schools across the district, and I'm so glad that we were able to do that because we do welcome all of our students and it's about safety and making sure that they understand they are welcome. It's not saying we don't do it already. It's reaffirming it and showing them in a very visible way. Um, I do want to wish everyone a restful Thanksgiving break and um, a very well-deserved Native American history recognition month. So, thank you, Dr. Reyes. >> So, first I just wanna I know we had a moment of silence, but I

197do want to recognize uh, former trustee Lindora Trumper. She was a trustee here with us from 2010 to through 2016. Uh a wonderful educator, a wonderful human being and uh she was truly someone who genuinely care about students, about the well-being about of uh of our schools, our districts, and education. So I I do want to make sure that that I I um honor her and and um you know says uh acknowledge all her work and who she was as an educator but also as an individual. Uh today well tomorrow is going to be World Kindness Day. So let's be kind to each other not just tomorrow every day please. Um, no, you know, it's important to to to uh I think it is as individuals sometimes we get get caught up in in in

198in the day in day out and and um it's important to be kind to each other. But most importantly, it's also very important to be kind to ourselves. And many times we're so consumed with everything that goes on that we forget about being kind to ourselves. So, um, also acknowledging, uh, the veterans. So, Trustee Tustin and every other veteran, uh, thank you. Thank you for everything that you do. Uh, Thanksgiving. So, Thanksgiving is coming up and along what I mentioned about kindness. You know, it's a time to, at least for me, it's a time to reflect on what things to be grateful for and to be thankful for. And we have so many incredible things to be thankful for. You know, I was just right now thinking about um you know, on a personal note,

199you know, I'm so grateful, so thankful for my family, for my daughters, for my health, um for the people that I work with, for having the honor to work in this amazing district. And so sometimes we focus on uh what we're missing the issues that are coming up uh different challenges when we really if we focus on everything that we are thankful for everything actually becomes easier because we see things from an assetbased versus a deficit based. So, I just uh hope everybody can just take some time and truly reflect on everything that you have that we have individually and collectively to be thankful for. >> Thank you. >> The next regular meeting of the board of education of the Chula Vista Elementary School District will be held on December 17th at 400 p.m. for

200close session and 6 p.m. for o open session. Do we have a motion to adjourn the meeting? >> Motion to adjourn. [laughter] Recording secretary, do you want to catch the vote? >> Ramirez Dominguez Tolson. I >> Motion carries. Meeting adjourned.