5/21/2025 - 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. All board members are present except for Vice President Francisco Tamayo. We will now approve the agenda. Is there a motion? Motion to approve. I second. Moved by trustee Dominguez Cvantes and seconded by Trustee Tolston. Recording secretary. Please call the vote. Dominguez, I'm sorry. Ramirez Dominguez Tolson. Yay. Dominguez Arantes. Yay. Yes. Motion carries. 41 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

002three 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. 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 close session in accordance with the following. Government code section 54957 public employee performance evaluation superintendent. Government code section 3549.1D and 54957.6 Six, collective bargaining employee negotiations LLP and and Adams and Silva and McNal LLP employee organizations Chula

003Vista classified employees organization CBCO Chula Vista Educators CVE non-represented employees and administrators association Chula Vista AACV government code section 54957B1 public employee discipline and dismissal Release E. Conference with legal counsel anticipated litigation pursuant to government code section 54956.9 subsection D. Two cases conference with legal counsel pending litigation pursuant to government code section 54956.9A. Case number 25 CU023739C. Government code section 54957 public employee appointment employment title principle H. Government code section 54956.8 8 conference with real property negotiator property location 845 Broadway Chula Vista California 911 APN number 572-270-62000 slash 760-235-7300 negotiating parties Chiliva Vista Elementary School District and Metropolitan Area Advisory Committee on Anti-Poverty of San Diego County Incorporated ated MAC education code 35146 consider waiver of student expulsion hearing and stipulated suspend suspended expulsion agreement student number 135213 and education code section 35146 consider waiver

004of student expulsion hearing and stipulated suspended expulsion agreement student number 603280 Zero. Mayo arrived at 4:15. Close session is not complete and announcements will be made once we reconvene close session after open session um is concluded and then we will go back to close session and the recorder will come out. our our clerk will read once we come back out. Ready? The open session of the regular meeting of the Chula Vista Elementary School District Board of Education is now in order. Welcome everyone. All board members are present. And Trustee Ramirez Dominguez, if you'll lead us in the pledge, please. United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. We will now approve the agenda. Is there a motion? So

005move. I second. um I would like to move approve the agenda with flexibility. Let me step back. I would like to move item 10 which is recognition to be for before board communications with um your approval. I accept the amendment. question. So, at the end of the meeting, no, item 10 to the beginning before communications. You said board communications. So, no, I meant communications to the board. Pardon me. I have a I have a migraine. So, yes, I'm trying to communicate. All right. So, before communications to the board and you you accepted the friendly amendment. Recording secretary, please call the vote. Ramirez Dominguez. I Tolston I Domingo Svantes I Tamayo I Yes. Uh motion carries uh unanimously. Item 10. Recognition of Chula Vista Elementary School District staff. Mr. Romero. Thank you, President Ugarte, Superintendent Dr.

006is and our governing board. It's my pleasure today to uh recognize um what I would consider extreme commitment. Uh oftent times, you know, we we hire an employee for the district and we're hoping that they, you know, do their best and stick around for a few years and make a difference. Uh today today we're celebrating Luis Vincson, a teacher uh when we have our seniority ranking is not towards the middle, not towards the top, but number one. A teacher that's been with us uh through probably 10 presidents for four decades and 39 years with Chula Vista. Um I would be when talking about uh with a couple principles about Luis Vincson's commitment to Chula Vista. Uh so many things uh uh came up. We started to kind of calculate you know times 39 years start

007averaging 30 students like how many students and families you've impacted. Um and it's just amazing. It's just amazing. Um, at this time I'd like to call up Dr. Romo uh to uh come up to the the mic um and share a few words about Luis Vincent. How do I follow what you just said, Mr. Romero? Okay, so I'll do my best. So Louise Vincent, 39 years at the Chil Vista Elementary District. I mean, you are a legend. I can't think of the number of impacted families and students you've had. It's just amazing what you've done with our community, the number of teachers that you've gone through our bits program and have given that leadership ability, some of which are now our principles here within our own school district. So, we just want to say thank

008you. Thank you. Thank you for your dedication, for your honor. I've had the honor of working with you for only three years, and I cannot tell you the dedication that you give to your students every single day, and the support you give to all the people here um within our own heritage community. So, thank you from the bottom of our hearts. we uh are going to miss you and thank you for your dedication, your service. So, um it I just want to say thank you so much to everybody here in the Chula Vista School District. I know um 39 years seems like a really long time and it is. I've actually been teaching in the state of California for 40 years. My first year was in Los Angeles, but CVSD has always been like a

009really warm, loving school district and I first started off as a substitute teacher and I knew when I was going from district to district that this is the one that I wanted to be in and I've had such great opportunity to meet some really outstanding people. Um, I really didn't go through 10 presidents, but through all my travels, I've met some really good people. And I want to thank all my colleagues at Heritage School. It's always been a really nice professional learning community there. I'm really proud of all the work we've done at that school. And we're number one in the district. And I said we're even number one with seniority. So, I am now passing that on to someone else. But I really would like to thank all of the district people in Chula

010Vista, especially Angela Rosendelle and um Pam Nelo and Elsa Verden. Uh they are amazing people in the district and they're always there to help teachers. I also want to thank Rosie Martinez and CVE because they're really out there to help us also and the board members because you really support teachers and I'm really going to miss this district because like I said it's a really good place to be and a lot of nice warm people here with good hearts. Thank you. So, we have an award if you'd like to come up. Congratulations. I'm glad they changed labor laws. And if we get one more picture, all the all the family and friends that came to support, please come up. Please come up. [Applause] [Music] years, two [Applause] you up. your arms up. I'll hold you

011comments. Y congratulations. It's a true honor to be in the presence of a person that has touched so many lives. Um I wasn't even born when you were already teaching. So it's amazing. You've been teaching and changing the lives of children and families for longer than I have been alive. So it is a true honor. I'm sure you have all the stories and maybe gener like multiple generations of the same family. So I am just in awe and thankful for the dedication and for the example that you set. Thank you so much. So, since we're aging ourselves, I was only four. I was only four when you started teaching. Um, I same as what Trusty Ramirez Dominguez is saying. Um, the legacy that you've shown everybody and just to have somebody like you that sets

012an example for everybody else and to see all the support that's here is amazing and I think I hope people can keep following in your footsteps. So, congratulations I was very much born and I had my four kids too. So, I really want to thank you and I'm sure other people have used you as a mentor whether you knew it or not. And um that really helps and really supports the community and what you're the profession that you're in because you're doing it for the children and um just can't thank you enough especially when we um meet and interact with other teachers who care so much and you must be doing it really well because you really do not look like you've been around 40 years in teaching. So your approach to teaching, your approach

013to life, maybe you could write us a little book on that. Thank you very much. [Applause] [Music] Congratulations. One of the things I often say is I could never do teaching. Um so my hat goes off to you for doing it for 39 years. um that it's amazing. Amazing that you've been able to work with so many students. Um share some of your knowledge to those students, but more importantly touch so many families because not only those kids that went through your classroom got the benefit from your knowledge, it's their families too that they're getting that benefit. Right? Because one of the things that I often say and I reflect is who was that teacher that was my motivator, right? I always I have one or two or three that I can point to that

014said, you know what, if that teacher wasn't there, I wouldn't be here in this seat. Um, and I I know that there's so many students that say that that mentor is you, that that teacher that made a difference in their lives is you. So, thank you for being that mentor. Thank you for being the light of hope for those students because many of them relied on your teachings or your advice and it's going to impact them but also their families and so many many generations down the road. So, thank you for doing that. [Applause] They left me nothing to say again. No, I I do. Um I I listened to your words and um the gratitude and the kindness that you expressed um just here with us in this short time. I can only imagine

015the love that you have shared with students over the years. And then when um we all came up and your um supporters and friends and family are here, I turned to you and said, "Look at this love. It's a lot of love." And and people who who give out a lot of love get a lot of love in return. And so I hope that you carry that love with you in your next endeavor. And that's how I know that CVESD is going to miss you. Congratulations on your retirement and thank you for being here for less than [Applause] presidents. Okay, moving along. Communications to the board of education, Chula Vista, classified employees organization, Miss Angela Reid. Thank you and good evening. Uh, it's classified employee appreciation week. Yay, us, right? And I truly believe there's

016something fitting, even poetic, about this celebration falling at the end of each school year. It marks not just the close of another work year, but the culmination of months of hard work, dedication, and relentless effort by our classified employees. Let's take a moment to reflect on everything that goes into a single school year. The rides that get our students to school safely, the meals that nourish them, the records that organize their lives, the repairs that keep buildings functional, the assistance that ensures their success, and the care, deep care, personal care that may many of our students depend on each and every day to access their education. We are all in the business of educating students and every role matters. In the past, CBCO fought hard to just be seen. Today, we're working hard to be

017heard. And that shift is not lost on me or on my members. Often, I come to you with pressing issues, items that are complex, ongoing, and frankly easy to lose sight of amidst our struggles to be heard. But today, I also want to recognize progress. I can honestly say that CBCO currently has the best working relationship with the district that I've seen in my 15 years on the board. We may not always agree, but there's a willingness on both sides to sit down, listen, and work towards solutions that serve us all. That's no small feat. to highlight a few of the areas and deficits. HR listened to our concern about the assignment of specialized medical procedures outside job descriptions performed by unqualified staff. CBCO offered a practical solution, but we're still waiting for special education's

018acknowledgement. This should have been an easy yes. facilities and operations made a smart impactful move by promoting classified employees into supervisory roles. That shift had reduced arbitrary demands and eased stress on custodial staff, a change that was needed and is appreciated. Still, we face serious concerns around custodial staffing formulas. We know the CASBO formula exists. Let's stop delaying and implement it now. Our employees should not be breaking their bodies to meet impossible demands. Reallocation is a process that ensures classified employees receive fair and adequate compensation based on other school districts in the county. CVCO worked closely with HR to complete the the process together. Yet for the past three years, we have heard nothing from cabinet. And when asked why the process is stalled, we are given platitudes and excuses. How long should we wait?

019Substitute pay remains another unresolved issue. While substitutes may not be CBCO members, the burden of inadequate coverage falls squarely on the shoulders of the employees we do represent and students suffer. In many ways, the district has demonstrated surface appreciation. A kind word here, a certificate there. But this week should mark the beginning of real appreciation because we don't need only to be thanked. We need to be supported. Yes, we're grateful for the recognition beginning to take root, but the challenges ahead. staffing, job description integrity, substitute coverage, professional development, and medical procedure responsibilities are not new. The district is fully aware of these issues. So why is it that CBCO must continue raising them repeatedly in front of the school board? Let me end with a message of pride to our amazing classified employees. CVCO's motto

020is that CVESD works because we do. And my sincere hope for the future is that CVESD works because we all do together. Thank you. Thank you, Chula Vista Educators. Miss Rosie Martinez. Good evening, Trustee. Um, Ugarte, if you may give me an extra 30 seconds tonight, please. Um, good evening. It's really hard to believe that this is the last board meeting of the school year. Um, I want to acknowledge everyone who has invested their time and effort into ensuring that CVESD is the best place to be. In particular, those who work closest with our students. A special congratulations to Louise Vincent. I was lucky enough to be her instructional assistant back in 1990 through 1992. So I got front row seats to see her excellence and uh and she is just one example of so

021many of our dedicated teachers across the district. Uh so thanks to all of them. One of the accomplishments for this school year that we are most excited about is the continued expansion of community schools in Chula Vista. Congratulations to our newest schools added to cohort 3, Montgomery, Otai, Vista Square, Castle Park, and Lauderbach. They will launch in July, providing their students and families access to additional resources and opportunities for success. One of those resources is access to food. You have heard um you heard last month that all community schools will provide second chance breakfast. I will continue to express my concern and objection to this not being offered at every site. We were told that it cannot happen because there needs to be 1 hour between breakfast and lunch. CVE was provided with USDA guidelines

022from the summer school service program that highlights this. However, in the universal meals program implementation guidelines in section 5, state meals mandates, it states that neither state nor federal regulations establish a minimum amount of time between breakfast and lunch meal service is provided. Um, I hope that this district recognizes the importance of ensuring that none of our students are sitting in our classrooms hungry and find a way to make this happen just like it did for decades before the pandemic. Another important pillar of community schools focuses on expanded learning opportunities. This is not only addressing the enrichment opportunities outside of the classroom, this includes all learning. Although um change can be uncomfortable, we recognize that we need to adapt to find better ways to ensure that we're meeting the needs of all of our students.

023I want to acknowledge Jessica Morales, Maria Montgomery, Lonni Pettis, and Sharon Casey, as well as their teams for the tremendous amount of time and effort that they have put in the rigorous learning for all plan. CVE is committed to continuing our collaboration with the district in the development and implementation of this plan. We have the responsibility to ensure that all of our students have access. One important component of this is MTSS. Many believe that MTSS only focuses on the social emotional development of our students, but in fact, it provides differentiation and academic interventions to ensure that all students are successful. I appreciate the district's leadership for recognizing the importance of this work. Lastly, I want to address a concern that I've expressed all year long and sadly continues to be an issue. I appreciate Sharon

024Casey and Jason Romero for working with CVE in trying to resolve a grievance around RSP case loads. CVE has been more than patient and collaborative in trying to find a solutions since we learned early in the year of this violation. Ed code has been violated by adding more than 28 students to the teachers case loads. Sadly, after trying to work on a resolution all year, today we still have 15 RSP teachers over a case load. We feel very strongly that this is not only a violation, but a disservice to our students who have been identified as needing extra support. CVE can no longer stand silent and allow this to continue. This shows an unwillingness to comply and do the do what's right for students or simply gross incompetence by coordinator Heather Bertillero who oversees the

025RSP case loads. Just this week, she sent an email to all RSP teachers that on top of their already full case load, they are expected to provide support to students with IEPs in private schools, but they would place them under Atossa's case load so that it wouldn't show up in theirs even though they're expected to continue to provide supports. CVE has lost trust that the oversight of this important work can be done appropriately by this person. We urge you to look closely at this situation and remedy it, not only because it's a violation of our contract and of ed code, but because it's our students deserve better. Thank you. Thank you. Administrators Association Chula Vista, Miss Teresa Corona. Thank you, President Ogarte, Superintendent Dr. Reyes, and trustees of the board. Good evening. On behalf of

026the administrators association of Chiliv Vista, I want to begin by recognizing that school principal day was celebrated earlier this month on May 1st, which is the res resolution passed at last month's board meeting. Principles play a vital role in carrying out the mission, vision, and shared values of CVESD at the school level and we appreciate your recognition of the leadership we bring to our school communities each and every day. It means a lot to our members to have their work and dedication acknowledged and this year there was special acknowledgement for principles at a leadership meeting that was much appreciated. Uh tonight as the board hears an update on the rigorous learning for all academic plan, I want to recognize that AACV had a seat at the table to provide input on the development of this

027plan. This plan reflects many of the priorities we've discussed together through consultation and its various subcommittees and AACV looks forward to the clarity and the structure this long-term academic plan will bring. We look forward forward to working with district leadership in professional partnership to make this plan a powerful path to student learning and well-being across the district. AAC also recognizes and supports that the district has worked to expand upon what I called a few minutes ago the skeleton of rigorous learning for all. And uh we want to recognize that true lasting and effective change takes time. For these actions to truly take root at school sites, the steps we take in implementation must be carefully planned and thoughtfully rolled out. And to ensure success, it's critical that we allow our principles to lead and our

028teachers to teach without overwhelming people and systems. So we definitely support the rigorous learning for all plan, but just want to recognize that it be in a way that is the best roll out for our school communities. And um we need to have those strong foundations on support in how principles are going to execute all the actions of the plan along with continued support throughout the implementation. And uh finally, AACV is looking forward to sitting down at the bargaining table in the coming school year. Uh we have informed the district of reopeners on two articles. Article 7 hours and work uh and the academic work year calendar and article 9 appointment transfer and reassignment and in addition article 19 allows for article 16 wages and article 17 health and benefits to be reopened. We look

029forward to hearing from the district on their reopeners and to the sunshining at an upcoming board meeting. We approach this work at the bargaining table in the same spirit of collaboration and mutual respect that has defined our professional partnership with the district. Thank you for your time and your continued partnership in endure ensuring our schools remain strong, supported and student centered. Thank you. Thank you. Oral communication. 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

030the total time for public input on each topic to 20 minutes. With board consent, the president may increase or decrease the time allowed for public comments depending on the number of persons wishing to be heard. The board of trustees cannot legally take action or respond to matters not posted on the public agenda due to government code, but will refer the matters to the superintendent for review and report. We have 15 speakers. The first three, Kathy Rodriguez, Jay Jones, and Marissa Vienna. Let's see. Good evening. My name is Kathy and I work as a student attendant. I'm here tonight not just for myself or my co-workers, but for our students who depend on us every single day. Right now we are facing a crisis in our schools. Every day dozens of student attendance subs positions go

031unfilled. Um that means that there are classrooms without the adult support our most vulnerable students need. Students who require help with mobility, communication, personal care, and behavior support. These aren't just missed minutes. They're missed opportunities for safety, learning, and dignity. Let me be clear. This is a safety issue. We have classrooms, excuse me, where adults are getting hurt because there's not enough trained staff. We've seen a rise in incident reports, workers compensation cases, and burnout. When there aren't enough coverage, we are stretched beyond capacity, and that's when people get injured. Worse, when there are no SA subs, IAS are being sent to cover these positions, but they're not trained for that work. They're not allowed to provide restroom assistance and they don't have the experience to respond to our students needs. This puts students at

032risk and it puts staff in an impossible situation. So, what's the solution? It's simple. Raise the sub pay for student attendance. Right now, SA subs are being paid the same as IIA subs, 1650 an hour. Even though the work is more specialized and physically demanding, that doesn't make sense. We need to raise subpay above IIA subay so that people will take these positions. Right now they're basically sending in worst case scenarios. We have 280 teacher subs that are being sent as student attendance because there's no shortage really of teacher subs right now. It's the student attendants that need the help. They have agency subs that are getting paid $25 and up an hour, but I'm sure the district is paying more than that because that's just what they're receiving. We have what 10 22 roving

033subs right now. That's not enough. And we basically haven't had subs since co. So, I'm sure there's money that you guys have been saving for the past four years. So, we don't want to come back next month reporting more injuries, more unfilled classrooms, and more unmet student needs. We want to come back to say this district listened, this district took action, and this district put students safety first. Thank you. Thank you, President. Is there at this point that I can call out? I know I can't speak to them, but I can speak to you and Dr. Ray is correct about what we're going to do to address some of these absences. We can't we can't talk about it. We can't do anything that's But it can be referred, right? He's he's taking notes. Okay. But

034I Right. by We can't address anything. Not That's fine. But I can call it out and he's taking notes. Thank you. Thank you, Jay Jones. Uh good evening trustees and uh President Ugger and uh Superintendent Reyes. I I come tonight as a a husband of a CVESD teacher, uh father of a CVESD student, and also uh my wife and I are product of CVESD. Uh and I come uh with with some frustration over a perceived uh inequity in in hiring process. Um my wife is in her finishing her her third semester as a a temp contract kindergarten teacher. Um and in that uh it's only three semesters because she wasn't lucky enough to get a temp contract in fall of last last seme of of this school year. Um so and I use the word

035perceived uh intentionally. um it's perceived because this is the communication that's coming to her. Um and and as a new teacher, um I think we we we talk a lot about burnout and how um how are we catering to our teachers to to build them as uh lifelong learners, as powerful educators. Uh Mr. Romero said it really well. He said, um when we hire somebody on, we're looking to get some years out of them and really kind of see that continuum. Um, and she's frustrated. She's really frustrated. Hearing programs like the Aspire program, I think, is a fabulous thing, right? But when she hears that she might be uh somebody might fill the seat that she's been working really, really hard, pouring herself out into um by somebody who's finishing up their um their student

036teaching. It hurts. It really hurts. And um and I don't want her to be burned out, but we have conversations at home where she is like maybe this isn't it. And she has skills. She works really hard. We have a a kindergarten classroom that has gone to a couple different classrooms now that uh you know, we're on the hook for I want to say $2,000, but it's probably more that I have moved a couple times. So, we've spent our own time and energy. Um and and she's out there slogging it out and getting good uh evaluations and then just feeling this time of year like we have these conversations about maybe not doing it, you know? So, I just want you guys to hear that. Uh because I value her as my wife and I

037think that she uh she could be here 40 years from now like after putting in work um because she's that person. She's a better teacher than I ever was. So, thank you guys for listening to me. Thank you, Marissa Vanova. Hello, board leaders. I would like to apologize in advance if I stutter. I suffered a hand injury today due to a student slamming my head into a concrete wall. Um, but I am perfectly fine and I owe it to my staff and my students to come up here and talk to you guys about this crucial matter. My name is Marissa Venueva. I'm currently a student attendant at Rogers Elementary. As you are all well aware, our district special needs students are facing an educational crisis not due to their disabilities, but due because of a

038systematic failure to provide adequate support staff. This is a pressing and ongoing issue within our district. Since joining the district 81 days ago, I've worked in the classroom with 13 mod severe students with behavioral challenges. 18 of those days, possibly more, I've spent often extremely understaffed. That means that approximately 20% of my time I've been here, I am not only teaching students, but also training substitute aids on how to work with our students in ensuring everyone's safety. a challenging task given due to the complexity of our students needs. Sometimes I was the only student attendant stuck doing diapers throughout the day due to the hiring of subas for essay positions which is extremely unfair. Instructional aids and student attendance play a crucial role in the education of students with special needs. They assist with sorry

039they assist with daily task, provide behavioral support, and help implement individualized education plans, IEPs. Unfortunately, many substitute aids receive limited training, leaving them illprepared to handle the complex needs of our students of our special education students. Moreover, they are underpaid for the demanding work they perform. The emotional and physical demands of managing complex behavior without turnover with without adequate support are leading to a high staff turnover. This cycle of underst staffing compromises the quality of education and jeopardizes the well-being of both students and educators. As someone who has years of experience working with special needs individuals personally and professionally, I recognize that their academic accomplishments were made possible by the consistency and stability of a positive classroom environment. Therefore, I urge the district to prioritize hiring and training of more substitute aids and to ensure

040that they are fairly compensated for the vital work they do. Our students deserve the best education possible and that means beginning with providing the necessary support staff to meet their demands because we as SAS and IAS are tired of making do with what we have. Thank you. Thank you. The next three are Jennifer Bowman, Dr. Era and Luis Lockach. Jennifer. Hi, good evening. My name is Jennifer Bowman. Um, and my daughter attends Casillas. I attended the school myself. In the past year alone, my daughter has been slapped across the face, kicked in the chest, and twice slammed to the ground. She's been told to shut up b- word on multiple occasions by a fellow classmate and was called the n-word days after a student learned that my daughter's grandfather is black. This is not an

041exhaustive list. In the vast majority of these cases, it is boys who are physically and verbally abusing her. My daughter is in second grade. Put all that on a piece of paper and ask anyone what they think. They will tell you it is dangerous and unacceptable. She was attacked twice just last week. Both by students who have a history of hitting and assaulting other kids. One of them the boy who kicked my daughter in the chest roughly a month ago. These are facts. These things happen and they were unprovoked. My daughter did nothing wrong and no one disputes that. In fact, she offers an academic record, an attendance record, and an innate sense of kindness that I promise you wish every student in your district had. Despite repeatedly speaking with school leaders in Leadhub, where

042some of these incidents have occurred, my daughter continues to be assaulted. Things like modified recesses and short-lived removals do nothing. A boy assaulted my daughter before and is somehow able to do it again. And yet, I'm told by officials that little can be done and that their hands are essentially tied. So, with great rel, that's the question I have. So with great reluctance, my husband and I are here to face the most powerful people in the district, the ones who have the authority to do something. I want to be very clear. Casillas and the YMCA through LeadHub are failing my daughter. And on your watch, the district is sending the message that boys in particular can put their hands on someone and face no real consequences, even if it means that a girl's physical well-being,

043self-image, and mental health must suffer. It is heartbreaking. It is infuriating and it is wrong. This is where the buck stops, right? Yes. I'm not asking. I am demanding that you do what is so plainly the right thing before my eight-year-old girl is hurt again. Thank you. Thank you, Dr. Era. Thank you so much. Good evening, members of the board, Superintendent Reyes, and community members. U I'm Hezekiah Herrera and um I'm a special education teacher at Sonia Sotoayor. I'm here tonight for our most vulnerable students and the essential paraprofessionals who support them. Paraprofessionals are vital and I echo the comments of our of our student attendants who spoke earlier. They provide onetoone support, implement IEPs, foster independence, and ensure student safety and well-being especially for those with intensive needs. They are skilled professionals but they

044but we have a critical challenge which has been mentioned by others here attracting and retaining qualified paraprofessionals. Current compensation doesn't reflect the demanding work and required skills of their immense value. This leads to unfulfilled vacancies and a high turnover rate within a single school year. So what happens then when positions sit vacant for months and students face multiple staff changes in a year? The impact is both immediate and profound. When when students lose on instructional time, progress stalls, anxiety rises, and challenging behaviors escalate as as we so saw earlier today. for children needing help with basic communication and managing safety and behaviors. This isn't just disruptive, it's detrimental. Critically, when vacancies and turnover prevent us from delivering mandated IEP service minutes as teachers, we are failing students and failing to meet our legal obligation to

045provide free and appropriate public education. When a pair of professional is absent and there is no quali qualified substitute, our classrooms are severely compromised. In students with I'm sorry, in rooms like mine, for example, with students who may have extreme safety behaviors like alopement or aggression, the teacher is stretched dangerously thin as is staff and we are constantly left triaging to keep everyone safe and learning and this is quite unsustainable and unfair. It leads to increased stress, higher uh risk of injury as we saw earlier and less effective learning environments. Ultimately, our students with the biggest needs pay the highest price. So, we must invest in our pair professionals because it is a direct investment in our students, their safety, their progress, their rights, their future. Let's ensure that every special education classroom has the

046consistent qualified paraprofessional support our students desperately need. Thank you so much. Thank you. Luis Lockach. Um, good evening uh, superintendent and members of the board of education. I'm sorry I forgot my reading glasses. Thank you for giving me the opportunity to speak to tonight. Uh, my name is Luis Juke and I'm before uh, and before I begin, I'd like to apologize. Uh, my English is not my first language, so please bear with me. Uh I'm here as a concerned parent regarding the recent changes on the venue for the promotion ceremony from the East Lake Church to the Marshall Elementary auditorium. We got to to learn about this just a little uh a little bit ago. I'm here as a concern. Uh I have two children at the Marshall Elementary. One is in fourth grade. Uh

047the other one is in sixth grade. My sixth grade is a straight A student uh who worked very very hard this year. uh and like many others uh was looking forward to a special and memorable uh promotion ceremony. I understand and respect the importance of making all the families feel included and comfortable. However, I'm very concerned that this decision of doing this change was made based on the concern of just one family without asking for input from the many other families who are also part of this important milestone. Islate church has been used for school events in the past, not as a religious space, but as a neutral uh community venue. During school functions, there are no religious symbols, no no religious messages, and no connection to faith. It simply offers a large, beautiful auditorium

048that allows us to celebrate our children in a meaningful and memorable way. The new venue is much smaller and less equipped for an event this size. Uh this change affects not just the uh comfort of the families but the overall experience for our students who deserve to be celebrated in a space that reflects their hard work. Uh to help illustrate uh I brought a couple of photos uh comparing the two venues so you can see the difference in the space and set up for yourselves. Uh what's most disappointing is that the opinion of the rest of us were never asked. Our voices matter too. Our preference as parents are just as important as those of the families who raise the concern. A decision that affects the entire school community should involve the entire school community.

049I hope the district will take this into account not just for this event but for future decisions that impact our children and our families. Thank you very much for your time and understanding. Thank you, Oscar Sanchez, Jamie Wilson, and then Felix Perez. Is it okay? Who Who's going first? Mr. Okay, Mr. Pis. Good evening, Superintendent Reyes and and the board. Uh, thank you for your time. Excuse my uh my dress. My name is Felix Perez. I'm here not to represent the United States Navy. Uh, but I'm here as a to represent a concerned parent and a member of the Thood Marshall uh school community since 2017. When I transferred here, it made Trul Vista my home. I want to express my deep disappointment with the decision to cancel our students promotion venue at East Lake

050Church Auditorium. I like to stress the word auditorium. The auditorium was chosen for logistical reasons. Ample space, seating, accessibility, resources, audio and audio and and video equipment, not for religious purposes. I want to make sure that that is clear. Not for religious purposes. There were no planned prayers. There's no planned religious messages. There's no religious affiliations tied to the ceremony or the promotion. By reversing the decision based on the concerns of one family, without the broader community input, the district has effectively overridden the voices of many other families who were comfortable and very supportive of the venue as a neutral location. I was there last year and it was an unbelievable venue. It was really a fantastic and exciting moment not just for me but for the students and all the students in the elementary

051school that I have engaged. They all are very sad about the venue being cancelled. What's most upsetting is that many other schools in our community are using the same venue for their own graduations. This isn't about religion. This is about logistics. A community space venue offering large seating capacity, audio, and visual equipment. As I mentioned earlier, the choice was was consistent with community norms and best and past practice. to cancel our event at this location uh based on one event, one complaint, sorry, uh without the wider discussion or input is unfair and dismissive to the rest of us. Respecting religious diversity is essential. No one should ever be forced into a religious ceremony. But this was this is not the case. This is not one of them. The auditorium is acting as a venue just

052like many community centers, YMCA's and other large rental spaces often do. What's concerning about the president pre presidents this sets that one concern no matter how sincerely held can cancel an inclusive event planned for an entire grade. I respectfully ask the board to reconsider the venue on a more balanced decision-m and have the leadership the strength and the courage to reinstate the venue for the promotion. Our students deserve a celebration worthy of their hard work and support for their entire school community. Thank you for your service and please do what's right for our students. They have worked extremely hard. My kid was there for seven years, six years actually. Seven. I apologize. I move every two to three years. So, it's been great being in one place for eight years. Thank you. Thank you. Oscar

053Sanchez. I'm Jamie Wilson. That's okay. Go ahead. Hi. Thank you. I'm Jamie Wilson, parent at um Marshall as well. Uh thank you for taking the time to listen to our concerns for um excuse me, sixth grade graduation. I'm here today with a really heavy heart uh and deep concern regarding the recent decision from the district to no longer hold Thood Marshall sixth grade promotion ceremony at East Lake Church. The venue which is secured over a year ago was genuine genuinely given to us free of charge um as a community service for Thor good marshall which is amazing by the church. Um it was um at no cost to us and has been planned and anticipated by our students for a very long time. This was meant to be a meaningful uh venue for their milestones

054of graduation. Just a little backstory, my daughter is a sixth grader. My my son is a third grader and my daughter is um also the staff commander for her safety patrol. She's doing amazing and she deserves to be honored just like every other student at Marshall. We have now been informed that due to concerns of just one single family regarding the nature of the venue, excuse me, I'm sorry, I'm like nervous. Um, our entire class of 79 students must forego the opportunity to celebrate their achievements in a location chosen with care and thoughtfulness. While East Lake Church is a religious establishment, the ceremony itself is held in the auditorium space which is entirely secular which means that is free of religious symbolism, messaging or any influence. It has been selected for the size, accessibility, the

055ability to accommodate our community's needs and nothing more. 79 families are in support of use of this location. It is so disheartening to and difficult to understand why the district would take the preference and um of one family over the overwhelming majority of parents that are um that are in favor of East Lake Church being our venue. This decision also impacts our students in several different ways. My main concern is the emotional distress and disappointment that the students have expressed to their teachers along with um other staff minute members and their parents. Many students are experienced sadness and frustration due to this sudden change. Um our date just so everyone knows of graduation is supposed to be on June 4th which gives us no time. We were just um given the instruction that we will

056no longer be at East Lake Church and we will have to provide the venue inside of our auditorium space and it is given we have been given direct um kind of guidance from the district from our principal that the PTC the parent teacher comp committee will now have to take over this responsibility. Um, I don't know if anyone else is on a board or a committee, but two weeks does not give us enough time to change our venue. I had a lot more. Thank you. Good evening, board. My name is Oscar Sanchez. I'm also a parent of a Marshall sixth grader. Um, and I didn't ask to be last for any particular reason like I was going to drop the final hammer or anything like that. Um, and and after it is my first board

057meeting and I apologize for that, but after hearing a lot of the issues coming up today, um, as important as it is to my fellow Marshall parents here, um, it almost seems remedial compared to what the other stuff that we've heard tonight. So, excuse me. I don't want to minimize um, the reason we're here. um my my previous speakers, I mean I I don't know that I have anything to say that they haven't covered better than I'm sure I could. Um but if I didn't read what my wife wrote, you know, especially I think we're on tape somewhere, right? So um but again, it it's going to be a little repetitious, but uh please understand that it is uh it's still an important issue for, you know, for for we for us as parents. So,

058I'm here tonight as a parent in the community uh to respectfully request the sixth grade uh promotion ceremony be returned to East Lake Church. Again, as you've heard, um it is held in a non-secular u manner, and it is the auditorium at the church, not necessarily the church itself. Um and there's a there's a grandiosess to walking into a lip auditorium and and I'm 11 years old and this is my graduation. Wow. You know, and then or it's like, hey, the auditorium, go sit down. So, um there is a little pomp and circumstance, pun intended, to um to what they're about to go through. And so, for them, we believe this is a little bit of a a disappointment. And for the parents, again, on short notice as well, uh it's kind of a um

059it just sets a predicament. And uh I think our kind of a bigger concern is kind of the precedent we might be setting um where um you know we have a a large student body so to speak and then the concerns of a of a of a few the the term the tyranny of the minority unfortunately affecting the majority. Um and so there's a there's definitely a disappointment there. So um again the venue has been chosen year after year not for religious reasons but because of its beautiful spacious and dignified setting honor that honors the significance of our students milestones. The school auditorium while functional simply just doesn't provide the same atmosphere of celebration and pride that our students deserve. Our goal as concerned parents is to give our students a memorable and meaningful sendoff

060as they transition into middle school. Many parents and students are deeply disappointed by the sudden change, especially since tradition has been upheld for so long without any apparent issues in the past. We ask that you consider um a solution that respects all perspectives uh at least if not now than then hopefully in the future because we could be setting a pretty disappointing precedent. So, our sixth graders do deserve the best celebration possible. So, thank you for your time and just uh hope for your consideration. Thank you. Norma Alfaro Al. Hello and good afternoon. My name is Normal Al Faro. I'm the parent of Molina. Unfortunately, she is at volleyball practice because she has a tournament, but she wanted me to go ahead and read this to you. She's uh that the sixth grade graduation ceremony

061should be held at the East Lake Church instead of the school auditorium which she's been celebrated for the past seven years during her awards. The reason why she wants the spacious venue that can comfortably accommodate all family members and their guests. The church offers more of a formal and celebratory atmosphere, enhancing the importance of this milestone for the students and herself. Additionally, hosting the ceremony off campus could create a memorable and unique experience for both the students and the families, setting the event apart from the usual school day. And as a parent, you know, I just wanted to say that from her heart and what she took the time to write. I honestly feel like um the majority of the other parents who are here, the venue has been a tradition. My son also graduated

062from theirs eight years ago, and for the past eight years, there's never been an issue. So I kindly ask all of you to reconsider so that way you can make it a special milestone not just for the class of 2025 but for the other classes that will be graduating from there. And um thank you. I know it's not as important but at least to our students it is. So, if you can just be a little bit more inclusive and have a little bit more of diversity and maybe come up with another solution for the school of Thood Marshall, if not at East Lake Church, then maybe a different venue that we can all meet halfway. I would greatly appreciate that just so that the students can be celebrated and um it's like the talk after

063school during safety patrol. they're all gathered and they're saying it's it's not different from being celebrated when we get another achievement. So, we would greatly appreciate if you could meet us halfway and the students and come up with a solution if they don't want it at East Lake Church, at least somewhere else apart from their good marshall. So, thank you so much. I appreciate your time. Have a good day. Bye. Thank you. Next we have Kristen Estrada, Christy M, and Debbie Gooding. I'm here for Hillcrest Elementary TK program. I was registered for my daughter, Ka. She was registered on the 15th of February. I received an email yesterday letting me know that she will not be accepted into the TK program. The TK program for Hailcross Elementary is in our zone. I have in fact

064provided proof of residency. I've purchased my home for my daughter and my son to go to Hailcross Elementary. For me to be told to zone out, for me to inconvenience myself, my children when we live less than a mile away from Hailst Elementary to go to another school to gain new friends out of her neighborhood. I just don't find this acceptable. You guys have dropped the program down to 20 students at Hillcross Elementary, but have increased the date range for the PA for the students for a longer section of time of what qualifies for TK, but have not provided adequate schooling and teachers for these students. And so now I have to zone my daughter out to another school further away from our home. And now I will lose my priority spot at Hillcross Elementary

065for kindergarten because she did not go to TK there and she will not be a returning student. I will not have this issue again with my son in two years when he needs to go to TK and kindergarten because he will not have a sibling at Hailcross Elementary. So that's what I'm here to talk about today and I want that fixed. Thank you, Christy M. Um, good evening and thank you for the opportunity to speak. I come before you tonight once again as an active and deeply concerned parent at Rogers Elementary. I'm here tonight not just with concerns, but with a deep commitment to work alongside you and to make sure our children and the educators who teach and care for them have what they need to thrive. I want to begin by saying how

066grateful I am for our for our outstanding school staff and current leadership who work incredibly hard to meet student needs despite the many challenges they face. My comments tonight are not of criticism criticism of them, but rather a call for greater support and thoughtful planning at the district level. Over the past year, I've advocated consistently around the needs of a specific grade level at Rogers. Rogers is a unique school serving the highest population of students with specialized needs in the district, including a sign a significant percentage of I with IEPs and behavioral support plans. This is a community with incredible strengths, but it also requires thoughtful specialized resources and consistency in those resources to truly thrive. This past year has taught us a lot. With our first grade class be beginning as a K1 combination

067classroom alongside the first grade class, excuse me, it quickly became clear that the structure wasn't sustainable and in the first and the first grade students ultimately collapsed into one class which proved to be even worse. Students struggled, teachers were stretched too thin and the emotional toll on students, staff and families was very real. Eventually the with district intervention the class was split and some supports were added but by then valuable learning valuable learning time had already been lost and the impact is still being felt. We cannot afford to repeat that experience. Small class sizes aren't a luxury. They're essential especially in classrooms with high concentration of students on IEPs. These students deserve learning environments that allow their individualized plans to be followed with care, attention, and consistency. and teachers need the bandwidth to implement those

068plans in a way that's sustainable. Another area of concern is mental health support. I want to acknowledge and thank the district for funding a full-time counselor at Rogers this year. But for a school that regularly supports students working through trauma, emotional regulation challenges and behavioral needs, a part-time funded counselor simply isn't enough for the next year. If the district wants to increase attendance, approve improve outcomes and create safe and supportive environment, the district should provide a full-time consistent mental health services, especially with our given population of students. As the chair of our school site council, I understand that Rogers receives supplemental funding to help meet the these needs, but that money should be used to enrich learning, not cover the basics. It shouldn't come down to a choice between supporting our students and supporting our

069teachers. We need both. Our educators need tools, staffing, and support not just to survive the year, but to truly teach. Sorry. Thank you. [Applause] Good evening, President Yugarte, board members, Superintendent Dr. Reyes and staff. My name is Debbie Gooding. I am the executive director for the Learning Choice Academy Charter School in Chula Vista. Um I just wanted to I think most of you were given an email and I wanted to personally invite you to our graduations. Um our senior graduation is May 30th. Our 8th grade graduation is May May 28th. Um we do I just wanted to share with you that we have 12 students from our Chula Vista site that are um Golden State merit scholars and that means that they have demonstrated high mastery in their high school curriculum and that they'll get

070a special seal from the state board of education on their diploma. Um I also would like to share with you that we just recently had our culminating end of the year showcase. Um, and we're going to be sending out a newsletter, so you'll get to see pictures of everything that happened. Um, we had over a thousand people show up and the students demonstrated their um, learning and they they do it through both writing, through pictures, and then they have to present it orally to everybody who comes around. So, it's quite quite an achievement for all of them and we do it all the way from TK up to 12th grade. Um, and also our school, Chula Vista School, they had a 5K run since we're in the health mental health month right now. So, they

071they did that with 75 participants and they all did a run around the um the park there behind our school. So that they had a great time doing that along with our field um day where they had physical activities, team building and just reinforcing the importance of staying active and building relationships that way. And then one of our teachers um just saw a need and has now developed a care closet at our school. So, we are now offering an area where any student um at any time needs any type of clothing, sanitary needs, even for their family. We now have a closet that so many people were so gracious within the community have donated to. And so, it has opened up and just it's been a great community building um for our school. So that

072I just wanted to um let you see my face and say hello and also just invite you to our graduations and look forward to meeting and working with you. Thank you. Thank [Applause] you. We have Rosemary Lowry, Jade Bautista, and Wendy Rodriguez. Good evening. I want to take a moment to sincerely thank the district for the meaningful progress made in special education over the past year. From the neurodiversity workshops and the ongoing commitment to inclusion to the collaborative efforts demonstrated in our special education parent committee meetings, your work has not gone unnoticed. On behalf of myself and many other parents, thank you. As the largest K- through6 district in California, we know there will always be challenges to address as we strive for excellence in special education. But I remain hopeful that through o continued

073open communication and a genuine willingness to listen to parent input, we can navigate any roadblocks together. This morning, I had the opportunity to speak at the superintendent council's meeting where I proposed a call for action in response to proposed Medicaid and state medical cuts. These cuts would disproportionately affect our most vulnerable students and could increase the demand for school-based services that families previously accessed externally. I urge the district to respond to this call, whether through a letter or a formal resolution and advocate for the protection of these essential services. Additionally, as we move as a district towards a more inclusive model, I encourage you to take a closer look at substitute pay. When absesses go unfilled, it directly impacts the delivery of services to students and places an added strain on teachers and staff. I

074also strongly recommend reviewing compensation for instructional aids and student attendance, not substitutes, but classified employees in special education. If we are serious about advancing inclusion, we must ensure our classrooms have the support they need. And that means attracting and retaining qualified staff through fair and competitive wage. Thank you for your time and for consideration of these important issues. Thank you, Jade [Applause] Beltista. Good evening, Dr. Reyes, board of trustees and cabinet members. My name is Jade Bautista and I'm a proud parent of a student at Greg Rogers Elementary. On behalf of my family, I want to express my gratitude to the board and district leadership for their continued support at our school over the last several months, particularly in appointing Mr. Falconer as interim principal. His experience and expertise make him uniquely qualified to lead

075our school forward, and we hope to hear of a permanent appointment soon. Under his leadership, we witnessed a resurgence of outreach, inclusivity evident in our black top assemblies, sensory room, ribbon cutting, field trips, improved communication. His responsiveness, solutionoriented approach and collaboration in addressing concerns have instilled optimism as we conclude this school year. As you may recall, I spoke to the board last fall about concerns regarding student and staff safety, supervision lapses, staff retention, budget uncertainty, and resources for direct student support. I'm pleased to share that we have made tangible progress under Mr. Falconer and Miss Dorsy's leadership, but we still have a way to go and we have every confidence in their continued dedication to our student centered community. You often hear that Rogers is unique. 50% of our students having disabilities, title one designation,

07670% of our students falling under the unduplicated pupil count. However, I'd like to highlight other special factors that set us apart. Our staff's dedication is unmatched. We have some teachers at Rogers who have been here for 20 years. Many staff members stay after school to lead our lead instructors uh clubs uh participate in schoolwide committees. We're proud to host events like Special Olympics on May 28th led by our teacher, Miss Lee, and Career Day on May 30th hosted by our counselor, Miss Valerie. We invite you all to attend or volunteer. We have two amazing psyches who manage a combined case load of 230 students. I invite you to review the case load and explore potential resources such as an additional full-time psych or intern to support their critical work. We have talented temp teachers and

077those from outside agencies who formed strong relationships with our students and we wish and wish to stay at Rogers. We strongly advocate for retaining staff like Miss Jones, Miss Blasco, Miss Macaba and streamlining the HR process for them to stay. They have brought stability and consistency to our students lives and contribute to a spot positive school culture. Our school site also has five playgrounds, but like many schools built in the 1960s, we're in dire need of renovation and wood chips and play structures are not ADA uh friendly. And you can give you can see how important that is given the population of our students. Finally, thank you for allocating a behavior assistant to every school site this year. Given our unique needs, I respectfully request consideration for a second district allocated behavior assistant to ensure

078we can provide the best possible support for our students success and well-being. Thank you again for your dedication to our students, your visits to campus, participating in listening committees, and collaboration with the school community has made a a significant impact. Thank you. Thank you. [Applause] Good evening, members of the board. I love our students. I love our schools. But we have a problem. Our substitute parents are being underpaid, undervalued, and overlooked. We're paying less than our neighbors expecting more than ever. And somehow still surprised when no one wants to take the job. That's not just a bad math. That's bad leadership. Right now, our district pays substitute 1650 an hour. Meanwhile, National pays up to 22.85. Sweetwater pays over 21. And even South Bay pays more than we do. Let that sink in. Same job,

079same responsibilities, same chaos control. But somehow when you cross a district line, the value of that work suddenly goes up. That doesn't make sense. Our subs are stepping in on short notice, managing classrooms, and keeping kids safe. And we're paying them like we hope they say no next time. And when they do say no, we when we can't get subs, guess who picks up the slack? We do. The student attendants, the paras, the office staffs. We are already stretched thin. But somehow we're expecting to cover classrooms, manage extra duties, and still do our actual jobs, all without any extra compensation. So, if the board can't see the value in paying subs what they're worth, maybe you can start paying us for the extra work we're doing because of the sub shortage. Now, don't get me

080wrong. I'm not saying we should be keeping up with McDonald's wages, but it is about keeping up with reality. And when we underpay our subs, we lose good people. We scramble to fill in spots, and ultimately, it's our students who suffer. The message we send when we refuse to raise sub pay is clear. Your time, your skill, and your willingness to step in doesn't matter enough to us. Well, I think it does matter, and I think you do, too. So, I'm asking you, let's stop falling behind and let's start showing respect and dollars to the people who help our hold our classroom together because 1650 might save a little money on paper, but it's costing us a whole lot more in the real world. Thank you. Thank you. [Applause] No more speakers. district safety health

081update. Mr. Romero, Presidente, Superintendent, Dr. Razer, governing board, and our community. It's my pleasure to uh present this month's safety update. So, uh first, I am super happy to say that our camera project is fully completed. Uh we are in every school um and our cameras are up and operational and uh just as of today uh meeting with the safety team to review safety concerns at one of our school sites. Uh we showed that the cameras were able to provide information uh regarding an incident that occurred uh where decisions could be made uh with relative certainty that we knew what we uh were watching. So, uh, kudos to the, uh, our, um, uh, team that worked together with our operations team to make sure that we got this done ahead of time. So, thank you.

082Uh, next is just a quick update of our 2425 school year trainings. So, the slide that I'm sharing with you today is just the number of trainings that the district office staff has provided to our school sites. So basically Derek EMED um and our team. So uh we've been at EIX, we've done 35 school sites. Uh our incident management training which is at 22 school sites. Lockdown drills, we've been present at 102 lockdown drills. An active shooter training with Chula Vista PD at Kellogg Elementary. Active tutor active shooter scenario to test our uh test our EJIX platform. Uh this was done at Hilltop with no student no students present but three police uh forces our uh CVESD, CVPD, uh San Diego police department and our sheriff's department. Uh stop the bleed training that we we

083provide here at the district office five times this so far this year. Our comprehensive school safety plan, we've had two virtual trainings with our principles. Radio drills, we've had six uh this year which all sites have participated. uh great uh California great shakeout uh district-wide participation uh for our new hire in orientations. We've provided this is our new employees that are coming in starting with a district classified in certificate and management. We've had 20 trainings here with human resources and the attendance really varies between uh 20 to 60 uh people at those uh orientations. Um and then next slide I'll share with the training reports at our school sites. So this is what uh our team has done going out to school sites. The next slide you'll see this is and sorry for the the

084small print but this is the training that that each school site provides. So every month uh they're required to have a single uh fire uh and evacuation drill training. So they have a date uh they have a start time and end time and then determine what the duration is and then notes and and signing off on this. This is due to our safety team at the end of the school year. So by June uh last day of school, June 6th, uh we'll have this completed and we'll share in a board update uh with all of our schools participation. At the bottom, we have a lockdown drill, we have a secure campus drill, and we have a shelter in place drill. Each of those is required at least one time a year. We ask for a

085fourth one to either be a second lockdown drill, a second secure campus drill, or a second shelter in place drill. So, a requirement for each of those to have take place at least once and then for one of those to be uh done um throughout the year. Uh so, at our most recent safety committee meeting, thank you to all of our participants and and our uh local labor group presidents for participating. Uh one of the things that we we're constantly uh having conversation on is workplace violence and how do we respond appropriately uh when given the that information. Um we have had an increase uh a number of parent threats uh to staff uh that was shared and so we're looking at what measures we have in place to assist staff members um from being

086threatened or harassed. Currently right now on multiple times we've contacted the police department. uh Amed and Darren have provided restraining orders uh when uh needed or applicable and we can revoke the parents right and ability to send emails to the teacher. Um this does not affect their communication with the school or district just if they're uh threatening communication has been going forward to towards the teachers. Okay. Uh super happy to report uh an update on our water station uh project. Uh currently we have only 31 remaining schools uh that need the water stations installed and we're happy to say that we're on pace to have this done by the end of summer. So all necessary parks for all of the 31 remaining schools have been ordered and we should be ready to go by the

087start of the school year. So um thank you. So we're excited about that and you can see I'm not going to be prejudic and say that one of these photos I know the kid in the right. I do happen to coach him at basketball and we just blessed to see that his picture was one of the ones that we put. But here he is filling up his water bottle and you can see some of our our other students across the district filling up their uh bottles at stations. So, uh thank you to our business team and our um our district office uh support team. Um but we're happy to say that we'll get this project done by the end of summer. Any questions? We have no speakers on this item. Any questions or comments from

088the board? I do. Anyone? I don't know if you want to start there or what, but I do. Yeah. Um Dr. Reyes, just a quick question. So, speaking of staff protection, and I know that um a lot of the schools are imposing new, not locked down, but like early early morning or late afternoon, the gates close a lot earlier, which is great, and they open whatever. They control them a lot better, so parents have to leave. But, um I think uh Mr. Romero had talked about um like the door buzzards so they can so the admin can uh access access control for the doors. Oh my god, my terminology is today. Um what's going on with that? Yeah, Mr. Romero, could you uh give us an update on the busards? Yeah, thank you. Uh and

089I appreciate the question and this is actually a super passion of of mine. Um as uh you know, a parent of a child at uh our district, one of the the I've said this a few times. um uh during the school day is actually when I'm least concerned about safety. It's in the mornings and after school. Um and so we've implemented a bell to bell uh program which means that when the first bell uh or excuse me the last morning bell rings in the morning, we are closing the gates. We're we're sending those announcements having kids um and parents uh in their classroom and parents off of campus. and then at the end of the school day, we're not opening the doors until the bell rings. Um, so that that has been a change in

090some of the culture at some of our school sites. And so we're still navigating, you know, how that's working out um at some schools. And we've been getting feedback um because safety does come at a price. um and some of these uh conveniences and and freedoms that that we've had. Um it's it's uh been a bit of a a a growing um area of concern. The buzzers that we're we're we're looking at implementing um uh Mark and his team have gone out. We currently have a few schools that have them, but the goal is to have them all um in our all of our schools throughout next year. Okay. So, what we're looking at though is some schools require the the buzzer system and some because where the gate to access the office is at

091an angle, we need a camera as well and a camera and speaker and some of those. So, uh we do have, you know, soft costs of around $5,000 to $10,000 per site, but a small cost for the cost of safety. Okay. Thank you. You're welcome. I have a question. Um going back to the water, you mentioned that there are 31 schools still waiting for their water. Um what are we doing? What are these students doing for water right now? Great. Thank you. So, uh we do have water um the so these are the water stations. So, our current we currently still have the water faucets available at all of our school sites. Um and uh this is just for the the water stations to be put in place. Okay. And now I have another question.

092Um we had a presentation with the quality of the water of certain schools especially on the west side. Um what specifically are we doing or what have we done with specifically that those schools? We are we installed water stations. So water bottle stations. All those schools in the west have water stations right now. So couple things just to make sure that we uh uh remember the presentation. So the presentation that was given to us uh the person from the water company mentioned that as of now which I know it's going to change uh the water was was supposed to be safe. However, in in uh an effort to be even safer, we went ahead and and and purchased and installed water stations. Do you have the list of schools that where we have installed the

093water stations? Yes, I do have a list. I don't have it with me, but I can put Friday in our weekly update this Friday. Uh so, I believe it was 15 because because we did prioritize those schools, the ones on the west. Okay. Especially southwest. Yes. the ones that are correct with the water that was reported. Um, and just to make sure these water stations have a like how are they safer? They filter water. So whatever water it has to stick and filtered. So it it's filtered and we're they are safe. We have tested we we know that those are safe. Correct. So Mr. Do you want to talk about the process that how were this particular water stations chosen or selected? So these have um an inline filter um is what they consider it

094um that's filtering the water versus currently um the other ones don't. So um as Dr. had mentioned um the the water board did mention that the water is safe to drink, but it's just an added filter on there for that. Yeah, as it was said, safety is the most important. So, I want to make sure and yes, I look forward to the list at the Friday updates. Thank you. I'd like to add something about the water safety. That presentation was very nebulous and what they said was that by 2029 they expected to have completed what the EPA required them to. I don't translate that as to being safe. That's my I don't know how anyone's interpret it any other way. And to boot, there was a Sweetwater board member, former Sweetwater board member sitting in

095the back that day. And as she left, my husband sitting right there, she told us that that presentation was not complete information. So, safety comes first. And I I really appreciate that we're putting those um uh filters filtration in there, but I know that trustee uh uh Tolston asked, "Would you drink the water?" The guy said, "Yes." They don't even live here. They're drinking the water in Riverside. They're drinking the water here in East Lake and their water is source is Otai Water. So, I really want us to elevate. I know you're doing something about it, Dr. Reyes, by getting this to happen. It just can't happen quick enough. And uh we need to do what we can to make it that much quicker. And as responsible people, we need to inform our communities that,

096you know, even the water bottles they bring, you just things that we can do. We just think that we're taking it for granted. People do not know. They're saying that they're sending them information and that stuff's on the website. you know, not everybody is that techsavvy and you know to just go online and let me look at that water report. What did the EPA say? And as we speak now, um the current administration um is saying that the EPA is the forever chemicals. It's what they told us that they had until 2029 to fix. No. So, I just think we need to put a higher alert on on this. Um, I've told my kids, my daughters, don't drink the water and I would don't drink it. So, so what we're trying to do as as

097we installed all the different water stations to go ahead and uh do sort of like a like a campaign with with students and families to make sure that they are using those those. And I know I shared with you uh uh maybe a couple months ago, you probably still have the picture in your cell phone of a school that I went to. And even the even if the water was clean to begin with, by the time it gets out of that spot, it's disgusting. You know, it it's just gross. I think during this break here if we could add that to the to the focus of clean water, safe water to take a look at those dispense those things that we're dispensing. You know, kids, they run, they're hot, they're go over and they put

098all their lips on that thing. So, my understanding is that they are we're supposed to have all of them installed, right? By the time we come back. Yeah. the the plan and the goal which is we have is to have them all installed by the time we start school. And just a follow-up question, Dr. Reyes statement, many of those stations also include filtered water faucets. So, they have the filtered bottles in case they bring if they forget their bottle, they still have filtered water that you can drink out of the faucets. That's really good. Thank you. And I don't know how you're in charge of facilities, too, but thank you. on that. So, Ajax, so the 35 school sites had training. Did the training go out to the schools and was it during school time

099like on a Friday where it's minimum day or did teachers have to stay after like after their contract time to get training and therefore maybe not all of them got trained? How did that happen? Yeah. Could you go over how the Ajax training happened? Yes. So, great question. Uh, as a past union member, I will tell you during contract time, uh, so we're our goal is to have we had two trainings at the beginning of the school year for everybody. So, everybody got trained initially, uh, through EJIX. Um, all all teachers, staff got that training in person like they went out there virtually. Virtually the 35 and we tracked that they all went. We have tracked we have tracked and you know with some absences and and things like that not 100%. We have about

10095 96% um you know I'll talk to Darren and and Amed and verify that but I think it was 95 96% of staff we had um and then the 35 schools we listed we actually went to and we did provide those on uh Fridays when teachers had their prep uh prep time and and PD time. Um our goal is to get a 100% of the schools done um next year and then even reup schools who want a second or third training even. So um you remember we started kind of uh towards the after school had already started last year. So we didn't have a full year in uh next year will be a full year with EJIX. Um and so the goal is to have like I said every school trained and then some other

101schools even their second or third training and substitutes when we can get them. We provide substitutes training in our substitute orientation. So they are trained on EIS. When we talked about the P uh in the past board meetings is now we're rolling out that tablet program where we're getting tablets putting EIS on tablets. So when substitutes come in they can check it on a tablet in the morning and they're getting that that uh ability to report and and monitor safety through that tablet. All right. And thank you for the completion of the camera project. That's so important. Thank you. And um if you could periodically maybe share with us a test, an exercise, a drill that you went through so that I don't know how often you you um monitor and train and test and

102see because you're never going to have it perfect, but it'd be great to get it as close as possible to perfect and what is what kind of training schedule so that we know that it's happening. you know, we've had enough incidents where we wish we could have done something differently or had that better training. So, I'm just um let's try to get ahead of it. Yeah. Why don't we do this? Why don't we would it be okay with the board if uh maybe on a quarterly basis we provide uh a board update with just that we include for example what kind of a safety trainings how we have um talking about Ajax talking about different things and u more detail in the information so so u and you could do it I don't know if

103you could do it by uh school site or um quadrants because I know you divided by quadrants Yeah. Yeah, we could definitely do that. And um just one more statement. The uh CVPD was so excited about our camera project um that with the permission of Dr. Reyes and their uh sergeant CVPD is now monitoring our cameras. So they have instant access to our cameras. Um so like we were super super excited about that. So this just happened last week. Now CVPD now has access to our cameras and able to provide real-time observation of incidents happening at our school sites. Now, does each school site and district have a couple of leads there that are extra trained to provide guidance in case of if I happen to be there like oh my gosh, you know who

104who who else would know in case, you know, things happen, radios, you know, people don't want to use their cell phones, you know. Yeah, we do have uh our staff is trained, multiple staff members at school site. They have an every school, they're all trained, right? Every school has an emergency team at their school site. So, it's mostly your office staff that has access. Um but we're using it more frequently and so we're having conversations with our unions about how we're going to be providing that training uh to make sure that that there it's a new this is a new system for us. So, we're going through some some growing pains. Um, but we working with our our uh principles to make sure that if they get access, they let us know who's going to

105have access at their school sites. Just like you gave us a list of 35 schools, when you do complete that process with the uh union leads, could you let us know that it's been completed and done so that uh our leaders, our union leaders could report it from the podium that it's been completed? Thank you. Any other questions or comments? I wasn't going to say anything, but since Dr. Reyes approved something that I didn't know. Um, Dr. Reyes, when when they mentioned that you approve having the Chil Vista Police Department be able to monitor our cameras, was that change communicated to the labor um unions? cuz my my dis my understanding was that there was a whole process on how and who and when was going to be able to have access to to the

106cameras. This is a change to that process. So was that communicated to them? Yeah. So couple well he's going to answer whether or not he communicated with with with the bargaining units. However, um I think there's has to be a a definition in regards to monitoring. Very different from having someone behind a computer, behind a a monitor, seeing what's happening every day versus having access to going back when when something happens, let's say, um there's a burglary or something happens, going back and having access to that information. Can you can you explain? Yes, thank you. you and I appreciate the opportunity to clarify um uh what what was was said on my part. Um and they're not live monitoring the cameras. Um it's an incident that occurs. So let's just say uh an incident happens

107at ABC school um and they have a breakin or something like that. The police can access the cameras at that time uh for an incident that has occurred, not to monitor the school in real time. So, they're not accessing uh live feed for our cameras. They're accessing incidents that occur at our school sites. What happens now is if an incident occurs, uh we call them in, they watch the video in the office and then they're able to address it here. here. If it's something that happens like let's say 7 o'clock 8, 8:00 at night, there's a break into the school site, uh they can then have access um at their in their police cars of those cameras. So, the access Okay, so more questions. So the access for for that is it a single account

108that the Chilivista Police Department has or is it individual accounts for each of the agents that h or SRO's before I misspe on that um I would like to call Amed Wiggins um if you could come up because Amed is the one he he's actually the one and I I wouldn't want to misspe and then have him correct me uh as he sometimes does. No pressure. No, no pressure at all. Um, greetings for Yeah. Um, so no, it it's not every individual. So the the ask was and um so they don't have access currently. Okay. Don't have access currently. So the ask from the sergeant was um other school districts and and agencies allow them to have access to the camera for incidents. They have a they have a IT team that that that will

109have access to the cameras and then only that team will be able to go back and look at any incident. Not departments, not not agents, not officers, just that specific team. And we talked to them today and said if we do do that, we would like to put that in ourou to speak to that so that we have an understanding that this is what you're able to do with that. Right. And are we going to be able to log in our systems when they log in to see and what kind of video they're seeing? Yes. Okay. Yes. because that that should be also part of theou that we have control and visibility to what uh video feeds they're looking at and when are they looking at uh the other thing that I would ask is

110that before we sign anyou with the chilivista police department that we include our labor partners to make sure that they all have a full understanding on what we're agreeing to to share that data. Absolutely. I have a question based on your question. When you said incident, for instance, um months ago, we had an incident where there was a lot of vandalism, very uh hateful, hatred stuff. Um at that point, if you were using that scenario, what would happen then? Let's say we had a scenario. What happens then? What does the does Chill Vista PD then now can go to the cameras to take a look at who it was that was out there? What what are you telling me about a similar incident like that? Right. So, a couple of things because one, we'll be

111looking at the cameras as well. So, we'll be working hand in hand. Who's we? Myself and Darren. Okay. So, we we we have full access to every school site. Again, for even for us, we don't monitor. We just incident. So, when if an incident occurs, we go back, we get the time, the date, whatever the case we may need, we go back, we look at it. If we if we capture it, then CVPD doesn't have to do anything because we have it. And then we'll just email that clip, 20 second, 30 second clip to them and say this is the incident. This is this is what happened. I think for them to to Jason's point, it's it's the after hours. So if something happened after hours, they can log in right then and there. They

112can see it. They can see it. But they'll also email me, myself and Darren and say, "Hey, we looked at your cameras. This is what we saw or this is what we didn't see." So it's really a collaborative effort. It's not just them going road looking at our cameras. So we will have to speak to us. let us know kind of what's going on and then we'll do the same with them as it pertains to the incidents. Thank you for clarifying and also that it's not a done deal yet. It's still a process. Thank you. Thank you. You good? I'm good. He asked my questions all about theou Mr. Romero um for your report on title one and title three federal programs. Miss Morales break. Okay, we need to take a five minute break. So,

113it should take me two minutes to hobble over there and then there five minute break. It's cool. It has Let's go. We are on 9B, Title One and Title Three Federal Programs. Miss Morales, thank you, President Nugarte. Um, we're very excited. Our instructional services team has several presentations tonight and we're going to start with um a presentation around title one and title three funding which was a request at our uh previous board meeting and so I am going to hand it over to Mrs. Perez who's going to lead us through the slides tonight. Thank you Jessica. Good evening president. There you go. Good evening president Ugate trustees and Dr. Reyes. Tonight I will be be presenting on title one and title three programs and funding. Title one and title three are two federal programs that

114provide funding for education. So you can see them here on the slide. Title one focuses on supporting our at promise students in schools with a high population of lowincome students and funds are distributed based on the number of lowincome students that are are enrolled and title three aims to improve the education of English learner students and immigrant newcomer students and funds are distributed based on the number of English learner and immigrant students enrolled in this school district and both funding sources have strict regulations on allowability and they both come under federal program monitoring to ensure that funds are appropriately used for this purpose. So here are some details about title one which again helps students meet academic standards. Title one schools receive additional funds including title one parent participation if they have 40% or more

115students who qualify as low income and activities are planned for in the school plan for student achievement or the SIPA which is developed and approved by the school site council. Now the activities must be supplemental and that means that funds cannot be spent on core instructional programming or basic needs to operate a school. So on the slide you'll see some examples of allowable expenditures. Instructional assistants, reading coaches, interventionists, instructional coordinators, additional books and/or supplementary reading materials, professional development for staff and computers, upgraded technology and iPads, etc. Oops, let me stay on this slide just a little bit more. So what cannot be purchased though and I want to reiterate this one is core or base items to run a school or instructional program. So we like to ask ourselves and I have this conversation with

116principles regularly when they call me because our department approves those title one purchases. I ask if we didn't have the title one money would you still have to buy it? And if the answer is yes then it's most likely not allowable. for example, pencils. We still have to buy that. Paper, crayons, playground equipment, classroom teacher salaries. These are core items that we must buy. And so they're not allowable under title one. And we also like to follow uh another piece of guidance where we ask ourselves, is it reasonable, is it necessary, and is it allowable? And finally, we like to make sure that we follow the supplement and not supplant rule. So next on the slide, you'll see some examples of supplementary resources that are funded with title one. And these are examples that come

117straight from school SIPAS that our department are currently reviewing and that you'll be able to see in June when you review SIPAS for board approval. They're in the SIPA. You'll see what items and the funding source of title one. So you'll see flexible seating. Many schools are spending title one money on flexible seating, instructional assistance, teacher release for additional collaboration, professional conferences, technology, and additional books to enhance classroom libraries. These are just a few examples um that I decided to put on this slide so that you can see. Now, moving on to title three. Title three provides services and supports like I said to English learners and newcomer students and they must also be supplemental. And so for example, English language development or EL is part of core instruction. So any programs or resources must

118be above and beyond and must address an identified need. And also what's important to know is our DAC also provides input on this spending. In fact, we just presented on title three resources at the April 15 DAC DAC meeting. I think um Miss Delia, you were there actually. And parents were able to provide feedback and input. So, some examples of allowable expenditures include professional learning resources and materials, English learner resource teachers, coaches, and interventionists. And again on this slide, uh here are some examples of those supplementary resources that are funded with title three that we actually use here in Chula Vista. And we actually had some of these resources available for parents and principles to peruse during the DAC DAC meeting that I mentioned. These resources were were live and in person and on the

119tables and it was very interactive and engaging. So, some examples here, the ELD Express curriculum, Hello Newcomer curriculum, culturally relevant books to support newcomers, professional learning. You'll see one of our resource teachers there giving a PD. And then immigrant, family, and student support personnel. You'll see our um our two staff members, Miss Tamokco and Miss Helen. They provide Japanese uh translation, interpretation, and student support and also in Korean for our families. and then also the new elevation data platform. You'll see the logo there. So, with that, um, I just want to say that I hope that this information has been helpful and it's clarified the allowability for title one and three. And I also want to mention that later on tonight, you're going to be hearing about our LCAP. And it's a plan that outlines

120the needs, our needs in our district based on metrics and educational partner input. And you're also going to see how title one and three funds are leveraged along with LCFF funds and help us meeting our academic goals for our students. Okay. And uh with that, thank you very much. Thank you. Um that was a very um comprehensive succinct explanation and I appreciate that. Do we have any board questions or comments regarding the title one and title three funding? Yes. So I noticed that we have the uh instructional aids on there and just in last month's board meeting um I know trustee Tomo also raised the issue of this one year they work in conjunction with like the school site council right is you correct me as I'm speaking feel free to jump in correct site

121funded instructional assistance are funded with either title one or LCAP money and the school site council develops those actions along with their principal and they approve those um items. So for approved items that you'll deny or say yay or nay on who decided what that was meaning because of the uh instructional aids uh I'm just curious as to why the district's not paying for it directly versus the title one. I'll just cut through that chase. And uh because then every school year we're sorry, sorry, you know, because now the school site council or that school doesn't have that particular need anymore or decided that something else has bumped it. Who decided what can be approved? Is it the feds? Okay. And and there it says instructional aids. It in instructional assistants are an allowable use.

122It is a supplementary uh action and expenditure and so it is not required that we have instructional assistance in our classrooms. They provide supplementary support and instruction for our students. So each school site council needs to look at their comprehensive needs assessment and the needs are different from school to school. They need to look at data. They need to look at educational partner feedback and they also need to prioritize because there's many needs at the school. And so based on their funding, then the school site council uh which is representative of staff and uh parents make those decisions. And sometimes it's hard to make those decisions. Yeah. I'm just wondering how we could be better partners in that so that we minimize um having to, you know, tell an employee that they're no longer their

123services are no longer needed. Yeah. I'm just wondering if there was something in the language. Thank you. Thank you. Any other board questions? Question. Um, are these funds I'm saying federal funds, do they change every year? I'm sure they probably do. And are they at risk? So could you provide some information on the first question regarding the amounts that we receive and how those funds are allocated to sites and the difference between for example uh title one like a targeted versus a schoolwide uh title one and then Mark if you can take the the next question regarding uh the risk uh of uh having the title 123 uh possibly be reduced by the federal government. Absolutely. So, every year the district applies for federal funding through the consolidated application. We apply for title one, title

124two, title three, and title four. And again, based on the number of students enrolled uh for title one, that would be our low-income students who are identified in title three are English learners. There's a certain allocation that the state allocates per student and we receive those monies. They change every year depending on if your enrollment for those particular student groups increases or decreases. Okay. And I think um for title one schools almost all of our schools in Jula Vista are title one. There's only about five schools that are not title one. So the majority of our schools do have access to title one funds to be able to meet make those decisions at their site that meet the needs of their specific school site. whether it's instructional assistants, interventionists, additional resources and things of that

125nature. And our schools are uh that the 40% that I mentioned, if there is a school that is below 40% and it's at about 35, they're first identified uh as qualifying for targeted assistance. That means that they receive title one funds, but it's specifically allocated to those students who qualified the school for those monies. That's very difficult to track because then it forces the district and principles and school sites to not be flexible with that money like for each individual. Correct. And the documentation for that is is very difficult. And so what we do and what the board has done and we've sent these board items forward is converted these schools with your approval to schoolwide plans. And that means with your approval, we give that school flexibility to not only use those students those

126that money for students who are lowincome for all students as they need them. And so that's the difference between a targeted assistant school and a schoolwide plan. And so all of our schools uh if they weren't originally schoolwide planned with 40% we have converted them as such uh through that board approval process. Thank you. You're welcome. I have a question. Oh, sorry. They're still answering. Can you take the second one? The possible at risk. Yes. So, um, at the beginning of May, President Trump released his proposed budget, and in that budget, they're proposing to cut, um, education funding about 15%. So, right now, um, we're being told that Title One and special ed are, um, not going to have cuts, but the ones that, um, have potential, um, the threat of being cut are, um,

127title three, which is for our English learners and immigrant students. Okay. So, that's the one that we're closely monitoring right now. Can I just May I May may I take advantage of your mic? Um I know um I believe it was last month that I vaguely brought that up, but um during one of the uh I think it was the November one a November board um a Friday update where you gave me gave us a list of the different schools and I'm trying to visualize it. That's why you see my eyes up here. uh where you had how much was allocated to each schools, how much rolled over from one year to next, how many how much money was committed already where the school was already spended and you gave us like total amount left.

128The question that I we vagely touched on was well what happens to this money if they don't use it? It rolls over and who's setting those parameters? Are we the board setting up those parameters as far as Okay, and I'm making up numbers. Okay. But there was a school that had like $200,000 left over on title one and uh not I'm not making up that number, but there was I'm not going to say the name of the school. So, they have this, but then a school site council thinks that they have a lot less and if they're the ones that are working with their leadership to determine what is going to be used and how much is going to be used, are we the border? who's setting the or who's telling them you have to

129use this amount of money by this date or yeah I got like I tell the the grandkids you know I have $100 here but I'm only going to let you use 50 well doesn't it doesn't mean the $100 is there then for that school if I'm holding back a certain amount how is that decided how is that money released to the school because if the school is only being told you can only use this much well that's what they're looking that. So, it's a multi-tered question. Okay. So, so why don't we time? Yeah. So, so why don't we do Yeah, that's a very good question. So, so let me do this. Let me divide it up. So, why don't we do this uh um Miss Press? So why don't you touch upon uh how the

130money is allocated based on the and you mentioned it based on the particular needs of the school through the school side council and as they do the needs assessments based on the uh data they also look at the budget and and that's how they plan for the year but also if you can share what may so they they may have allocated the entire amount but then certain things might happen and so if you can provide some examples of some of some of the things that may happen that may cause um the this the you know the the school site to maybe have to go back to school site council and uh revise the the plan. Absolutely. So there's a lot of dynamics involved in managing a schoolwide plan using title one and our principles and

131school site councils do their best job at the beginning to budget. It's like doing your own personal budget, right? You estimate how much an employee would cost. You estimate how much this purchase would cost. You estimate and get quotes for independent contracts and things of that nature. Now, during the year, some things can happen because um you might have a posted position for an instructional assistant or a classified or certificated staff. And if you're unable to fill that position for 1 month, 2 months, 3 months, that's 2 to 3 months of title one money that is not expended that you hadn't planned because for some reason you were unable to find a qualified person to fill that position. That's one example. Another example is if you hire consultant service through independent contract agreement, but something

132happens like the contract doesn't pass risk management. Or for example, plans change and the school site council and staff decide not to go in that direction, then that's canled and or there could be expenditures that um you came in under budget or over. it costs more than you thought it would or it's not costing as much as you think it would. So these are dynamics that happen uh when managing a school budget, not just title one but any school budget. So then what happens is principles need to act very quickly and when they know that for example funds are not going to be expended, they need to convene with their school site council to perhaps redirect some of that money, right? And that takes that time. Many principles do come to me and they call

133and they ask me for that process and they double check, hey Lonnie, do I need to convene with my school site council? I'm going to do this. I want to propose this. And I said, absolutely. That's exactly what you're supposed to do. And so in some cases, these things can cause that carryover. But I think we all agree we do want to make sure that funds are expended the year that they are allocated for the students in our seats. And and if you uh Mr. Bon, can you uh follow up with the following? So, I know that when we look at the budgets because you and I review the the site budgets and how much money they have at various points throughout the year and sometimes uh like Trusty Dominic Sarvante says, you know, you

134look at a particular school site, it may have a let's say November or December, it may have a what appears to be a high balance. Um, however, there's certain dynamics that may happen. um for example incumbrances not being allocated or not not being noted on that balance. It could be that they haven't hired that person for the second semester etc. So could you um share because uh some of the uh for example right now where are we I mean you don't I don't don't go specifically but I mean more or less in what area are we in regards to the balances and uh taking into consideration that we still have this month to to uh allocate for example to still pay for salaries etc. And the other part, if a school site, let's say they

135have $5,000 left over that they did not spend, what happens to that money? I understand encumbered and I think you put that also on on that grid. So the encumbered was cleared already when he gave us the balance, right? So back in November, we had about four months of expenditures at that time. So um we had a balance of about 3.4 4 million is what we had shared in that update. Um and so from then until now, you know, we've had more salaries go through. What happens with substitutes also is substitutes are paid one month behind because we um you know, they're so right now with the May payroll, we're paying April time. Um and so there's a little bit of a lag with um substitute which um Miss Perez had mentioned a lot of

136the schools use that time for additional substitute time for collaboration time or um you know to provide additional support to teachers. And so now um overall we're looking closer to about 600,000 um and then we still have a month's worth of expenditures to go through. Um and then what happens with the carryover is that at the end of the year after we close the books um let's say we have this 600,000 or 500,000 um that money gets redistributed the next year among all the title one schools. So the school site um doesn't keep it. It gets redistributed. The concern that I'm trying to make sure I'm real clear on is that that man money was allocated for that child, right? and that child did not benefit from it. So how we can work closer with

137uh the parties at be so that we don't leave we leave the minimum amount of money on the table from year to year. Yeah. And and trust me surreners uh believe me that's something that uh it's very very I mean we all feel the same way. This year's monies are for this year's kids very very clear. uh one of the things that uh we're working with uh Miss Morales's team. If you want to share what you're working with the senior directors and how they're working in turn with the principles to make sure that they're on task and they're they're on they have the timeline uh based on making sure that they spend all the money and that they don't wait till the last month that is spent throughout the year. Yeah, of course. Um we

138do share this the same desire to have all of the money spent and our principles do as well. Uh what we are putting in place next year through the support of our amazing senior directors that are here front and center with us is um we're working collaboratively with our budget department and we're going to build those budget meetings into our coaching plans. And so we not only feel like this is a vehicle to support our newer principles where school budgets can be complex and difficult to understand all the different funding sources but that we have real time information about what the spending looks like on a school site and what it's being allocated towards which we do through the SIPs but the fact that the money is actually being spent. So I can tell you

139right now I have the current list of the title one money at each of the school sites. I'll meet with the senior directors and we will build that into our coaching cycle next year. Appreciate that. Thank you. I had a question going back. Um just to clarify, I understand title one and the 40% of schools. How is title three allocated? Is that specifically for the child or is it also in the percentages? Yeah. So, so, so the amount is based on the number of uh English learners and migrants. So, it's based on the number. you would you like to uh uh explain um how the precise amount for the site is allocated? So that's a great question. So unlike title one, title three is not distributed to the school sites. Title three just like title

140two and four is managed at the district. The DAC which I know many of you have attended provide input. So the district leaders, the DACA who are advocates for English learners across all schools provide input into that. So we don't actually allocate a certain amount to schools. We manage it at the district based on our own needs assessment which includes data which includes educational partner input and then um we utilize uh the funds to provide those services that schools can partake of. Okay. And another question um for the changes that we foresee for title three are those included in the budget that we were given the 66 pages that we were provided. I'm sorry what was the question again? So, are the foreseeable changes in title three that were mentioned that we might lose that

141due to um the changes budget cuts? Uh do we have that included in our budget? Is that reflected? It's not reflected because it hasn't happened. So, when will it happened? Well, that depends on our president. Oh, so there's no timeline. No. Okay. and he could take it back. And at the time that it happens, are we going to be brought forth another budget and then we will approve that? Yes. So, so what happens is that um if that happens, we're hoping not. Uh but if that happens, then we have to make a lot of adjustments. Uh we have to make adjustments because uh it does have an impact. Uh it will have an impact at all sites. Okay. So, so AB will be brought forward. Absolutely. We will be having a discussion. Okay. Thank you.

142That it. Thank you very much all of you for the presentation. All right. Report on rigorous learning for all. Miss Morales. Thank you, President Ugarte, our board, Dr. Reyes, and our community. I want to start by saying um before we get started on the presentation that the amount of work that our team has put into this plan and it is just insurmountable and it's reflective of not only their work of the people who are diligently sitting in this room with us tonight. Uh they work on this plan day and night with us but it's also reflective of a lot of collaboration with our teachers, our staff and our community. And so I bring it forward with great pride and um I think that our instructional services team in conjunction with our other departments is really

143excited about the plan that we're putting forth today and it's going to be building off of the plan that was shared by Miss Carol back in June about the objectives that we accomplished or set out to accomplish for this year. So tonight, our team will be presenting on rigorous learning for all, our district's 5-year plan. Supported by our LCAP and anchored in four key domains of intentional improvement. Through a collaborative effort between district staff and our educational partners, we are committed to implementing strategic multi-year objectives and priority actions that drive equity and improved academic and social emotional outcomes for all students. So, as I've shared, this is a five-year plan, and we are currently finishing year 1, which we're really calling a foundational year. 2425 is setting the stage and building that strong foundation for

144the future shifts and work that we're doing to come. We've talked about this before, but as a reminder, we are moving as a district from a decentralized to a more centralized model. And we're doing so to be able to provide equitable support to our school sites on district programming. And so we're going to be scaling that centralization over time, but also are doing it based upon the feedback from our teachers and our school leaders. We have engaged with many educational partners and workg groups to gather input and inform this planning. This model of ongoing input has allowed us to make corrective changes quickly and the plan we are presenting tonight is really representative of the feedback we have received. Our team's iterative process in creating this plan represents a shift in how we collectively lead

145work with alignment and cohesion. We are committed to innovative practices and working differently so that we do not get the same results. We know we are in a different place postco and need to meet the new demands placed on our schools. The plan's impact will equip our equip our students to become future ready. It will allow our students to feel capable, cared for, and valued in our schools each day. It will also give all of our teams throughout the district a collective efficacy that strengthens our ability to ensure student progress um re maintains and we're able to retain our staff. And so up here you can see all of the variety of staff engagement we have um conducted this year that has informed our plan. I know you'll be dazzled by those moving arrows. Um,

146so our plan includes four domains of intentional improvement. Based upon the feedback collected, we changed the culture shift domain to the multi-tered systems of support domain. We believe that a positive culture shift is essential for fostering an inclusive and supportive environment for our students and our commitment to this transformation is reinforced through the implementation of the multi-tiered system of supports which we will refer to as MTSS. The instructional transformation domain is defined as aligned and connected curriculum, instruction, and assessment that creates cohesive, responsive, and innovative instructional practice that builds on student assets, supports diverse learners, promotes agency, and improves learning outcomes for all students. To implement instructional transformation and MTSS, we must have a domain around highquality professional learning. This domain is focused on developing developing a personalized professional learning system for all educators that

147promotes growth through relevance, choice, and collaboration while supporting ongoing reflection and evidence-based instructional improvements for all district employees. And lastly, to lead this work, we need the turnaround leadership domain, which focuses on providing customized support to develop, sustain, and empower leaders while prioritizing improvement and monitoring goals to ensure sustained progress. Next, we are presenting the five-year objectives and the priority actions for each domain. We'll begin with instructional transformation. For each one of the domains, we are going to share two slides. The first slide will have a description of the domain on the left. This is written as our desired state of being. It's what we want to see in five years. And then the five-year objectives are on the right. Uh on the second slide, we will also then share with you our priority actions

148for 25 the 202526 school year with the understanding that this rigorous learning for all plan will continue to build through the next few years with ongoing input and feedback and the continuous improvement process. So looking at this first slide, you'll see our focus on instructional transformation is really a bold shift on how we are going to align curriculum, instruction, and assessment to serve all learners. Our goal is to create a system that's not only standardsbased and rigorous, but also innovative and student centered. Over the next five years, we'll be working towards three key objectives. A future ready standards aligned curriculum that reflects real world relevance. Innovative cross-disciplinary instruction that makes student thinking visible and empowers both voice and choice for our students and a dynamic transparent assessment system that drives meaningful instruction decisions and supports

149growth. This transformation is about coherence, responsiveness, and ensuring that each and every student thrives in our schools. The next slide highlights the specific priority actions we're focusing on for the 2025-26 school year. On the left, you'll see the categories we identified for instructional transformation, focused on curriculum, instruction, and assessment. On the right, you'll see the priority actions that are going to drive our team's action plans towards meeting these objectives. These actions are intentionally aligned to support coherence across our system and impact the teaching and learning in our classrooms. In the area of curriculum, you'll notice that our priority actions are centered around creating curriculum guides, redesigning the teacher portal, integrating Spanish language arts and science, and initiating a math in adoption. All these actions will make what we teach more accessible to our teachers and

150relevant to our students. In the second row, you'll see we're also focusing on how we teach on the instruction more innovative and student centered designing by designing. We'll make our instruction more innovative and student centered by designing spaces where students can explore, experiment, and make connections with the content that they're learning and with one another in their classrooms. Our priority actions are selected strategically to use evidence-based instructional routines and educational technology that will ground us in our focus on student learning. In order for that curriculum and instruction to have the highest impact possible, we know that we need to have a dynamic assessment system that will provide us with the data about what our students know and are able to do so that we can build on their strengths, address their needs, and monitor their

151progress throughout the year. Our goal is to provide data that's easy to access, timely, and meaningful so that we're able to work collaboratively with teachers, principles, parents, and students. These actions represent our commitments to creating a system that empowers all teachers and students with the tools and resources they need to transform teaching and learning. So, for the next two domains, we're going to invite up two amazing senior directors that we have in our district. Dr. Patel is she is our director of student services that supports Miss Casey's department and then Miss Carpenter who is one of our senior directors from the leadership and learning team. Thank you. The next domain is MTSS. So California's MTSS is a framework designed to align and integrate academic, behavioral, social, emotional, and mental health supports into a single cohesive

152system. This one system approach ensures that all students receive the right level of support at the right time based on in their individual needs. In essence, it provides the structure we rely on when a student is facing challenges or struggles, allowing us to deliver targeted interventions through a tiered system approach. This domain reflects our district's commitment to a systematic and proactive approach for improving instruction, decreasing unnecessary referrals, and fostering strong school family partnerships through the implementation of MTSS. Over the next five years, we aim to achieve three goals within this domain. Empowered site MTSS teams. Schoolbased teams will ensure that students receive timely datainformed support tailored data-informed support tailored to their academic, behavioral and social emotional needs. Next, we would like to uh have a goal of a culture of continuous monitoring. So our district

153will foster a datadriven culture that uses multiple measures to regularly assess the effectiveness of tier one and tier 2 supports and then ultimately reducing the need of more intensive tier three interventions. And then lastly, engage in supported families. So families will have improved access to both school and community-based resources and partnerships, ensuring a comprehensive network of support that promotes students and family well-being. As we look ahead for the 2526 school year, our focus within the MTSS domain is to strengthen and align our existing practices through this more systematic approach. As previously mentioned, CVESD has built a strong foundation of experience and expertise and we are committed to enhancing this by aligning tiered supports, reducing unnecessary referrals, and fully leveraging that MTSS framework. Key priorities for this work include updating our MTSS handbook, providing targeted professional

154learning, supporting site teams, and developing actionable school specific MTSS plans. The purpose is to ensure consistency, clarity, and impact across all schools, ensuring that every student receives the right support at the right time. We're also committed to cultivating a culture of continuous improvement through the use of common data sources and monitoring tools. Schools will receive support in accessing and interpreting multiple data sources along with differentiated guidance aligned to their individual site plans. In addition, uh we're expanding efforts to improve family access to resources. This will involve a cross departmental collaboration such as working with communications department uh to develop a clear communication plan, strengthen referral systems, and foster meaningful homeschool connections. Ultimately, our aim is to ensure every student and family is supported through a cohesive, datainformed and responsive system. Another core priority is a

155strong commitment to highquality professional learning. We're building a personalized professional learning system guided by five-year goals. You'll see these goals on the slide and they include a focus on empowering educators, strengthening instructional leadership teams or ILTs, and providing strategic support at each school site. To enhance educator capacity for student success, our strategy centers on empowering educators through targeted professional development and collaborative leadership. Priority actions for personalized professional learning for the next year include a year-long plan on district instructional priority areas, jobalike learning sessions, and a new teacher onboarding plan to ensure that new teachers feel supported, valued, and prepared to succeed from day one. Strengthening instructional leadership teams is another key action that supports collaborative leadership. ILTs will develop cohesive sightspecific professional development aligned with school goals and they will be trained to use standardsbased

156standardized approaches to data analysis, progress monitoring and instructional strategies. And finally, strategic site support will include customized learning plans based on the unique needs and opportunities of each site. This approach facilitated by instructional services and support staff allows us to address specific challenges and youth strengths within individual schools. Fostering an environment where educators and students can thrive. By investing in our educators and fostering a culture of continuous improvement, we are laying the foundation for sustained student success. Good evening everyone. I'm excited to share our focus on turnaround leadership. A big part of our long-term strategy to build strong, confident site leaders who can drive real change on their campuses. At the heart of this work is a simple idea. When we support our leaders well, our schools do better. Over the next five years, we're

157focusing on developing systems that help site leaders feel equipped, empowered, and supported. We've broken this domain into three main goals. First, we're building a differentiated support system, not one-sizefits-all. We want leaders to have what they need to lead with confidence and to really push forward school improvement. Second, we're working on supporting our leaders through regular professional learning where learning is shared, collaborative, and joyful. We want our leaders to have experiences with us that they can immediately take back to their staff. And third, we're making sure we have strong data systems in place so leaders can see what's working, adjust where needed, and help teachers respond in real time to student needs. As we move into the 2526 school year, we've identified priority actions that bring our leadership objectives to life. First, leaders will build confidence

158through personalized coaching, peer mentorship, and leadershipmies. All designed to meet them where they are. Next, we'll provide professional learning to our leaders through learning walks, monthly leadership meetings, and collaboration time. Then we're making sure data is at the center of school improvement using student work, progress monitoring, and quarterly data reviews to guide instruction and leadership decisions. Together, these priority actions form a clear path to supporting and building stronger leaders and better outcomes for students. So, in summary, we appreciate this opportunity to share our plan. We're proud of the process that we've gone through to collect input. We're also proud to have a roadmap for the next four years, one where we can stay the focus and truly help our students, educators, families, and leaders be successful. Thank you. Thank you. Thank you. There are no

159speakers for this item. Are there questions or comments from the board? Yes. Um, yes, I have a comment. Um, as Miss Morales said, I could see the amount of work that you guys put. So, I just want to thank you for doing that, for working as a team and collaborating and giving us um a great presentation where we can actually have see the goals that you we are all working towards, you know, and that's amazing. Um my only question would be are is this uh PowerPoint available for parents or the community? Ms. Morales? Yes. Um so one of the things about developing this plan is there's a lot of other mini plans inside the plan. So each of the boxes represents a plan and one of them is around our communication plan and um we

160have um already let our principles know that at the beginning of the next school year they will be presenting this plan to all of their teachers at their school sites. What we do at our leadership meetings is we actually model activities and have them work through the process that they can take and do back at their school sites. And then we'll be asking them to do it at a principal's coffee. You'll hear us again at one of the first DAC DAC meetings and then we're going to ask Dr. Reyes to do a video to release it out into the community as well because he's so good at that. Um and so yes, we we plan to really scale and communicate it and now we feel a readiness to do so. Okay. Thank you. I have

161questions. I really can appreciate. Yeah. Okay. No, same thing. I want to ditto what uh trustee Ramirez Dominguez said. What an amazing presentation. So, thank you for that. Um again, I want to see that presentation again. Um but just one question. Each year will you kind of come together and re-evaluate what's been working and what hasn't some changes? Yeah. So, this is uh it's a live document. Okay. Right. So, so you know, we we do have the goals, we do we do have the all the different steps, but as as we move forward, we need to be evaluating how we're doing. And so there's also part of the plan is consist of the evaluation part. Thank you. We good? Yes. Yeah. I do back to what I was saying. I do appreciate your work. I've

162been involved with numerous project projects. Um, so I understand the trying to capture the goals in, you know, in x number of words and the mini plans. I was so glad you threw that out before I said, "Okay, but where's your action plans? Those are your mini plans that you're speaking to." So, you're speaking uh saying that, you know, the principles will take it back to their teachers. You know, all the teachers are going to fall off their chairs, right? As soon as the principles present this, there's just not enough detail for them to your your poor principles there, Miss Corona, are going to have to have such a grasp on what it is in order to maintain that ship afloat, you know, because that transition is going to be so difficult. maybe it could

163be a lot easier if they have a real good understanding. And so, um, I appreciate the the work that it's going to take to make this happen. And I especially appreciate that it's going to be data driven means numbers and the parent engagement pieces that are on there. Uh that's where I know um uh union leader Miss Rosie Martinez and I had an extensive um conference call yesterday and we spoke at depth just at length about how the parent engagement is going to be even more critical now because um not not every school has 100% of their parents informed just famil family's life situations. They don't know and it makes it more difficult for the teachers to get that parent engaged if they are not able for whatever reason able to tell them or the

164parent your child is not doing well and unless we start facing that and not pointing fingers nothing like that we are where we are it is what it is but teachers are need to be able to have that skill set and permission to be able to tell the parent, "I need your help, mom. I need your help, grandma. I need someone to help step it up because I'm not with your child." And a lot of teachers don't like to give homework, you know, homework at home, you know, but they have to, you know, because they can't teach them everything in that little plan. in all of this, are you building in these intended combo classes, which I am a thousand% against? Okay. So, the instructional time, how that's going to happen when you're trying to

165roll this out when teachers are being challenged with, oh my gosh, I've got x number of kids that are in one grade, an x number of kids that are in a different grade, and uh I I I want to make sure that they feel heard. Not just feel it, but the feeling part is just too feely. I want to see some action here. Tell me how I'm going to resolve this. And all of these are really great goals, but they're going to cost money, too. Building these data systems, it's gonna No one's doing it for free, unless you're getting Trusty Tomo to donate some time here, you know, but but they don't do it for free. You know, it's going to cost more money. Is that built into this budget that we're looking at? I

166don't know. You're going to have to tell me. It's going to take more of your time, more of staff's time. how how is this going to happen? So, I'm hoping to be able to get peaks at your mini plans and even if it's just to calm me down, but it's going to take I'm going to have to die for that to happen. Okay. just it's my natural who I am. But um that's going to be your biggest challenge is for that principal to be 1,000% informed, engaged, understanding it, and knowing that they have the support from the district. And you guys are just one person. You're not a thousand people, you know, and you have how many principles out there. that principal is then going to have to be able to have such buy in

167that the teachers are going to just jump in and say, "Yep, we trust you. We believe you. We got it. We'll go in it." They can't go in blindfolded. So, I'd like to know at some point here have these updates of the costs as you're identifying them because it's hard to identify them that much more, but you know that it's going to have a cost. And we're going to be talking budgets here. So, I thank you. It's a big project, but um I'll speak more at a later time, but combos, I I did the math. I had to look up. I'm becoming a teacher almost. Look how many instructional time that you have to give each child every day. And a combo. I don't care how you how you how you bake it. You can't

168give those eight hours, six hours, whatever hours they're in with the child. You can't give that if you have curriculum for one grade set and curriculum for another. You can't do it. It's impossible unless you're going to put in another adult in there that's trained and then we're talking about money again. Thank you. Thank you. Obviously, a A plan of this magnitude is changing the culture of the district, right? It's really going in deep. And I want to start with kudos to the entire team for being brave, brave enough to take that step, right? Because one of the things that we we have asked Dr. Reyes is we need to do things differently. what we have done in the past has stopped working. We need to be very uh datadriven which this plan shows that

169we're that's the intent to be data driven that we have a better focus on that centralized component that this a district of this size requires. Yes, there has to be some flexibility in some of the schools to to cater for those communities, but there there has to be some consistency when when a child uh we were talking about special education. When a child in the east side is having a class, they should be able to transition to a class uh school in in the west side and have similar supports. And that is part of of this plan. Now, this is a large undertaking and it's going to take time and it's going to take a lot of refinement as we move along. It's not going to be perfect because that's what it is and that's

170why we call it a live um document, right? For example, one of my observations that I would encourage uh the team to look at is we talked about uh professional development. We talked about professional development for teachers. We talked about professional development for administrators, but I failed to capture where is the professional developer classified. There's instructional assistance that are going to be required and many other classifications to support this plan. I think it it would behoove us to include some professional development. That way we can not only prepare those instructional assistants or classified educators, but also make sure that we're setting up the expectation that this for this plan to work, we need everybody. We need all hands on deck. And I think that it that's the only thing that I could um probably bring

171to your attention at this at this point. Uh, I love the the fact that we are are breaking it down, that we have goals now and that we're working on those mini plans uh for each of those goals and and I know it it takes time and I know in it it we need to give some grace because it's not going to be perfect this first time. there's going to be things that we think that this way will work and later the data will show us probably something different and that's where we need to give grace to correct that. Right? But they the idea that we're taking this bold move to move a district of this size of 50 schools um with so many um what was it the enrollment 23,000 now? What with charter

172or noncharter? What charter? 2850 2850 28 28,500 Okay. So, it's a lot of kids. It's a lot of students to try to move the needle for them, right? Because at the end of the day, what this work is going to do is going to try to make sure that every single kid um is receiving the educa the quality education that they deserve. So, I applaud you. I thank you uh for the long hours. I thank you for um probably more gray hairs that you're going to have because of this. But you don't get gray hair. I do. Um but um thank you. Thank you for for taking this this bold move and and I appreciate it. And please let us know. Uh like trustee Dominguez Cvant said, we understand that a plan like this is

173going to take money and I know Mr. Pong is going to cover his ears right now, but let us know what you need to make this plan work so we can prioritize it and look at those options. Thank you. We're in a very different place than we were at the beginning of the year. Um, and it's a testament to the hard work of this team and everybody that has presented today and given us this information. Um, starting off with the listening tours, right, and getting that information. My hope is that you continue those. I know not as intense but maybe quarterly or at the at the semester to see how it's working to get the feedback from the teachers because I think um when you did that it shifted the way that people started thinking

174about this plan and so um I know that this was a year-long endeavor put into a very short presentation when it comes to the amount of work it wasn't just hours it was months of work. Um I've I've had the opportunity the last month to be in um the same rooms as our principles and our teachers and our principles are excited about this and I'm glad that um President Cordona mentioned that aspect of taking it taking a long time but they're excited and I can see why. Well, this is an outline and it it gives us an idea of what those details are going to be in in the next few months. Um, when principles are telling me that they're excited about this and they're on board, that's a very good message because they're the

175leaders at the school. And if they're excited, the teachers and the classified staff are going to be excited. And I've been in the pro I've been with teachers and I've had the opportunity to talk to some of our teachers and they're saying the same thing. and they're they say we're looking toward the leader our leadership and we have good leadership at our sites from the the ones that I've spoken to does that's what I'll say about that but I also am excited um with these are these four areas because I'm going to say it this is community schools this is the approach that community schools have educating the whole child by meeting their needs and we're making sure that they're getting that academic IC rigor by incorporating everything. And when I listened, and I know

176I attend a lot of board meetings, but when I was listening to the state board of education just a few weeks ago when they were telling us which schools were going to have planning grants, the vision of the state board of education is that all of our schools in California have this approach that we all that every school and every district approach our education of our the education of our students like a community school and this is going to make it that much easier. It's going to it's going to take some shifting of paradigms um and it's going to take work as my colleague said, but I think that I'm hearing from the people that's that are going to implement it that they're excited and they're willing to do it and at the site leadership

177level if they're excited then that's going to transfer down to the rest of the staff whether they're certificated or classified. So, thank you so much. I think at the beginning of the year, you realized you you reflected and you went and you corrected that and that's what we need to be doing and this live document is a testament to that. So, thank you very much for your presentation this evening. Y Okay. Yeah, I know. So, um, before we move, uh, move the consent calendar, there are quite a few items. So, we're going to take a short break and that way anybody else who was here for the presentations can sneak out. So, uh we'll be back um just before Fine. Okay. Approval of the consent calendar. The following items listed under consent calendar are considered

178by the board in one action. There will be no discussion on these items prior to the time the board votes on the motion unless the members of the board, staff or public request specific items to be discussed and or removed from the consent calendar. The staff has withdrawn item 11 C subsection L entitled consultant lead right educational consulting LLC. and and that was for uh because they were unable to perform the services and also I'll the next one the staff has also withdrawn item 11t correct so we're pulling that one uh which is the playground renovations at v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v

179v v various sites by western state builders. The district received a vid bid protest that is under review and the item will be returned at the June uh June 11th board meeting with recommendations based on the results of the bid protest. Thank you. Okay. um items that are pulled by the public. 11 C subsection F F 11 CF and then any items being pulled by trustee um Ramirez Dominguez. Ready? Mhm. All righty. Um, Pauline C, I don't know what subsection was the job description for behavioral support assistant. Um, and for director director of curriculum. Um, I don't know if those were kind of miss there. CC C and Okay, I'll I'll figure where it's at. All righty. Then CJ Mhm. C L. Um, and then do I need to give you like because L has

180a lot. So, do I need to give you pages? You can do it at that time. I want her at that place. It's multiple ones. C L C C L I'm pulling D as in dog E F I'm pulling H J K L N O Q R U N Y Bingo. There you go. You're welcome. Trusty Tullson. Um I'm just pulling I trusty Domigantes if any of that have previously been pulled. I need to so I can put that both of you are going to speak. Uh, I'm pulling 11 C, excuse me, 11 C, subsection 11 CC, and subsection 11 CL. Mhm. then 11 F 11 K 11 N 11 O and since 11T was pulled then um together I'm pulling 11R and 11 W as a one statement and 11B trust no I have

181no items because all right Um, we are pulling items 11 CF, 11 C, 11 CJ, 11 C L D, E, F, H, I, J, K, L, N, like Nancy. O, Q, R, W, U, Y, and BB. Is there a motion to approve the remaining items? The two items. Move to approve the remaining items. Is there a second? Second discussion. Oh, I wanted to know who pulled 11 I. I did. Okay. And 11 W. You did. W. No, I Oh, I see for the one statement. Thank you. Wait. Um, there's been a motion by Vice President Deayo, seconded by clerk Dominguez Cvantes. Recording secretary, please call the vote. Ramirez Dominguez, I. Tolston, I. Dominguez Cvantes. Io, I. Yes. Motion carries unanimously. Okay, we're going to go through. I'll do it alphabetical order. Please stop me if

182I skip one. I have the list here. Item CC had it open. Correct. I think it's the job descriptions, right? Job descriptions. Yes, they are. And that are those at the end of the item? They're at the middle of the item. Okay. Uh page uh three. Okay. So, Trustee Ramirez Dominguez. Yes. Okay. So, for the behavioral support specialist that used to be the instructional assistant, behavioral support specialist assistant. Um, my question is, are we are we provide of what I understand we're providing one of these for every school. Is this a sustainable move from us or are we creating a potential problem for the next So can can you clarify the question before I so of what we've had um in previous meetings is that we create jobs we have IIA openings or or a

183certain position for people and then coming next year we because of need or because of budget or because of anything now we say oh this school no longer needs this. So is my question here is are we creating are we potentially creating a future problem or is this something that can be sustained? Yeah. So so a couple things. One is that this this uh part so so president if you you let me know how you want me to answer this because I know that this this is for the job description. So you want me to that Yeah. And this is the if you'll answer with that this is if uh if Mr. Romero can just explain that this is a job description and what we normally do with job descriptions. Correct. So so so yeah.

184So so the actual item is is to modify the job description. Okay. Uh so I can speak to that. Uh actually if you can speak to the changes that were made to the job description and why they were made. Yeah with pleasure. And so one of the uh strongest concerns that we've uh been working with is how to support and manage uh behaviors at our school sites. So this job description was worked closely with Sharon Casey um and our CBCO president uh Angela Reid uh to address some of the concerns that have been shared uh throughout the past couple years um and really how we monitor and manage student behavior in our classrooms and supports. Um, so the data that we're using uh from what we've uh been experiencing this year was influencing the changes

185and updates to this job description uh to make it more aligned with the duties and responsibilities that we feel um would be uh how we'd be able to respond to crisises that are happening at our school sites in our classrooms. And this gives us the ability to hire this job. Correct. Yes. And there's no people since this is an is okay clarifying this is a change in the job description. So there's no one in these positions right now. Correct. We're going to be if it gets approved it gives us the ability to now post and and hire. Okay. If I can piggyback on your question and maybe help you a little bit here. Uh the supporting documentation says that the funding source for this uh position will be the learning recovery emergency blog grant. You're

186projecting to hire 43 positions for $2.7 million. What is the term of that grant? So what is the term of the grant for the learning recovery emergency block grant? We're able to spend those funds through uh June 2028. So trying to understand a little bit more uh trustee um Ramirez Dominguez um question. So if we hire these positions, we would have guaranteed funding for them until 2028. Go ahead. No, we would not have guaranteed funding. So it's like an allocation of money and we have till 2028 to spend it. Correct. But there are different variables that are in play right now and so based on the reductions. So the issue that we have right now well all the school districts have um is that we're facing possible reductions. However, we don't know if we're going

187to get him and to what and if we do to what extent. And so it it puts districts in a very complicated position because on one hand, you know, we did a needs assessment, we did and and for example in our site visits and uh listening tour, it was very evident overwhelmingly from certificated classify and administrators the need to have to have behavioral supports. So we took that very seriously and say you know that that came out as our number one priority and so uh at this point the decision was made based on that need in the classrooms to have direct supports behavioral supports but at the same time uh and then right now we have the grant that we can use. So for this coming year, yes, we have the money for this coming

188year, but as changes come as as things come and and impact the budget, then uh we have to make adjustments and that's when the conversations come into place as what adjustments do we need to make, right? So it's that's why it's complicated because we we have no guarantees right now on where we're going to be going both from state and federal. Okay, Mr. B, we're also in the process of the implementation of the CBHI grant which um would help cover some of the mental health services, but that's um for ongoing funding for these type of positions. a couple a couple of questions based on that on grants. So, um this would be I'm imagining here Miss Sharon Casey uh worked with this description in support of um the rigorous learning for all. That's the intent

189also. I know we need them. Rigorous learning or not, we need them. But uh uh to work closely with and to support MTSS, right? Because that's my new baby. And I'm glad to hear that. Okay. Yes. So So it's part of it. So one of the things I mean you right now you you're mentioning something very important. There cannot be rigorous learning if there's behavioral issues. Right. Right. uh not for the students and not for the student that's that's presenting those behaviors, but also for the rest of the students. And so we we have to be able to support teachers and classrooms. Sure. And so again, that's why this is priority. Oh, I I I completely I'm on board. But you mentioned grants. May I direct myself to grants? Um Mr. Pong. Um so does

190each department tell me how this works. Does each department or each discipline apply for grants on their own? We can't right now. The we're the it went to grants because of the specific grant funding this position, but we can't ask questions about grants right now. Okay. So, but he mentioned grants. So, does the question then is he going to continue to apply for grants to support these behavioral specialists? Yes. So, so we continuously apply for grants. Uh, in fact, today uh I spoke to um one of the directors and and she's applying for another grant. So, we're always continuously applying for grants. Uh again, some of the grants are being I I don't know I don't want to say targeted but are being well yeah targeted for possible reductions but we because we don't know

191if and the extent then we have to assume we have to go by the numbers that we have today. Got it. Thank you. And I know that we're talking about a job description. However, my concern right now is during during COVID, we hired a lot of people with that grant money. And as you said, Dr. Reyes, behavioral support assistance is is something that we need. when this money runs out, we're going to be in the same position that we're right now with psychologists, with um counselors and stuff like that. Uh where we need them, we see their value, but we can't fund it or we're looking to cut other programs. So, I I I just ask that if if we do approve this and if we do post positions that um we let it know

192to the whoever's applying that it's grantbased funding. You're right. Absolutely. Okay. All right. Um Trustee Dominguez Ramirez Dominguez, you had another job description. Um, I had a question on director of curriculum and instruction. Um, my question was, is there someone in this position already? Dr. Reyes? No, it's vacants. Okay. So, we're developing this position in the midst of laying people off because financial things. So why do we need this position? So yeah, so a couple things. One is not we're not developing the position. The position exists. Okay. Uh we're simply uh there are a couple things that that we need to change. One of them I believe is the person uh reports who the person reports to. Uh that was one of the the main changes. Uh so the per the the position has existed

193for many years. Um, but we the person who they would report to has changed. So that's one of the changes. So we're not creating the position, but there's no one in this position right now. It's unfilled. Was there a reason why unfil? It was it posted? Was it open to the public to apply or is something that we're going to do after? So we need to wait till we make the changes. If approved then we would post it. So what we don't want to do is we want to post it, hire someone and then make the changes. So we want to make sure that we do we follow the right sequence of steps. Okay. Any other um trust I'm everybody's name today. So this um you pulled C as well but it's been answered in

194Okay. And did you have any more under CC? Um, under CC. No. Okay. So, now CF was pulled by the public. We have one speaker, Berta Lopez. It's three. Agenda items are three. Oh, I wasn't aware of that change. Hasn't changed. Uh, okay. I'm not going to argue with it. I wanted I wanted to bring something up to your attention. On April the 24th and Dr. Reyes has been copied on all my emails that I've been sending. I attended a neurodyiversity workshop uh along with about 40 parents and some in fact some of the parents are here. At the end of the meeting, it was a wonderful workshop. At the end of the meeting, I uh went to Jovana uh Castro and I asked her be uh I asked her that I wanted to meet

195uh I asked a question. I wanted to meet Miss Veronica Kasanova and she told everyone including myself that Miss Kasanova was not there today. Okay. So, at the end of the meeting, I approached uh Miss Kasanova again, and I asked her if I can go ahead and have a meeting with her so I can go ahead and talk to her about uh parental involvement. And she said, "Yes, definitely." She goes, "Let me give you my card and we'll make an appointment." Meanwhile, I had about three parents that were waiting for me to talk for me for for me to talk to them. So then once we got that through, I went outside and then uh I was doing something else outside and then one of the three parents that were waiting for me. She basically

196said, you know, I'm not sure what's going on, but I was told that I'm not to talk to you. And I said, well, that's wrong. I said, I have very extensive parent involvement in the San Diego County and I'm well known as a parent advocate. So, I kind of kind of didn't think about it at that time, but I decided to go ahead and write an email which Dr. Reyes was copied on April the 28th. Um, I went a I went ahead and I write wrote another email to Miss uh to Miss uh Castro and I said that I wanted to have a meeting. She did responded to me, but she also responded to uh Miss Kasanova and she responded to Miss Dr. Reyes. And then on May 1st, I was aware I became aware

197that Miss Veronica uh Kasanova was no longer working on the in the district. However, on the 24th, we were misled. Why? Why aren't people being transparent? And it did not have to do nothing to do with a personnel item. I wish that somebody would have just said from the very beginning, Miss Kasanova is no longer for the working for the district instead of just give misleading me. Not only me, but misleading the parents. So to me, that's very disrespectful, Dr. Reyes. And you were made aware because I copied you in all the emails and I have them here. So, what I'm concerned about is that Miss Kasanova uh is uh the director of uh communications and she did tell me that she was the director of parent engagement. So, if she was the parent engagement,

198why wasn't I why wasn't she told that she had resigned not on April 19th, Mr. Romero? I believe that she was she resigned on April 18th 18th. So, I just wanted to make you aware that tell the truth. That's all I want. Tell the truth and be transparent. Don't don't don't tell us any lies. So, thank you so much. Thank you. Item 11 CJ. Oh, uh, NR J says, uh, Tristar Risk Management Insurance Company January 1st, 2025 through December 31st, 2025. Um, there's no more information in this. I just wanted to know um about these. Dr. Reyes, Mr. Romero. Yes. Uh Tristar is our workers comp u broker. Uh and the Tristar was renegotiating the terms uh with the district. Uh the district um through some very stern bargaining on behalf of uh through Jenny

199Vignyak uh negotiated a rate uh that was more acceptable to us and so they finally agreed upon that rate um and we're bringing that forward today. Okay. Does it do we talk about like the amount of money we're paying or that's something the ruse for for K RJ? Sorry J. Yes. Yeah. So do you have the amount that we're paying? Um the Yes. The amount. Do you have it? It's I don't have it. The amount's missing. I just asking Mr. Pong. Yeah, I didn't look. Sorry. Yeah, I I don't have the amount with me right now. Okay. Now, Mr. Romero, is Tristar the company that we've been using so far? We've been using Tristar for the last multiple couple decades. Okay. Yeah. Item CL. Um, and this was both trustee um, Ramirez Dominguez and Dominguez

200Cvantes. Yeah. Okay. Do you want me to go one by one? Where did I because there is multiple ones on CL? Yeah, we're going to do one at a time. Um, the first one. So, she speaks to one consultant and I have the same question. If you have the one, you can Yeah. Okay. So, I have on July 10th, the board approved the contract with Alliance for African Assistance for Services uh July 1st to June 30th uh for $10,000. Um now they're asking for $5,000 more. And my question is why do they need $5,000 more? Dr. Yes, this is a um a contract that we use for interpretation and um services for special education. And so we needed more to cover the funds for the rest of the school year to what l to Spanish

201or English or multiple languages. They do 180 different languages. Yes. Okay. Thank you. I have a question to that one too. I know last year we approved classified jobs for immigrant students and there's a long list of the different languages. Is there overlap between the two or is it uh like that on the April 27th 2024 we approved uh for immigrant students with support for Spanish, Arabic, Farsy, Japanese, Korean, Mandarin, Russian, Tagalo, and Thai. And I don't know if that contract is still active or not because it was approved last year, April 27th. And um I didn't know if there was an overlap or not. Yeah, Miss Press. Yes. What you approved uh last year on April was the job descriptions for immigrant and family student support. This is different. This is not um not

202an overlap. global uh the the global the African alliance that's interpretation services and translation services for multiple languages family immigrant and student support are actual staff members that would work for our district that would go out to school sites to support newcomer families. The reason why we had the job descriptions updated uh was in the event that we wanted to hire someone to fill those positions, the job description no longer said instructional assistant. And we actually worked with Angelie Reid on those because they aren't exactly instructional assistance, but they are family and student support. So, it's something different. Okay. All right. Thank you. Okay. Item another item. Um, Trustee Ramired Dominguez and CL. Yes. On July 10th, 2024, the board approved a contract with Emerges Healthcare Staffing in July from July 1st, 2024 to June

20330th, 2025. An amendment is required for an additional $400,000 and it will be paid from different accounts. Um, I just want to know, you know, that's that's a big number. Dr. Reyes, Miss May Casey. Yes. So, this is a a nonpublic agency that we use for sub staffing and and teachers when we can't find special education teachers. So, right now, they're filling five teacher vacancies, 28 one-on-one aids for for students, and they're subbing in positions at our sites where we can't get subs. So we needed to increase the contract to utilize the sub support through the rest of the school year. And that is not the same subbing situation that it's happening that we hear. It is subbing for special education aids. Yes. So we have the money to pay to pay them. These are

204non-public agency aids. So through this contract we're funding that. Yes. But it's coming from these are not the same subs that we've hear keep hearing that we're paying 1650. These are different subs. These are different uh different subs and it's coming from a different funding source. Okay. Question on the same item. Yes. Of marriages. Um how much do they get paid an hour? I'm not sure what they get paid an hour. We I believe we pay $30 an hour. Okay. We pay 30 for all positions or subs? No, for the aid positions. For the aid. Okay. Okay. And um so that's for the aids and for the substitute teachers eds subed. So I don't depends on the it does. Yes. Okay. Okay. So on that note then um I know that we've heard even from

205the podium that some of the staff that is sent to these schools they like they can't change diapers. So they have the on-site count uh county back from when I was in the county. Um the CBED ESD staff do the changing of the diapers. Is that correct? Yes. But these aids are behavior support. Okay. They're they're not working some they might fill some essay positions if we're in a pickle, but they're typically for the behavior supports for for one-on- ones for students. Thank you. That obviously sounds really terrible for our existing instructional aids. The other thing that we need to remember is that even though we pay $30 to the company to bring a a substitute that is the the total that we pay, right, per hour and they get the staff gets less probably.

206Now, if we were to hire somebody even at 1650, it's not 1650, right? Because we still need to pay into our payroll tax or uh retirement, our leaves. So, the total compensation package for an instructional assistant is probably closer to that $30. So, there's not a lot uh of difference. Uh the only difference is for for a district is that we can use them on a temporary basis. Once we hire somebody that's here, right? So an instructional aid that works for CVESD that works four hours, they get compensation. They have medical four four hours. Yes. For four hours. Yes. Have compensation. Okay. So the two less than four hours. Less than four hours. No. The minute you cross that tres into four hours, you get it hits four. It still doesn't sound good. Yeah, it

207it it doesn't sound right if if you don't have the full context of it, right? But once you get the context, it's not that different. I don't know. Thank you. Okay. CL the next one. Yes. Um I'm going down the line. And it says impossible science will provide innovative educational experiences for by blending science and magic to inspire curiosity. Um the shows will be provided at Sonia Sotomayor uh and will create a week-long experience for every child that participates in the lead academy summer services will be provided from June 1st through May 31st, 2026. the sum will not exceed $66,000. Um my question here is if is this only for the summer or are is Sotomayor going to have more events following because it's it's being paid through May 31st 2026. So I don't know

208if why that date. Yeah. Yeah. Correct. The the contract is for the for that period of time. This is specifically for for the summer. However, if we have the contract available and uh this extra funding, it allows us to I if we want to, it allows us to have that have that service be provided without having to bring it back to the board. So now the $66,000 are only paying for the one week of the lead summer. Uh, Miss Morales. So, what happens is our students that are at all of our different sites for our lead summer academy, they use that as a 4-day field trip. So, each student attends a 4-day field trip that we just added at Stomayor. So, they have that in addition to all of the other summer academy offerings that

209we have. So instead of sending them to a different place, it's more cost-effective actually for us to bring this program in, set it up at one of our schools, and then have our students rotate through it for four days. So we would say that they're going to be using it from June, it says June 6, obviously that we're still in school, but the first from the first week of vacation till the last week of vacation, it will continue. Uh our summer academy runs for three weeks. Three weeks. Yeah. So we don't do it for the whole vacation but for three weeks of it. Okay. All right. Thank you. Thanks. The next one. Did you have I had one before that which she Do you want me to go to that one? Okay. Uh Robert Gray

210psychologist. That was right. It's right before the impossible science. Yes. Um pseudo educational services and uh services commenced July 1, 2024. So, um I'm just curious as to why we're going back that far. Great if we're just reconciling things. We're seeing things that haven't been done, but I just wanted to find out why retro. Yes. So, Robert Gray does um IEES, so independent educational evaluations for us and we the original contract started July one was approved and then we're adding funding to this for him to do another IE. I know it's not written out that way. I just noticed it too. Yes, I kept reading it. Okay, that's not but it was it was to add an additional IE that parent had requested. All right. not to exceed 17,000 correct for one for the contract

211in general one IE is 4260 I believe now or 4250 thank you the next one inside Global LLC will provide pre-employment screening and recommendations for chief operating officer position services will be provided May 2022nd 2025 through June 30th 2025 the fees for the service not to exceed $12,000. Dr. Reyes. Yes. Well, what what's the question though? I want more information. Oh, okay. So, uh what we want to do is for a chief uh operating officer, which is a county position, uh what we want to do is we want to make sure that uh as we go through the screening process, so it's very different. um let's say a principal a principle that's in our within our field with and and we're we're we're able it's easier for us to determine you know what are some

212of the needs and some of the expertise etc that our principal needs uh needs to have to be successful because that's that's our field chief operating officer is sort of uh in a different field which deals with uh facilities etc. So what we want to do is we want to make sure that we uh hire uh an external uh company to do the initial pre-screening and um uh so let's say I'm just going to throw numbers. Let's say we have 30 applicants. They would do the screening. They would do the the pre-screening and the screening and they would do the initial the initial cut and refer the top seven to the district once they they vetted the the the top applicants. That way we we know that a third party who has experience in this

213type of positions and and expertise in this type of experience uh positions gives us uh the top qualified uh applicants. So to this does this mean that we already like this position is open. We have people already applic that applied. Yes. Okay. And how do we know what they will be what criteria they will be selecting from? Is this something that you're bringing forward? Is there extra um documentation that we need to see or who determines that? So they So I'm going to leave it to Mr. Romero to answer, but it's primarily they they do this for many different companies. But but Mr. Yeah. So, Insight Global is the world's largest uh recruitment uh company. Uh they have thousands of offices throughout the the country. Um so we have used them for different services in

214the past. Uh so the uh primary metrics that they use is the job description. So they take the job description which was just created and approved by the board I think like a year year ago. uh they take that job description and then take the applicants uh and they screen the applicants based on what the job description says. And they have a rubric that's used in a scoring system that matches the applicants um resume and recommendations with the um job description. And then based on that scoring metrics they provide the top we're saying 10 candidates uh seven to 10 candidates to bring forward to to uh um Mr. Pong and his team to conduct the interviews after that. Okay. So has you mentioned they've been used before. Have we used them specifically for chief operating

215officer or is do we be previously did we just hire and went to the regular process in instead of using insight? So, well, you weren't on the board yet, but uh so before we didn't post uh the position, it was remember it was an internal candidate that was uh moved to that position. So, we didn't this is the first time this is the first time we're posting this is the first time we're posting this position and this is the first time we're using insect global for this position because correct. However, we've used other third party agencies for different candidates. Mr. Romero, for example, was hired through a third party. Okay. Or recruited. Yeah. So, okay. So, they will do the initial vetting and then we will go through what are the next steps of I'm

216sorry. So once they do their job, you said they will bring up the applicants and then and then the district takes over. Correct. Okay. They will have like the regular with the leaders and the meeting and all those. Correct. The regular steps. Okay. I pulled it too. So u I have to in full disclosure uh last month immediately after our meeting on April 16th meeting was already over over and I approached our president um Lucy Ugarte and um asked her if we were going to go through a third party or that I recommended that we should go through a third party uh in light of just the current environment and the fact that we're going to have Fickmatt going through the process, that sort of thing. And um I did follow up with some emails

217afterwards. So I don't know what the process is and you're more experienced. I uh sent you a couple of emails, President Ugarte, and uh asking uh you know referencing this and also were we going to meet so we could select uh uh an agency who was going to do it and I didn't get a response. So I don't know what the protocol is. Should I have expected you to respond to me? As you I can answer. As you know, I've been I I disclosed today. I've been disclosing I'm having problems with the email system, but I didn't see an email and because you brought it forward. I brought it to the superintendent so that they could do this. We don't usually vet the companies. I just I know that we have bids because it's a

218almost I don't know. That's why I was asking you for that background. But um so if we're having problems still with our it know that Karen Dominguez says that she has come here to get her messages, but um I just feel a little slighted that I hadn't been gotten a response because you said you come here and you've been here. Well, and I I I brought it to the superintendent. Thank you. Correct. Is there another item? Trustee Ramirez Dominguez or Dominguez Cvantes in the next one. Yes, I have one right after that if okay lead right educational consulting provide literacy workshops for the parent community. I think that's great at heritage being paid through the title it would be their title one funds correct their site title one funds. I'm just wondering, and I've brought

219this up before when I see something that um I'm sorry. I'm sorry. That was pulled. Oh, that was the one that was pulled. That one was pulled right because they're unable to perform the services. Oh, jeez. Got excited about nothing. Okay. Thank you. Next one. Thank you, Arai. I have group consulting services. They will provide consulting services to assistant uh the dis to assist the the district in filling all related applications documents and support for universal services administration company. Um I just want to know for the schools and library division funding program services will be provided July 1st and the sum not to exceed $26,000. It's not very clear to me what's happening here. So can you please let me know? manager is Mr. Pong. So, Rupy Consulting is a consulting um independent contractor that

220assists us with um which is a federal program where they help to fund about 85% of our technology infrastructure like servers and things like that. So, it's a very specialized service that they help us through the application process. they help us um prepare the bidding documents and um awarding the contracts for that. So um we receive about close to a million dollars over three years. It's a multi-year um uh grant period. So thanks to their help, we receive we have received those the money. Yes, they help us um receive those grants. Okay. Receiver process is it does it mean the same thing? So we can receive. Okay. Thank you. Okay, next one. On July 10th, 2024, the board approved the contract with Ewell Group, EBAL Group, uh 98,000. It needs an amendment for 150,000 more.

221So, Uhuh. Yeah. So, it wasn't 98, it was 980. Oh, yeah. 980. Sorry. Uh, Miss Casey. Yes. So, we use EBA Group for our speech and language agency staff and so we needed to add another speech and language um staff member. Okay. And another one um it was confusing to me on the follow just the following one to that uh July about the regions of the University of California um that were paying $10,000 and now it needs to be amended to $40,000 more. And it's so interesting to me that when we are given this like a vendor or a contractor comes and we and we approve it thinking we're only going to pay $10,000 and then for it to come back a few months later and say or a year later almost and say, "Oh,

222by the way, we need $40,000 more." That's four times the amount that we agreed to pay to begin with. Casey, can you uh well talk about this one, but I think it would it would behoove uh the board to uh explain how the cost for special education uh is really difficult to truly target the exact amount because uh we have new students, we have changes in the IEPs, we have indiv independent evaluations. So you can provide that information. Sure. So this contract in particular if you look it goes through the end of June 30th of 2026. That's why the the larger increase. This is so we consult with two different doctors Dr. Terrace and Dr. Piper who we use to consult with when we have medically fragile students or medical needs on our campuses that

223we need them to talk to their doctors. And so we're this is what that contract is. But the large increase is because it's through the next school year. They require us to do their full school this uh calendar year. So that's why this is an increase there. But typically with sped contracts, this is what's so hard to um navigate for the beginning of school year. We meet with the budget team and we determine, okay, based on what we know right now, here's what we think we're going to need for that year for agency staff, for specialed teachers, for non-public agency aids, for IEEs, um for comped services. We estimate the best we can at the beginning of the school year. When things with special ed staff, we know things change and flow and our students

224come and go. And so we don't always we can't always predict the costs that we're going to need for staffing or for um comped or for IEES. And so it's a moving target for us every year. This year in particular, it's a little more than normal. We've had a lot of um different behavior needs and things on our campuses that have so these numbers coming forward at the end of the school year is definitely unusual right now. Um but I'm going to meet with my team to do a better estimate for next school year as a roll in. So yeah, because uh are we funded for this? Is this something because I know we can approve of it, but are we digging as deeper in the red every time we do these things? So So

225this is something that we have to do because special ed and we have to comply with the IEP. So we are we have the funds for this even if we did well I want to know even if we didn't this is something that needs to be done. So prioritize maybe cut the spending somewhere else so we can Yes. do this. Okay. Thank you. I think uh uh President Ugarta before uh we continue let us can we just this item and then I'll I'll move the next item. Do did you have any more uh TNT consulting? Okay. TNT consulting. Um, I know we had a renewal last maybe was it not less than a year ago when they came before us or maybe after when I started raising the concern about the air quality back when

226we were not getting um with that landfill and uh then at the same time we get the sewage and you know the schools on the west side and talking about getting um testing for the water and the air quality you our one of our biggest focus is wellness and so staff and children were kind of left behind on that. But um when they did a test last time, I believe they came back and said, "Oh, we tested, but there was no lead." Well, if you're testing just for cannabis, you're not going to find the cocaine and you're not going to find, you know, you're not going to find this other stuff. But it was supposed to grow in as far as seeking out those chemicals, those forever chemicals, those things people are smelling and and

227you know, inhaling and um getting sick on and so I don't know if this is the same thing from the la the same contract from the last time and if so when it says indoor air quality evaluations, what does this really mean? um as far as translated to me as far as okay, they're going to hit all the schools on the west side and they're going to hit the schools on the south east side, you know, because we're closer to the the sewage, we're closer to the landfield, we're close and then the west side because of the water. There's just so many things. What are they going to do for us? Yeah. So a company this particular company what what they do is uh as things come up at our school sites or or district

228office uh we if uh so for example sometimes somebody might say you know I believe there's gas lead there's the paint has lead or maybe there's uh um some other you know it's smelling weird is it gas whatever so what we do is we we we uh for safety of the of the staff and the students. We send a company, we hire a company to test and if there is something going going on, then we go ahead and fix it. So, it has to be initiated by something that we're smelling because I my correct as things happen or if we're going to make for example, it could be that we're going to make some kind of change, structural change or some that we may need to to test it before we do it. you know,

229things become normalized because that's just the way it always smells. So, you think it's okay, but it's not. So, I'm I'll continue to um ask and um if I could say it firmer, I I would uh that we need to test the air quality. Um I understand Trusty Tamaya has said that he's pretty close to this landfield back over there. Summer's going to come and that stench. Oh, that stench is there. Yeah. So, see, is it normal? Not for you. Not for now. Well, right. It becomes we normalize it. I just want to make sure that we're doing the everything we can to on days quite frankly if it's just too hot to go out there because it's and the scent is worse where we decide, you know what, we have to do indoor activities

230as much as we hate to. which is the lesser of the two evils. I don't know what do we need to get another um firm that tests for these things. What are we going to do about this? It's in your corner now. What are we going to do about this? Well, I mean the the item corner his corner. Sorry. But still the the item is do we approve this or not? Not if we add more. So are they not going to do that? They they don't do any of that. what I'm speaking of then. No, you don't. Okay, I'll bring it up in my any other items under C. Nope. Let me see. Move to approve 11 C with the exception of 11 CJ due to the lack of um money or for the contract.

231Do do I have a second? CJ is which one? I'm sorry. There's CJ was Tristar that it's it's a contract for a whole year but doesn't have an amount. Second move by Vice President. So you wouldn't be approving that one? Yeah. Okay. So C can we do this? Can can can we uh Mr. Pong, are you able to get the amount because we need to approve that one. Bring it back as a ratification. Sorry. Ratification. Ratification. We'll bring back as ratification. Yes. Okay. Okay. So, moved by vice presidento, seconded by trustee Ramirez Dominguez. All um recording secretary, please call the vote. Ramirez Dominguez. Hi. Tolston. I. Dominguez Alvantes. I.O. I. Ug. Yes. Motion carries. 5-0. Um, we need to and Dr. Dr. Ray and I were over here discussing this. We need to have a

232motion and we can only do it one time uh to extend the meeting so that we don't expire. And um it so and considering how many items we have, I'll leave it to you. There's there's a rule that the board meetings end at 10:30 unless the board uh takes an action to extend the the meeting. Now, we pulled a lot of items uh and we still have to go back to close session um public hearing and we have some public hearings. So, there's still a lot of work to be done. And because we only can extend it one time and I apologize sincerely to staff for doing this, I move to extend the board meeting to 2:00 a.m. You don't have to use it all. You can summarize your questions because you should have asked

233these questions during our one-on- ones, but we can summarize, but because we can only extend once to in the morning. I second. Moved by Vice President Deayo, seconded by clerk um Dominguez Cvantes. Recording secretary, please call the vote. Ramirez Dominguez, I ten. Dominguez, I Yes. Motion carries. 5 Z. Again, you don't have to use it all. Okay. Next item that was pulled is item 11 D. Like David. Yes. Um I understand that this like we have to do transportation test testing. We have a transportation testing program. Um, I just want to know, um, the San Diego County Superintendent, that's what we're doing, approving the agreement with the San Diego County Superintendent to utilize them as the agent to conduct the risk management. Um, is there another option for us to do this or this is

234the way that we usually Dr. Do do you mind if we you want to do D and E or because actually the answer is Yes. Yes. Okay. Is that mine? Yeah. Mr. Pong, can you explain um uh can you share with the board uh why we're doing it with them? Uh what's the benefit to us and uh for both DNA in a clear and succinct manner? Right. So, we're already a member of the the JPA, the Joint Powers Authority with the County Office of Education. And so, these are programs that they offer that we can opt into. Um, and so the first one is for um just as it says, drug testing for our transportation or whoever drives um district vehicles and then the second one is for our employee assistance program. So if um

235any of our employees are having like mental health struggles or things like that, they can call the that assistance program. Do these have any fiscal do they cost us money? Yes. Okay. I would just like to ask that for the future um that we have that those amounts Because you know it says right there says the district will pay a monthly fee equal to the charges of the DOT drug testing services rendered I don't from the general fund I don't have a it's on the agenda the big agenda or your computer in the front your computer when you click on the board agenda item it'll take you to Okay. At the bottom it says fiscal impact funding source. I'll be happy to read it for you. I see it. Uh is this something that's given

236to us at our one-on- ones since we were supposed to ask all these questions? Yes. It's part of the big packet that I gave you. So, so you have the agenda one of these and then and then all okay those are all the supplemental materials and that contains it should be there I will find it just to make sure that we're giving all the information okay so this one and the next one I have no more questions I don't know if anybody else does uh no yours is next okay um these uh D and E are action items move to approve D and E a Second. Moved by Vice President Tamayo, seconded by Trustee Tolston. Recording secretary, please call the vote. Ramirez Dominguez. I. Tolston. I. Domingos. I. Tamayo. I. Ug. Yes. Uh. Motion carries

237unanimously. Item uh 11F. I believe both trustee um Ramirez Dominguez and Dominguez pulled this. Yes. So, for the approved salary schedule, I know that it is or correct me if I'm wrong. Um, in our one-on-one, I was told that this is only to include the the portion that says that nurses are included. Is there anything else I should know? Uh, no. Uh, Mr. Roberto, was there anything else? Because I remember that it was adding a bullet for say salary schedule is applicable to nurses. Yes. So, the certificated teacher salary schedule, we added nurses. Uh, there was a couple positions that were approved at the last board meeting. Um, and so those were updates uh that were added to the classified management schedule. Um, and then one position that was uh on the certificated management schedule

238that was approved last month. So, uh the program specialist specialed uh position. And so as those positions are approved by the board, we then the next month bring them forward to add them to the salary schedule. Yeah. So the salary schedule is not the actual schedule is not being modified. It's just the updating of what has been approved. Okay. And I have a question. Since we adding the nurses um and I know it's the schedule for 2024 2025 um does that mean it says right here that there's no fiscal impact for to the district but does that mean are I my understanding or to my question is are they are the nurses nurses going to be getting back pay are they getting better payment are so so so this has nothing to do with with

239that okay this is about the salary schedule meaning that where where it lists the positions and how much they paid. So, it's the information on how people get paid within that category. Yeah, I understand. But if we're including the nurses, my assumption is that the nurses will be included in the schedule and whatever the progress and however they get paid and that is included. So, they've always gotten paid. It's just a matter of including it in the schedule. They were left out of the schedule. So, nothing's changed. Nothing's changed for them. It's just that it wasn't in the schedule. Correct. Okay. Quick question on the management salary schedule. It's it calls out the attendance and wellness. Is that the same position that was last month on the certificated um list of potential cuts? Correct. So,

240how can it be in two? Well, shouldn't that position then be over in certificate with the teacher schedule? Because if they I don't understand how that position could be in two places. It's here on the management schedule, but it was also on the certificated and it's because the management are certificated. Okay. So then that means she this person can go back to teach if if uh the I if if you're in management and you have a you're you're you have a teaching credential for example and and you are no longer in that position. Yes, you would go back to Thank you. or psychologist, you would go back to psychologist. Thank you. This is an action item to approve 11F. A second. Move by Vice President Theayo, seconded by Trustee Tolston. Recording secretary. Please call the

241vote. Ramirez Dominguez. I. Tolston. I. Dominguez. Alvantes. I. Tamayo. I. Ug. Yes. Motion carries. 5 each. And we are now at 11H. Yes, it says approve medical collaborative recommendations to use medical LEA BOP funings for 2526. Um, as I read the the impact um is my question was is the medical hold I have my question written. What kinds of services are covered by this? Um, yeah, Dr. Reyes. So, Miss Casey, can you can you share with the board what this the actual item is? Sure. So, our service providers when they provide services to students, they can build medical and we get funding back for that. And so, that funding can be used to supplement, not supplant. And so, the medical collaborative has designated these funds to the certain groups that actually build to get these

242these um services. So, so for example, we they want to allocate $450,000 to family resource centers. the sped group, they want to give 2.3 million back to them. And typically they'll use that for trainings, additional staff is needed. Anywhere that's not supplanting, but providing additional support. And the collaborative is made up of community members, management, certificated staff, classified staff, and they make these decisions and they bring to the board how they want this money to be allocated. Okay. So, just to clarify, these funds are available. We're just allocating to where what we're paying for. were allocating to those certain groups to be able to use those funds to to supplement their work. Yes. Okay. Okay. Thank you. This is an action item. Move to approve 11H. Second. Was that you trusted? Second. Moved by trust

243uh vice president. Seconded by clerk Dominguez Cvantes. All um recording secretary. Please call the vote. Ramirez Dominguez. I Tolston. Hi. Hi. Dominguez. Tamayo. Hi. Yes. Motion carries. 5-0. Item 11. I that is I. Um just a quick question and I apologize because I should have asked it on my one-on-one. Um when we're tied I see it's until for Amazon use of Amazon until 2027. When we have these multi-year type contracts, can we still research other prices throughout the years to see if we find lower prices or are we tied to Correct. Specifically. Yeah. This this is so so we can use Amazon. Uh but Mr. Brown, can you can you uh share? Yes. We participate in multiple um JPA. So we um or consortiums. We participate in the North County Purchasing Consortium and they do

244a whole bid um every year on items also that we use. So um we really use Amazon for items that we can't get off of those bid lists. Okay. Just more simple type purchases. Okay. Thank you. Thank you so much. Move to approve. 11. I second. Moved by Vice President Tamayo, seconded by Trustee Tolston. Recording secretary, please call the vote. Ramirez Dominguez. Hi. Tolston. Hi. Dominguez. Hi. Tamayo. Hi. Ugard. Yes. Motion carries. 50 [Music] 11J. Trustee Ramirez. Dominguez. Yes. Um, we're utilizing a bid to buy computers, Apple computers for 275,832 with 50 cents. Um, of what I understand these computers will go to teachers. Dr. Reyes. So the this one's go to um is that was it is that you miss correct? It's for um certificated staff. Certificated stuff. Yes. Okay. And it's to replace

245outdated. Is that correct? Correct. But it's only at um six schools that have um adopted more Apple products. Yes. Correct. Um my other question is again we're still in the red and you mentioned that it is to replace um but is this something we could find grants or funding for? So you know how often are we renewing these? How my question here is always or not always but in the back of my head is how can we try to be more fiscally responsible? Is this something that we can try to find funding for? So, it's not coming out of our budget. Dr. Reyes, uh, Mr. Pong, do we have any grants? Currently, there's not a grant for it. Um, but we're working on being on a five-year replacement cycle. So, um, you know, when the

246technology gets outdated in five years, then, um, we're refreshing at that time. Yeah. So, this type of expenditures, uh, I absolutely agree. you know, we we have uh ve we have to be very careful with our we have to be fiscally responsible. Uh we are a school district. So things like textbooks, computers, um teaching resources, I mean those are we we have to be able to provide those uh we have to be able to provide that for students but also for staff. So, so I agree, but there are certain things that, you know, we we we can't have a classroom with outdated Yes. computers. So, he mentioned it's a fiveyear cycle. So, we won't be buying more computers for this specific step for the next five years. Correct. Okay. Which is more or less the

247life of a computer probably extending it, right, Mr.? Yeah, you're extending it by at least a year. Yeah, by at least a year. Okay. This is an action item. Move to approve. Second. Moved by Trustee Tolson, seconded by Vice President Tamayo. Recording secretary. Please call the vote. Ramos Dominguez. I. Tolston. Hi. Dominguez. Hi. Hi. Ug. Yes. Motion carries. 5-0. Item 11K pulled by um trustee Ramirez Dominguez and Trustee Dominguez Arvantes. Yes. Oh, okay. I couldn't find it. Sorry. Um, the interf fund transfers. Can and I know you explained this that and can you please explain to the public um what K is? Dr. Reyes. Mr. Mr. Brown, can you explain um when well first of all that the fact that all the districts do that uh but also the when we receive the money that

248you know we districts receive the money twice a year and also why we would potentially use this and then if or have we used this in the last 10 15 years. So um the interd district loan is for when there's a cash shortfall um in one of the other in a fund that we can borrow be able to borrow from another fund to help with that cash flow. So for example um with the LCFF funds it comes in a certain aortionment every month um with property taxes that we receive. It comes in December and April and those are um kind of like large influx of cashes. Um and so this is kind of a just in case um as we spend down our reserve um you know we're um spending down our cash which um

249helps us with our cash flow. And so um at those property tax times um you know we could be receiving between 30 and $40 million um in December and and April. But um an instance, I don't think we had to take out borrow from another fund last time, but um when they delayed the property tax deadline a couple years ago, you know, they delayed the the property tax money coming to district. So you're able to borrow from another fund temporarily and then transfer it back um to meet your payroll. And what's the timeline from one to the other to be able to to get back the money. Um okay. So it has to be within the same uh fiscal year. Okay. So that'll be this is an action item. Move to approve 11K. I second.

250Moved by Vice President Tamayo, seconded by Trustee Tolston. Recording secretary, please call the vote. Ramirez Dominguez. I Tolston Dominguez. I Yes. Motion carries 5. Item 11 L. Trustee Ramirez Dominguez. It says, "Authorize designated personnel of the Chilivist Elementary School District to execute documents on behalf of the districts for the next fiscal year and adopt a resolution authorizing designated agents of the Chilivist Elementary School District to act on behalf of the district for the next fiscal year." Um, here's my comment. Uh, I and I read the who the people are. I just have um I think we owe it to the public that the personnel that is under investigation for the moment I don't believe we should have them be able to execute resolutions um and have this authority for the moment that we're still doing

251investigation. Um so that is my comment. Cool. Move to approve 11 11 L. I second. Moved by trustee or vice president Tamayo. Seconded by trustee Tolston. Recording secretary. Please call the vote. Ramos Dominguez. Nay. Tolston. I. Dominguez. I'm sorry. What happened here? She had us. We're not going to talk. It was a comment. She just said a comment. It was a question. Okay. The vote called. Thank you. Trustee Tamaya. Yes. Bugart. Yes. Motion carries. 32. Item 11N. I believe both trustee Ramirez Dominguez and trustee Dominguez Cvantes pulled item N. And more laptops. More laptops. Uh the laptops are we're paying [Music] 5,997,45 with 31 cents. Um, also is this on the same schedule of not replacing for five years or do these have to be replaced sooner? Same schedule. Same schedule. So for 5 years

252we will not have to buy any more computers. Well to replace and to if one gets damaged etc. Yes. But uh to do the whole uh replacement. No. Do we know how many? I know it's not the same number, but like the percentage amount that we're replacing every how often do we replace? So these these computers according to this item are only for TK to second grade. Okay. Again, so but it's for five years. We'll have them for five years for only those grades. Yes. Yeah. Trusty Domvantes, did you have any questions? No disrespect here, but and I trust your knowledge and your skills and expertise, but I don't I believe the questions the answers should be coming from I'm just reading what the background information is, right? But I just think it's disrespectful. I

253think you should do the work and read it. Oh, I did do the work, Mr. Tomio. Not nice. Can we Can you ask your question, please? Yes. Uh, no. I have uh a question. 11 in. I'm missing something here. if this was already approved on uh February the 19th. I just was I'm just want clarification from Dr. Reyes as to why exactly this is before us today. Dr. Reyes, Mr. Pong. So, it was brought previously to be able to utilize the contract itself, but now we're actually asking for the authorization of the purchase of the um the computers. Thank you. And this is also for grades three through six. Got it. Thank you. I did read it. So you're saying it is three through six or only K or TK2 second? Dr. Reyes, it's 3

254through six. So it is 3 through six. So maybe what's on the website, Mr. Tamayo? It's not right. It's towards the bottom. So if you look at the again if you look at the agenda uh item on the in the supplementals uh right before additional data it says uh in addition to the district uh migration to Chrome the one-time purchase of systems for grades three through six is necess necessitated by existing computers being out of warranty and sites no longer having enough devices to hand out to meet their needs. Okay. Says 3 through six and refurbishing of TK through second. Correct. Which makes good sense. Yes. So whatever they were using right now that we were you going to move him to the ones. I got it. Thank you for clarifying. This is an action

255item. Move to approve 11N. I second. Moved by Vice President Theayo. Seconded by Trustee Tolston. Recording secretary. Please call the vote. Ramirez Dominguez I Tolston I Dominguez Alvantes I yes motion carries 5 item 110 both trustee Ramirez Dominguez and trustee Dominguez Cvantes pulled this item yes we're buying more computers now from Hila Puckard can I know specific Specifically, I have my question [Music] says, sorry, is this also on that schedule? I want to make sure that we are all in the same schedule. We're only going to spend the money because I understand we need it. Um, and we're being fiscally responsible. So, this is the lowest bid that the least amount of money we can spend supplying the need. Correct. Correct. Okay. Just yes. Um I'm just I I it's great that classified I think

256they should have access but I'm just wondering in what capacity are they going to use it? I know the previous uh computers were going to be because they work with Google and this and that are that's is that the same expectation that the classified will be using these is that an intent or not and if it's not going to be as supportive as the other I think they were chrome the other ones then why with why going with this one was that considered Dr. Okay. So, it's actually for a certificate of staff. Yes. Okay. Why did it say classified the 11 one two? Okay. This is this is like for all the other sites that aren't using the Mac. Exactly. So, so sites were given the the option to go either Apple or PC. And

257so, and so this particular sites they chose uh HPs Okay, my mistake. I wrote down classified and does say certificated. This is an action item. Move to approve 110. I second. Moved by Vice President Deayo, seconded by Trustee Tolston. Recording secretary, please call the vote. Ramirez Dominguez. I Tolston. Dominguez. Tamayo. I Yes. Motion carries 5. Item 11 Q. I believe it was trustee Ramirez Dominguez. Yes, I for what I understand and please correct me. Um this is a grant. Yes. Yes. Okay. So my next Okay. So, my comment to this um was like that I wanted to acknowledge that we I know that we're always working to look for grants, but I believe that um when we actually get them, it is it's for $5 million and we're going to be um very we're we're

258going to use it. We're going to put it to good use. So, I just wanted to acknowledge and thank you guys for looking for those grants because this is we want more of this. This is an action item. Move to approve 11Q. Second. Moved by Vice President Theayo. Second, but it was it was you, Miss Ramz Dominguez. Correct. Yeah. Okay. Seconded by Trustee Ram. It's because I wasn't looking up. Um, recording secretary, please call the vote. Ramirez Dominguez. I Tolston. Dominguez Cvantes. I Yes. Motion carries 5. Item 11R pulled by both trustee Ramirez Dominguez and Trustee Dominguez Cervantes. Yes, this is the playground, right? No. Oh. Oh, I'm sorry. Okay. Trusty Dominguez, did you have a question? Mine mine were I just wanted to uh thank business services for listing the competing bids for transparency

259purposes and I'd called out 11R 11W although one of them was pulled but I wanted to thank you for doing that. Move to approve 11R. I second. Moved by Vice President Theayo, seconded by Trustee Tolston. Recording secretary. Please call the vote. Laming. I Tolston I Dominges I Tamaya I Yes. motion carries 5 item 11 I think you is next I don't know my alphabet you yes authorize staff to conduct surplus salvage sales via online auctions in conjunction with public surplus incorporated and cal auctions as needed. Um, I would like to have more information. I am assuming we pay for the services. So, could I know how much we're going to pay them? And I'm trying to see if we have that. Dr. Reyes, Mr. Punk. So, it depends on what we sell. Um, in the

260past, we've they take a percentage of the sale. So we've received about up to 30,000 in the past years um in revenue actually for these sales. So after they take away the percentage that's our money. Okay. Trustee Dominguez or were you just going to say no I didn't say oh you didn't I I had circled it. I thought you did to approve 11. You I second. Moved by Vice President Theayo. Seconded by trustee Tolston. Recording secretary. Please call the vote. Ramirez Dominguez. Hi, Tolston. Hi. Dominguez, I Yes. Motion carries 5-0. Item 11 W. Both trustee um Dominguez. Um Ramirez and Dominguez. I'm I'm getting my names all mixed up today. Ramirez Dominguez Dominguez Cvantes both pulled this item, right? And I made my statement on it. Perfect. So, you're Oh, no. I didn't pull this

261one. I pulled Y. Move to approve 11W. I second. Moved by Vice President Tamayo, seconded by Trustee Tolston. Recording secretary, please call the vote. Ramirez Dominguez. Hi. Tolston. Dominguez. Hi. I Yes. Motion carries. 50. Um 11 Y. Trustee Ramirez Dominguez. Approve the amendment number two, ground lease and operating agreement for the development, operation, and management of senior citizen housing project between the Chibvisist Elementary School District and seniors on Broadway. Um, can you again clarify for the public what this means, Mr. Dr. Dr. Thank you, Mr. Pong? So, the seniors on Broadway is where we have a lease agreement with MAC. Um, and they are uh in the agreement we gave them an extension to come current on their rent. We're giving them another extension in order for them not to default as they work on

262some restructuring. Um, and we're giving them an extension to October 31st. October 31st, 2025. Okay, this is an action item. Move to approve 11 Y. I second. Moved by Vice President Tamayo, seconded by Trustee Tolston. Recording secretary. Please call the vote. Ramirez Dominguez. Tolston. Dominguez. IO. I Yes. Motion carries. 5-0. Item 11B. [Music] Trustee me. Both of you, Ramirez Dominguez and Dominguez Cvantes the travel or was it just you? Okay, sorry I circled it. Okay, I I had one question. The biliteracy symposium. I don't I didn't look at last month's travel requests to see. I thought we we approved it last month, so I'm wondering why it's here. Just remind me, please. Dr. is signed but we didn't [Music] um do you have any information? I a couple were added at at the last minute

263or some addition. So which ones were added? So should we still have those that were previously approved on here? No, we removed the ones that were previously approved. The ones that are on there are the additions. The additions. Thank you. This is an action item. Thank you. Second motion by trustee um Dominguez CVantes, seconded by vice presidento. Um recording secretary, please call the vote. Ramirez Dominguez. Hi. Tolston. Dominguez Cvantes. Hi. Tamayo. Hi. Yes. Motion carries. 5-0. At this time, I would like to welcome Mr. Jason Romero to announce our newly hired and promoted employees. Thank you, uh, President Nart, governing board, and superintendent Dr. Reyes. Uh, my pleasure tonight to introduce our recently promoted employees. So, we have Maria Aguilar Gomez, who is moving from van driver to bus driver. Congratulations, Maria. Marylu Garcia Ruiz,

264who's uh, sorry, Mark, instructional assistant, ELLL to school secretary. Congratulations, Marylu. Malia Hall, who's moving from lead buyer to lead buyer, a higher lead buyer. Congratulations, Malia. Saul Wessle Jr. who's moving from custodian one to custodian 2. Congratulations, Saul. Zachary Lines, who's moving from instructional assistant special education to instructional assistant behavior specialist. Congratulations, Zachary. Jose Nolasco, who's moving from van driver to bus driver. Congratulations, Jose. Si Nangurai, who's moving from instructional assistant special ed to instructional assistant behavior special assistant. Congratulations, Si. George Perez, who's moving from custodian one to custodian 2. Congratulations, George. And that concludes our promoted employees. Congratulations, everyone. If any anyone's here. Oh, no. They might be watching. All right. Um, public hearings. The public hearing section provides the public with an opportunity to address the board on specific items. Persons wishing

265to address the board on any public hearing item must complete a request to be heard card and submit it to the recording secretary before the start of the meeting. Speakers are requested to limit their remarks to three minutes and speak in a respectful and professional manner. The board shall limit the total time for input on each public hearing item to 20 minutes. With board consent, the president may increase or decrease the time allowed for public comments on each public hearing item depending on the topic and the number of persons wishing to be heard. We are um conducting a public hearing to perform specified service for the period of May 6, 2025 through June 6, 2025 and adopt a resolution regarding short-term classified employees. I'm now opening the public hearing. There are no speakers. No one

266wishes to speak. Seeing no one, I am now closing the public hearing. This is an action item. Go to approve 12B. I second. Moved by Vice President Theayo, seconded by Trustee Tolston. Recording Secretary. Please re uh call the vote. Ramirez Dominguez. I Tolston. Hi. Dominguez. Hi. Tamayo. Hi. Yes. Motion carries. 5. We're going to conduct a public hearing on the Chula Vista Elementary School District new local control and accountability plan for the 2526 school year revision. Um this is an information item. So we have um a speaker after the public hearing after the presentation. Sorry. Thank you, President Nugarte. Tonight we're excited to present the draft of our 2526 LCAP. Um I think you're going to see as we go through the plan, you're going to see some of the items and expenditures that you

267spoke about earlier um embedded in this LCAP plan. I also need to just once again give credit to our team. It was a very collaborative effort. We just met with the county and they gave us high high compliments on our LCAP. They even shared with us that they're using our LCAP for other districts who are trying to create theirs. Um, and I know you all know that we have Mrs. Perez who is exceptional at plans and details. And so it was nice to give that feedback because we've we've put a lot of work into this plan. And so I'm going to go ahead and take it um over to her for the presentation. Thank you, Jessica. Good evening. I'd like to begin with first sharing an overview of CVESD. As you can see, we have

26843 district schools with over 3,200 certificated and classified staff serving about 22,000 students, 28% of which are English learners. And we have several programs and services that highlight what we do and who we are as a district. So you see on there visual and performing arts across the district, signature innovation stations, growing dual language immersion programs, and an exciting lead program. We also utilize and continue to strengthen our MTSS framework for student support. And we have an award-winning communications department that has done amazing work to keep our parents and community engaged in the education of our children. The LCAP is a three-year plan that outlines how we will support positive student outcomes that address state and local priorities. And we are moving into year two of our three-year LCAP. The LCAP provides an opportunity for

269CVESD to share our story on how, why, and what programs and services are selected to meet our local needs. So, in our LCAP, we have goals, specific actions to meet those goals, and budget expenditures. You will also see metrics as a means for us to review progress. Who is the LCAP for? The LCAP describes how the district plans to improve academic achievement for all students. However, it is important to know that the supplemental and concentration grant funds must be principally directed at the following student groups. Lowincome English learners and foster youth. And how is the LCAP developed? While we all know it's a collaborative effort and the development requires consultation with teachers, principles, administrators, other school staff, our labor partners, parents, community, and of course our students. And this process may include several meetings, an

270open survey, and focus groups. So you'll see a timeline here of LCAP development. In November of 2024, we began the input gathering process with our educational partners. And then in February, just a few short months ago, there was a midyear report to the board of education regarding the current LCAP. Tonight is the public hearing for the proposed 2526 LCAP. And this is the opportunity for the public to comment for and for the board to provide feedback. And in June, the LCAP goes for board approval. The five LCAP goal areas remain the same throughout the three-year LCAP. And here they are. Goal one, academics. Goal two, safe and inclusive environments. Goal three, English learner. Goal four, innovation. Goal five, educational partner engagement. I will be doing a review, a quick review of each of the goal

271areas. So goal one focuses on strengthening tier one instruction and improving student outcomes in literacy, math, and science. Key actions include professional development aligned to state standards, continued use of the ENCUST instructional framework, and targeted instructional coaching to support highquality teaching and learning across all schools. This next slide continues goal one in academics and it also includes improving our MTSS framework and sight specific funding aligned to school needs. Instructional leadership teams and staffing support for TK are also part of this goal. Moving on to goal two, safe and inclusive environments. This is where we set actions that so to helps all students feel a sense of belonging. And again, actions include strengthening MTSS to address students behavioral and social emotional needs, using data to improve attendance and wellness, and coordinating support services to meet students

272physical and emotional needs, all while continuously improving school safety. Moving on to goal three. This focuses on improving English language proficiency, academic achievement, and engagement for all English learners. Actions include datadriven decisionmaking, professional development for EL and foundation literacy, and outreach to parents, and support for newcomer families. Next is goal four. This goal ensures that all students have access to rigorous and innovative learning opportunities that promote engagement. actions include continuing VAPA programs, offering professional development in innovative learning uh teaching methods, expanding career exploration through station experiences, supporting instructional technology, and growing the lead program with enrichment opportunities for all students. And finally, goal five focuses on increasing educational partner engagement. actions include community outreach, parent education opportunities, and improving digital engagement by updating district and school websites supported by the translation and interpretation unit for

273language access. Next, we move on to educational partner feedback and our parents, community, and staff provide feedback that is essential in creating a plan that meets the diver diverse needs of our district. So this year we used survey monkey as the survey tool to collect input from these groups and we asked input on five of the goal areas and you'll see the actual questions from the survey on this slide. We ask partners to think about the academic, social, emotional, English learner, innovative learning, and educational partner needs of our district and what would be important to plan for the future. And this is the process. In addition to our online survey, we also held in-person input tours or listening tours for certificated and classified staff at every school site facilitated by executive cabinet. And every principal

274also engaged their community with LCAP engagement sessions at their school sites. And through CVSD University, we offered additional opportunities for parents and the community to to participate in the LCAP engagement session. We also held meetings with all labor groups as well as other educational partner groups in our district. These include the special education parent committee, the DAC DAC, and we also consulted with our special education local plan area or our SULPA. And of course, we held student focus groups with fifth and sixth grade students at our schools with the highest unduplicated student counts. Now that I've shared the process, I'll be sharing the feedback. So, here's the feedback. These are the top 10 themes that emerged from our education partner feedback and they are adequate staffing for all, comprehensive student well-being and support, effective and

275engaging curriculum and instruction, increased access to resources and infrastructure, relevant and ongoing professional development, strong homeschool partnerships and communication, safe, inclusive and supportive environments. Prioritizing innovation and future skills, targeted support for English learners and efficient operations and resource management. Now, here is feedback from our students. They were asked two questions. What do they love about their school? And what would they change about their school? And as you can see, our students love the student centered clubs, the caring and supportive staff, and the community building events. And this feedback is really a testament to all of the work and efforts that have been put into creating this environment for our students. And what students would love to change about school include healthier and varied lunch options, improved and additional recess and sports equipment, and updated play

276structures and sports areas. So, what did we do with all of this feedback? After reviewing our progress toward current LCAP goals and considering the input from our educational partners, we have made several adjustments as we move into year two of our three-year LCAP cycle. This slide organizes the updates into four key categories. And just like Dr. Reyes said earlier about plans, they're living breathing live documents. And you do need to review them yearly and make adjustments along the way. And that's what we're we're proposing to you right now. So in these four categories, the first category, professional development and instruction, we heard from teachers the need for relevant ongoing professional development. In response, we're using title one and three funds to add five district resource teachers to support instructional practices and collaboration. We've also included

277our universal screener and literacy assessments funded by the learning recovery emergency block grant or LREBG to support English learners. EL instructional assistance will provide small groupoup support in between key assessment periods and we've also increased associate principal principal support in the category of MTSS to strengthen MTSS across the district aligned with our rigorous learning for all plan. We've added staffing and support through counselors, social workers, IIA behavior specialists, student attendants, and registered behavior technicians. Student transportation is also now included and funded through LCFF as part of coordinated supports. In the category of community engagement to improve family engagement and communication, we've adopted the final site website platform form through title one parent participation funds and added a third district translator interpreter as part of our new parent engagement plan. In the area of innovation, Proposition

27828 funds will now support our VAPA programs, freeing LCAP resources for other priorities. We're also continuing investments in modernizing learning environments districtwide using LCAP funds. So, these are the proposed changes to our LCAP, and we believe they reflect a comprehensive response to our student data, identified areas of need, and the valuable input we've received from our educational partners. These adjustments are designed to ensure alignment with our district priorities and to better support equitable outcomes for all students. And with that, we would like it like to open it up to the board for feedback and our public hearing. before the public hearing board comments or questions with regard to LCAP. Trustee Ramirez Dominguez um of what I was able to see right here and for what I was able to study over here with 151 pages.

279Um honestly I feel that again plans are great. Um, and I love that you said that we're voting next month, so I can actually take the time that I need, not only two and a half days, but all that time that I need to review more. Um, but I'm excited to see those improvements and how you guys I I I love that we're taking the public and every single shareholders consideration and including them and moving from one year to the next and actually changing and seeing how it's working and moving to the next year. So that's amazing and I again I I give you guys all the recognition and kudos for that because I know that that was a lot of hours that you guys invested in. Um and I know that as as I

280read more and I learn more I would just be more in awe of your great work. But um I just thank you guys for what you're doing and as I again study more we'll be able to bring more information or questions. Thank you. Thank you, Trustee Tolston. Um, just a quick, I guess, comment because I know we mentioned it with rigorous learning, but um, some of that professional development to also include the classified staff, please. Thank you, Trustee Domantes. Yes, I have a couple of statements and then some questions. And again, I really appreciate that we're going to have an opportunity to take a look at this again. Correct. So, uh, I'll make my statements and maybe they'll be uh clearer to me after I also have a better chance. I received this the evening

281of Monday, so I didn't have at quite as much time as I would have loo liked to, but um I I want to see or I just wanted to scream at me a little bit more about uh where how we are engaging parents a little more uh in being partners more. I just I want to see that a little more clear. Now on page four of 151, what was the intended results? Uh because it says all actions were successfully imple implemented without telling us what was accomplished. I'll just call out the pages that I referring to. I don't expect responses, just comments. Last year, Harborside had the lowest performance in ELA and was in the red according to the California dashboard in the 2023 year. And um currently now the California dashboard 2024 Harbor site

282does not have any red but I can give you a school that does and that's Vista Square. So my questions would be in relation to that is what three schools will be receiving a fully funded resource teacher what is the criteria and the current dashboard to I'm not trying to harp on Harborside because I think they need all the help they can get but I'm using them because that that school has come up in different subjects and the focused approach which I think we should be having so that one is more central to my attention and they don't have anything in the red. So, limited actions page 103 states that Harborside had lowest red and will receive a paid resource teacher. Well, the 2024 dashboard does not report that Harborside has made progress and now

283has yellow and orange limited action page does not indicate where the other two resource teachers will be assigned. So that'd be, you know, good to have that uh called out. Okay, let's see. Amongst previously issued for goal 1.7 under total funds says 5,7 574,511 on page 41. Uh and question is will my question is will that be issued again? Let's see here. a description of the plan for how the on page 106 where you call out uh a description of the plan on how the additional concentration the grant add-on funding identified will be used to increase the number of staff providing direct services above on 55% of foster youth English learners and lowincome students this cap includes actions that prioritize staffing to improve I have to do these in big letters guys because this LCAP

284is so teeny. So that's how I make them 16 font. Action specifically action 1.5 provides that associate principles at schools with top unduplicated unduplicated student counts to ensure implementation of instructional framework that improve instruction. Associate principles are funded at Harborside Lauderbach Rice and Vista Square. So 17 point action 1.7 provides instructional coach at the school with the highest unduplicated student count. Harborside Elementary Harbor is also identified as a school that has the lowest performance level read in English language arts. The staff to student ratios by type of school and concentration of unduplicated students referring only to the four schools that were given AP. Schools with a student concentration of greater than 55% staff to student ratio of classified student providing direct services to students. Lauderbach is 55 to1 Harbor 331 Vista Square 591 Rice 22:1.

285So staff to ratio student ratio of certificated staff providing direct services to students. Lauderbach we've got 24-1 Harborside 22 to1 Vista Square 23-1 Rise 22:1 so the question is Harborside the school in most need according to the student ratio certificate staff or or certificated staff ratio student classified staff ratio because based on what's reported it it doesn't it doesn't align and I'll give you a copy of this in In case that helps the total expenditures table page 107 and 108 okay 1.7 time span ongoing total personnel $48,435 total non-personnel $166,76 total of 574,511 question what is non-personnel Does direct the district pay Harbor's resource teacher 48,400 48,435 for how long is it one person? Then if you go to page 112 item 17 instructional coaching planned expenditures for contributing actions specific school harbor site TK

286to-6 574,511. So for the 202425 annual update page on 111 115 item 17 last year's planned expenditures were 120,000 but the estimated actual expenditures of $120,000. So, why does this not add up to $574,511 200 uh the for the 2024 2025 contributing actions annual update table on page 118 item 17 last year's planned expenditures for contributing actions the LCFF funds 120,000 estimated actual expenditures for contributing actions, the LCFF funds, 120,000. Question, why does this not add up to 574,511? Or is it supposed to add up? Maybe it's not supposed to the end. You guys can have copies of it for now. Anyway, thank you and I appreciate it because I would rather that way we come back and help me understand what I'm not understanding. Thank you. Thank you, Dr. Ree. I just have one

287question for um Miss Morales. The data used in the LCAP is basically a year behind, correct? Thank you. Okay, I am now opening the public hearing. There are two speakers who wish to be heard. First is Bertha Lopez. First of all, thank you Trusty Ramirez Dominguez for the wonderful questions. Keep doing it. Uh Trusty Tamayo, please stop bullying your colleagues. Your comment to trust Dominguez. There's nothing about the hearing. Thank you. Uh to Trusty Dominguez Cvantes was uncalled for. When we teach our students, we tell them that there are no bad questions. You are proving to us that they're only bad answers. Not to my very speech because I'm coming back anyways. Um, as a concerned community member, I urge this board to re-evaluate its priorities for CVESD. Reinstate the parent coordinator role. Invest in

288building meaningful relationships with families and parents. If you do this, students and staff and families will benefit from this action. That was my speech, but I'll be back. And Miss Johanna Castro, we will not be meeting with you. Parents, we still May the 27th, but we will not be meeting with you. So, thank you. There's no transparency. Thank you, Rosemary Lowry. So, I'm borrowing some ones that I I sent my speech to. Hello. First, I would like to thank you for the inclusion of students with disabilities in the LCAP. This plan is significantly more comprehensive than the previous three-year cycle, and it offers a real hope to special education families for meaningful progress. That said, we would like to advocate for a broader implementation of differentiated instruction for students with disabilities and learning challenges. While

289we appreciate the targeted support plan for certain schools where students with disabilities are greatly underperforming, it's important to recognize that across the district, students with disabilities continue to test significantly below state standards. Differentiated instruction should be a district-wide initiative, not limited to just a just a few sites. We also urge the district to consider implementing evaluations for dyslexia and disgraphia by the end of second grade. I'm not too sure if the screeners already have that, but um it was something I wanted to mention. Um early identification is critical and can make a significant difference in a child's academic trajectory. Regarding the district district's commitment to inclusion, we recommend incorporating district-wide assemblies that educate general education students about neurodiversity and disabilities. Building understanding and empathy at a young age will help create a more inclusive and

290supportive environments for all students. Finally, we strongly encourage the adoption and inclusion within the LCAP of real time data tools um such as one that I've learned about today at the superintendent council's meeting about uh the state performance plan indicator tool within ITAP that um that data tool is used to monitor the progress of special education students in real time. Annual reviews are not enough. With real-time data, educators and administrators can make timely, informed decisions to support students during critical learning windows. Thank you for your time and consideration. Thank you. Seeing no one else, I am now closing the public hearing. Administrative action items. review the governor's May revise and forecast of district economic standing and conduct the public hearing on the district's 25 2025 2026 proposed budget and ending fund balance. Um Mr. Pong,

291good evening presidente, members of the board, superintendent Dr. Reyes and members of the public. Tonight we have for your review um an update on the May revision and our our proposed budget for next year. When we look at the governor's May revision that he released last week, uh the proposition 98 is the um share of the education budget. That's down 4.6 billion from the January proposal uh down to 114.6 6 billion. When they're um looking at Proposition 98, they're proposing to underappropriate it by about 1.3 billion. They're also talking about um kind of a shift and a split uh of Proposition 98 with the addition of transitional kindergarten. They took funding from um community college and moved that over to support the full imple implementation of transitional kindergarten. So, kind of a split between, it

292used to be K through 14, but now they're kind of splitting it between GK through 12 and then community colleges. They're also looking at a depletion of the Proposition 98 rainy day fund. And they're also looking at deferrals of about $1.8 billion um from June 2026 and deferring that to July uh 2026. And this is another instance where um we may because of that cash deferral we may need to um utilize that resolution to borrow inner fund from inner fund. And then the governor also emphasized um just the effect uh that the political policy can have on California especially California trade as we're the um the fourth um largest GDP and then also tourism and immigration. The main revisers also had an updated cola. So the cola for the 2526 school year had a decrease

293of about 0.13 uh decrease of 0.5 in the second year and a decrease of 0.24 in the third year. For transitional kindergarten, they're looking at um increasing the transitional kindergarten add-on to support the ratio reduction from 12:1 to 10:1 uh which would about $2,400 per student, which would equate to about 3.5 million for the district. They're also proposing a discretionary block grant of about 1.7 billion. They're estimating it to be about $314 per ADA, which would be about $6 million for the district. And when we look at our expanded learning opportunities program, which provides uh free before and after school care for our unduplicated students, they're looking at lowering that tier from 75% to 55% and above. And Chulabusa Elementary School District, we're at around 60.8%. So, we would benefit from this lowering of the

294tier, which would result in about $14 million for that program, which um the caveat to that is that we have to offer the program to all students and not only our unduplicated students. When we look at our general fund, our estimated actuals from second interim to the estimated actuals, our revenue, we had an increase of about $1.6 million and our expenditures decreased by about $7 million. Um, bringing our uh deficit from 35.5 million up to 26.8 million. Um I'll note here that we have um our commitments of 48 a.5 million and our restricted funds. Uh the main changes were from the restricted funds itself um which we'll see on the next slide and we're um at a ending fund balance of 5.5%. So when we look at our fund balance, we really need to um

295uh analyze the health of our fund balance by looking at the unrestricted change. So here we separated out between unrestricted and restricted. At second interim, we were still at the 16 million and we're still projecting 16 million in estimated actuals. As I had mentioned, a majority of the change came on the restricted side where we um had to where we reduced for our projected expenditures. Um so we can see our um our beginning balance for restricted going from 81 million down to 71 million. And we would expect to see a reduction in restricted because uh the way that majority of the programs work is we get money up front and then we spend it over multiple years. So we have um a surplus in the first year and then as we spend down that those

296funds it creates a deficit in future years. But the 16 million is where we really need to focus on the unrestricted side. So when we look at the changes in our revenue um under the local control funding formula just um we adjusted it to what we're projecting for our actuals on the federal revenues we had a slight reduction based upon what we're projecting to receive in actuals on our state revenue that um large adjustment is mainly due to adjusting for our stirs on behalf which is kind of a net zero effect on the budget because we um we recognize what the state contributes both in revenue and then the offset is on expenditure side. So really it's a neutral um a cost neutral adjustment. And in our local revenue we uh recognized an increase of

2973.1 million which was mainly due to our our medical funds um that help provide uh supplemental special education services and then another literacy grant. When we look at the change in our expenditures, um again part of that 3.2 million in the salary and benefits, a reduction a correlated reduction to that revenue for the sters on behalf and then adjusting our salaries to what we're projecting um in our actuals through June 30th. The books and supplies, we had a reduction there to align with um our multi-year budget plans. Um so we reduced the expenditures in the current year and increased them in the future years and then on the other operating expenditures we had some reductions in our restricted maintenance account. So total reduction of expenditures of 7 million. So when we look at next year's

298budget, our um total revenue we're expecting 400 million and in expenditures we're anticipating 455 million. When we look at it on a unrestricted and restricted basis for the increase and decrease we're looking at a decrease to the fund balance on the unrestricted side of just under 24 million. But that's higher than what we saw in the estimated actuals because uh we are spending those one-time funds on all those computers which is about $8 million. Um so we antic we would expect the unrestricted um deficit to be higher for the one year. We're really trying to spend down our one-time money. So we can see that the restricted side of the budget's going down by 30 million. So from the 71 million down to 40. Um and then we can see our commitments going down based

299upon um the reduction and the res uh unrestricted and the fact that we spent on those computers that we had set aside that commitment for also. So at the end of the year we're anticipating a 5% um reserve for economic uncertainty. So, some of the budget highlights we did um we're at full implementation of transitional kindergarten. So, with that um last shift in the age group, we added 13 classrooms to accommodate that shift. We are refreshing the computers for our um students in grades three through six and certificated staff. We're also um maintaining counselors and social workers and adding the behavior support assistance to increase the supports of social emotional needs of our students based upon our LCAP feedback. And then we're also adding additional toas to continue to support the implementation of rigorous learning

300for all. When we look at our multi-year projections, uh we did not have the um projection yet for the future years for the cola. So this currently reflects the the higher three and a half and 3.6. Uh when we look at our ADA, we're recognizing a slight decline um over the next three years. And then when we look at our workers compensation, we're recognizing an increase in percentage from one and a half to 2%. on our unduplicated percentage. Um we're maintaining um for the budget a flat 60.8% of unduplicated pupils and we have 35.8 million in the alcap um that we budgeted for supplemental concentration. So when we look at our multi-year projection, uh we're looking at our unrestricted deficit on the first line. we can see just under that 24 million and then it

301drops down to the 13 million because we're um spending down those one-time funds on the computers and then we can see it um increasing back to 18.5 million in the third year. Uh when we look at our commitments and our restricted ending um sorry uh restricted reserve for economic uncertainty um we're looking at 5% for our um reserve down to 4% and down to 3 and a half%. And we're having to pull from those commitments that we had set aside for um because we have that deficit. So, um, we're really working on closing out that deficit because we still have those action items that we want to implement. Um, some of which we'll see on on a a future slide. Um, but really when we look at this, we can see the decline in our

302reserve and we're only 2.4 million away in that third year from not meeting that minimum 3%. So, that's going to be our focus um over this coming year of narrowing down that deficit. So we do have to substantiate the reason why we have a reserve in excess of 3%. Uh when we look at our reserve we have about 48 million of that 48 million um 13.6 million is that minimum 3%. So we have to substantiate almost 34 million um above that 3%. So, we have um schoolside accounts that have 2.1 million um set aside for that. And then we have 31.8 million set aside for all of our other commitments that we've shared in the past. So, our safety and security measures, our vehicle and equipment replacement, the textbook replacements, which are the math and

303history, social science, um, and then our other one-time expenditures such as, um, counselors and things like that that are being supported with one-time funds. So, looking ahead, um, we will be updating our multi-year projection based upon the May revise when we bring it back in June. uh when we look towards the final state adoption, if there's anything material, which we're not budgeting um the one-time funds yet or um that TK increase or the ELP, those will be coming in the 45day budget revision um because we're not sure if those are actually going to make it into the final or not. So, we'll bring it as a revision. We're um starting to work on our year-end closing um with the federal budget. there is uncertainty. So, um I didn't mention this earlier, but part of the

304uncertainty comes from the fact that they're on a different fiscal year than us. So, they operate on an October 1st to September 30th timeline. So, they have more time to adopt our budget and we have to make assumptions um based on our guidance that we're given. So, the um one that we're that's being threatened right now is that title three English learners and immigrant students And then finally, um we're also working on attendance recovery programs. We've been meeting with our um labor units um on discussing possible attendance recovery programs like independent study um and um possibly some other methods. So we're attending a webinar together next week and then we'll have more discussion on um what we can implement because part of that ELOP program also those funds can be used to help with attendance

305recovery programs. So with that um I open it for any questions or comments. Board questions. on P on um slide 10. Quick question there. It's um some of these assumptions. So 21,163. We're not talking about charter schools, correct? And on screen 12 uh maybe it's getting light here, but it says at uh in 2027 28 uh at we're at 3.5%. Help me understand how we're saying then that we're only 2.4 million away from not meeting when it says 3.5. I don't understand the connection. Uh can you go ahead? So that 15.7 million represents only three and a half%. So that extra 0.5 is what we have above the state minimum. So that.5 represents 2.4 million. So we only have 0.5 above.5 or 2.4 above the minimum state. Thank you. Um, can you explain to the

306board what happens if we go below 3%. No, Mr. B. So, if we go below 3% then we have to change our certification. Um, currently we're positive because we're able to meet our um expenditures in the current in two future years. But when we are not able to meet it in the third year, then we would be considered qualified and then um we would receive additional assistance from the county office um and they would begin to support us more closely. And then after that is where you become negative where you're not um able to meet your um your expenditures and may not meet your expenditures in the current and future two years. So what I'm hearing is that it's an exciting time to be on this board because we're going to have to make some

307cuts in some areas at some point. Okay. That's all right. Thank you. So my question was we have two years or we have until 2027 2028 to be able to reach so so well right now we're certified until 2728. Oh okay. However the reductions need to happen start happening now. Mhm. That's why I the recommendation of of the district was to start making some reductions this year because you don't want to wait till the the last year because then the reductions are going to be massive. What what we want to do is we want to start making gradual reductions uh to to be able to to not be at 3.5 and 2728. Um now during during Mr. Punk's presentation he uh did share that we have also in addition to the so this is how

308we see it today however there are a lot of unknowns that we don't know how if and how is going to impact us so this in October November could potentially be worse depending on on the changes in the federal government uh now we They're doing other stuff to try to remediate not just by cutting but by increasing revenue such as uh ADA recovery uh which Mr. Pong mentioned. So so we're not just looking at at reductions but we're also looking at how can we increase funding. Quick question. So, but this um the state will not change the minimum the minimum requirement even with federal cuts or anything that might happen. No, it'll stay always the same. No. And it's one of the reasons why when we go to Washington, we lobby for for fully funded

309special ed because the government says that we have to provide special ed services, but we're not funded at a level that meets those needs. And so, we have to use our budget to do that. And for example, special education is something like I mentioned before. It's like we have to we can't negotiate, right? And so uh and this is something that every single district in California probably across the states is facing that uh the cost of special education is increasing at a very alarming rate. Did we did we hear Mr. Fongs say that that wasn't being cut in this the federal correct but it's not being fully funded. So So we're being funded at this we're not getting a cut but are you Yes. The good thing is not being cut right now there. It's

310not being threatened to be an idea but we're not getting Yeah. And then the state's cutting also. So correct. So it's a double sword. Yes. state and uh federal. Yeah. So, I was uh we were at a um it was kind of like a workshop and and um actually at the superintendent's breakfast and and uh they had a presentation on the state of California. No, no, no. At the one that uh 23 Yes. Yes. Yes. Yes. And um and it was a great presentation. It was a budget presentation. the state is uh under two 12 billion dollars. Um so obviously it has an impact on on on the funding sources. So the state has some responsibility for having gone out that far too. So yeah and we're caught in the middle. Yes. This is an

311action item and a public hearing. I'm now opening the public hearing. Did we have anyone who wish to speak? Thank you. Not seeing anyone, I am closing the public hearing. Move to approve. 13A. Second. Moved by Vice President Tamayo, seconded by Trustee Dominguez. Recording secretary. Please call the vote. Ramirez Dominguez. Oh, it said it said both. It says action here. It says action and public hearing. Okay. We don't we have to we don't have to accept or not. We accept yourction. We just have to have a public hearing in May and then in June we'll adopt the budget. Okay. Yes. Thank you. Is that the double one? No. Okay. Then there's no vote there. All right. Hearing to approve school facilities mitigation agreement for Otai Ranch Village 8 East. Adopt the resolution of the board

312of education of the Chula Vista Elementary School District stating its intention to establish community facilities district number 22 and to authorize submitt of the levy of special taxes to the qualified electors of community facilities district number 22. Adopt the resolution of the board of education and the Chula Vista Elementary School District approving and ordering the recording of a boundary map of proposed community facilities district number 22 of the Chula Vista Elementary School District and adopt resolution of the board of education of the Chula Vista Elementary School District stating its intention to incur bonded indebtedness in an aggregate principal amount not to exceed $100 million within and proposed community facilities district number 22 of the Chula Vista Elementary School District. Mr. Pong. Thank you, President Ugarte. Tonight for your review and approval, we have three resolutions

313in regards to um the district's intent to form a new CFD, CFD22 in the area known as Kotab Vera, which is south of the Wolf Canyon School. Um we have the first resolution is to declare our the board's intent of the formation. The second resolution is to adopt the boundary map of the CFD boundary. And then the third is to adopt the resolution um of the intent to issue bonds to build a new school in that area of up to $100 million. And the CFD um community facilities district is also known as melo. So this is a special tax that um the homeowners in the area will pay um to service this bond to help build the school. So, can you uh I think it would behoove the board to have more context on on

314why this and so uh part so I'll start and then you can you can continue. So part of it is in the area of Wolf Canyon. So the expansion the projected expansion of homes is towards that area. So even though we have some schools with 350 400 students the growth is back there. So for example Wolf Canyon is currently our largest school. It has almost a thousand students. Um Muroka it was supposed to reduce to 600 700. Uh they still have with the opening of Zorotoayor right now they have 850 160 uh 860 students is expected to have another 250 300 next year. So so we definitely uh Camarina it's the second largest school also in that area. So, uh, we're projected to to have a need for an additional school to be opened around,

315uh, 2029. Um, um, is that correct? 2029. Uh so for us to be able to do that the same way we've done it in for all the other different schools is we need to start the process of uh of um like like this for example now because um I mean construction won't start years from now however the process the to sol solidify the mitigation agreement needs to start now you want to expand so just like Dr. Maria said right now Wolf Canyon is experiencing um overcrowding and so we're having to overflow students to three different schools. There's already over 200 students that are overflowing um from Wolf Canyon to Casillas Veterans and Camarina. And that's only coming from the what's known as Kot Vera, the west side. The whole east side is still to be

316developed. So, um, and there's still development going on on the west side. So, there's a great need, um, in that area for an additional school. Thank you. Um, board questions for Mr. Pong. I have a question. So, um, if it's a meal, that's what it is, right? Okay. So, so then there'd be a set amount, a fixed amount of what person might pay, $200, whatever. And if you have other homeowners that default and don't pay the the mellows, does it then cause the amount of mellows that other residents uh have to pay to increase? Even if it's like five bucks or 10 bucks, does it cause it to because others are not paying? Dr. Hayes because it's a bond, right? So, there's a foreclosure process that um the district would have to go through if

317it if it meets a certain um requirement. Us the district would have to go through. Well, we would work with the San Diego County because they're the ones that have the So, so that's not the question. The question is, you have all these homes and each one of the houses owners, they pay, let's say, $200. If one of the homeowners defaults, that's the question, right? Yeah. If one of the homeowners defaults, uh, would the cost of the other homeowners increase to make to compensate for the one that didn't pay? No. We we also have a 10% coverage usually on the bonds. So that 10% coverage helps um to ensure that we can meet those payments. So where are we getting the 10% coverage from? Who's paying that 10%. It's it's from those taxpayers. So, so

318if I was that homeowner and I really supposed to pay 180, 190, I'm really going to pay more to cover for those people that might not pay what because I'm not understanding where that other 10% would be coming from if it's not from the same individuals that are living there. So those go to um also to projects at the schools. So we have um taxes that are above the 10% that we can utilize for additional projects at those schools. Yeah. Because once they need to be modernized, we'll use those funds also. Yeah. I have a question. Mhm. Um so we know that Miller helps pay how what percentage of the school is paid. Is it 100% 50% how much of the school of 100 million? So uh could you also share that the money that

319we get from the states as part of the Yes. So these are um matching funds. So the state will um put in towards the land purchase and also towards the construction costs of the new school. But the meler pays so the me the residents will pay me and then the state matches. Correct. Until it's all covered. So it's not like it's coming on their budget. Okay. Just there's no way we get we can't afford it. Yeah. There's no way we could afford it. So years or so. Yeah. How long is the miller raise? It varies, right? 20 or 30 years. Depends. Yeah. It depends on the structure of the debt. Okay. Can you tell the board how much is the cost of a new school average? Uh about 100. Yeah, it says right there. I

320see it. I can Good. Yeah. So Mayor um costs about 90. So at at the point of construction of this one, we're expecting about 100 million. All right. This is an action item. Move to approve 13B. Is it really an action item? Is it really? Yes. I have actually have a little second motion and vote on here this time. Okay. I have a motion. I need a second. I second. Moved by Vice President Tamayo, seconded by Trustee Tolston. Uh, recording secretary, please call the vote. Ramirez Dominguez, I. Tolston, I. Dominguez Cvantes. Hi, Tamayo. I Yes. Motion carries. 5-0. The first and second readings. Board policies, administrative regulations, and board bylaws. This is board policy. You need a break? Yes. All right. 10 minutes. Yeah. Okay. 10 minute break. Thank you. and second readings. Board policies,

321administrative regulations, and board bylaws. The first reading, possible revision, board policy 6158, instruction independent study program. Mr. Pong. Thank you, President Ugarte, for your um review and possible approval. Tonight, we have um our updated independent study program board policy. We removed a lot of the language that was around since COVID and added the new language that um became effective January 1st, 2025. So, one of the main changes is that um it's just a one-day requirement for independent study now. So this is um a way that some of the schools have been really focusing on recapturing attendance board questions or comments. Um this would help us get more funding, right? bring back the money. Well, it's twofold. It's Yes. Yes. Uh but also it supports students by being able to make up assignments. Yes, that's true.

322Um and it's not retroactive. It's starting in 2025. Okay. Thank you. Move to approve 14A. Second. Moved by Vice President Tamayo, seconded by Trustee Ramirez Dominguez. Uh, recording secretary, please call the vote. Ramirez Dominguez, I. Tolston, hi. Dominguez Alvantes, I. I. Yes. Motion carries. 5 Z. Want to make sure I'm in the right spot. Yes, you are. Okay. Acknowledge um general information items, reports. This is the area of the agenda where you can request reports um of the superintendent trustee um Ramirez Dominguez. Nothing right now. Thank you. Trusty Tolston. Uh Trusty Domvantes. Yes. I know Dr. Reyes, you have a um that list on the board updates where you list out some of the reports. I've gone back to look at what other reports I've requested and there's some missing from there that are not

323on there. But um I'll give you that list separately so you can have it because I I you know asking I'd asked for um before about HVAC you know how are we doing with that as far as as it connects to facilities. Um, I know of a few schools that when we had that heat wave for like a couple of days, maybe about a month and a half ago or so, they didn't have any AC. Wow. At all. It was like 90 something degrees in there. Finally, someone got there. So, what's So, I want what I'm looking at as far as reports is tell us, are we fully functional? All our our IAS, are there any problems? Is there an issue? put that on your list, please, of running reports that you guys are keeping

324an eye on that. And um I'd asked also about the traffic hazard here on the J J Street corridor and um at one point you were speaking to somebody at the city and um I don't know what's come of that. You know, we purposely avoid L Street, I mean J Street because it's it's unmanageable and children and I sent you a picture before how I'm taking a picture and cars parked in the middle of the street. That's just a safety hazard. The you know the children just the community as a whole. So I'd like an update on that. Uh so actually I can give you an update right now because today uh the board approved a contract with uh but not for this quarter here. You cited some other schools in that. No. So, so,

325so, uh, you approved a contract with VCON traffic control and I think you it you isolated some other schools that are not in the J Street. Well, just check it out. It's it's it calls out actual schools on that report that they're going to be looking at. Mr. Romero, do you have that information? Yes. So, it does call out the schools, but um uh Hailrest is one of our our schools on J Street. Um and so it will be including the the area on on J Street that Nion and J Street was prim. So, yeah, that's one of the areas they're covering. Okay. So, that and um the combo classes that continues to be a a concern. you're uh we're going to give a let us know how many classes you were looking at at

326any point that you're looking to create that um it's supposed to be a 4.66 hours per day of instruction time. So yes, with a with a combo classes that report would have to be towards uh the beginning of the school year because that's when we no enrollment. So, so because right now we can't really, it's a projection, but we don't, we don't really know how many kids are truly coming in until that would be until uh July, August. Yeah. June, more towards the end of June. We could we do have a running total of all of our combos as we do new projections each time, which I could put in a Friday update if you'd like. Um, but it changes and shifts based on enrollment. Yeah. But it's going to change. Yeah. and and how

327we manage that so that teachers aren't told the day before that they're going to have combo class. Yeah, I I it's it's really hard. It's a hit or miss depending on enrollment. So, we try not to just based on the numbers, right? And um how do we justify? I don't think anyone really really thinks that that child is that student is getting their 4.66 hours per day if they're in a combo class that they're getting that full 4.66 hours of grade level instruction. Humanly impossible. So, I don't know how we justify that because I don't I don't how can that be accomplished without a second trained person in the classroom if you have to have a combo class? But I don't think we're in I don't believe we're in compliance if we're required to give

328that much that many hours of instruction. I don't know how you measure that, but I'd like us to keep an eye on that and reduce the numbers because the students essentially are being deprived of their entitled instructional time. I'll stop there. All right. I have several. I'm trying to prioritize here, but I may not be able to do all of them. So, the first one I would like a report on how many vacancies gone filled uh from classified. So, this is go go goes to the substitutes um at least in the last um 3 months. Let's do that. Three months. Oh, I like that one. I'll add that tomorrow. Thank you. Uh I would also would like and this can be a Friday report update. Um, I would like to know what what are we

329doing with what uh the public comment said on on the Casillas incident uh with student being bullied and Oh, and a Friday report. Yes, that could be a Friday report. Okay. And and just so you know, uh we already take like tonight we're taking action. Sorry taking action. Okay. I I want I still want to know what what we're doing. Um, also I would like to I know that you did the Cosmo formula for custodians. I would like to see how that compares to our current allocation and what's the difference of staffing there. Uh, I would like, Madame President, if you if you allow, I would like to um consider a resolution opposing any cuts to uh special ed funding or title three funds. Yep. Uh, according to SPE and title three. Yes. Can I

330piggyback on your Sure. request. Is that something that we could send a letter or you would consider a friendly amendment to send a a letter or something to our legislators requesting after identifying what the impact would be if they would go that route? Yes. Could could we add nutrition? Let's add nutrition. that nutrition if you don't mind. Yes. I accept all those friendly amendments. Thank you. Um also I would like a report and this we will probably need to go back a couple few years. Let's do three. How many classified employees ran out of leave while be being in workers comp and they had to resign or retire? Like 39 month. 39 month. How many went to 39 month? Yep. And um Oh, I would like a report. Now that we have the Maxwell um

331facility, how many buses are we servicing from there? Like how many are we repairing um and stuff like that? And I'll leave it there since it's late. I would like to add a request for a board workshop on budget. So, Mr. Pong, when would it be a good time to have that? What? Because ideally, I mean, we want to have as much information as possible. So, when when do you think? Uh, July. July. Yeah. July or August? We can do that. July, August. Okay. I was just making sure they were all covered what I had, but I think I think Christy got them all. Good. Thank you. Board communications. This is the time in the agenda where we can report our um different events that we've attended for the district. Trustee Ramirez Dominguez. This month

332was I had opportunity to do a a few things. Uh first of all, just in order of appearance, I was able to go to McMillan. They had an event where they were showcasing and very um in such a wonderful way um how to just highlight our students with disabilities and and show stories of people that have like had to to come up against all odds and you know get lawyer degrees and with people with disabilities and how there isn't really um if you keep trying you keep working hard like there's no limitation and I love that. Um and also I was able to attend the parent field trip um which was a total success if you asked me as an attendant. Um I loved all the parents and how involved they were. They were so

333in awe of like our our testing and how we how we um just align their students skills with pos possible jobs in the future. And they were all like all the parents were like can we can we can more parents have the testing? Can more parents be involved? And they had all these ideas which I know it's the point of what we do these field trips. So, I commend you um Michael Brutder and everybody in the team that was involved in that. Thank you so much. Um also, I went to Liberty to watch The Lion King with my two daughters and they keep singing every single song. So, it was a total success. I was in awe. I cried like I know this movie by heart. So, it was so cute to my daughters experience

334it uh with me. Um and yeah, they keep singing Hakuna Matara and they keep singing all these other songs. So, it's so cute. Um, they did an amazing job. Like, you could tell the kids, the students, the parents, everybody that was involved was amazing. Um, and then I was here previously at our staff recognition, uh, which again is close to heart because as a previous staff myself, um, it just I love recognizing people that are doing the work every single day. And as Miss Reed said, if it weren't for them, we wouldn't have what we have, an amazing working environment. Um, and also just to recognize our teachers, the way that we saw the um our one teacher being recognized today and all of them in the previous months. just I I love that we

335get to highlight the people are doing great work and I love that I get to opportunity to attend to all these events and I keep looking forward to continuing to attend, continuing to visit schools and be of service. So, thank you Trusty Tolston. Um, I want to highlight our classified employees this week and this month and I had the opportunity I asked um, Miss Landers because I know her from my son's school if I could uh, if she could show me the ropes for the school because I want to learn I've proposed to myself that I want to learn every single position that this district has because there's so often we take so many for granted. So, I had an opportunity. I only spent one hour. That's not nearly enough. And but then that really

336opened my eyes as to what especially the classified staff does. And I wanted to acknowledge them because we all know they do run they sustain and they run the operation. So, I just want to keep them in mind and everything that we're we've been discussing today. And all too bad it's late because I I wish that some of the classified staff was still here that they're being acknowledged and we're listening and um we're we're going to work something out. We want to. So, but um if anybody else wants to let me know and take me to another school and again I want to learn the ropes. I want to sit around. I want to help the cafeteria, the nutrition services. That was very interesting. I never thought we take it for granted again. And um

337you know, you think, okay, the kids are fed, but the principal is explaining to me how long they're there and what they're doing from morning to the afternoon. And I was in awe because all of us parents many times take so many things for granted. The instructional assistance, some of the aids that were there, um some of the things that they showed me, I never thought that that's what they did. So, I want to continue to learn and thank you for that. Dominguez advant. Yes. Thank you to our classified. They do so much. They're they're trying to catch kids. They're running. They're getting hit. And look at the one of the speakers that just came in today that she was hit. And And I I know a few staff members that get hit and do

338not report it. It's part of how you're supposed to get these things um documented so that you can take appropriate action. But um they do so much. Thank you very much. Please share with uh your membership that they are appreciated and um I mean from changing diapers to tutoring to mentoring, from cleaning up, picking up, putting things away. Thank you very much. Thank you for all you do. Thank you very much. Uh and I did get an opportunity to attend on the 19th and the 26th I attended a a two-day Chilista PD community leadership workshop all day workshops. it. Um they spoke a lot about what they do in the community and the different approach that the um chief has pres uh chief Kennedy has an a very she's embraced the whole community policing which

339is not what we usually think of but as being part of the community members treating each other with respect and and such. So I attended that attended McMillan also to the same event that um Trusty Karen did and they did have they had a wonderful setup in the multi-purpose room. They had an abbleism section, accessibility, assist of technology, disability history and rights and respectful language. And there was different leadership there that the speakers were all part of their different communities. And one of them said, "You may not like Elong, but did you know he was autistic?" You know, and so I thought that was interesting because it's just there's so much that they're able to do and we haven't learned to tap into to that knowledge on how they can express themselves and how computer

340savvy they could be if we were able to just see what they could do, you know, if we were rich. Huh. and uh we really be able to bring out the the the best in the children. It's not that they're not able, it's just that we haven't been able to tap into what they are able to do. And I went to that that was a great experience. I attended also the uh San Diego leadership for biiteracy and um our we had our own uh representatives there. On the 8th, I attended the South County Selpa CAC award ceremony and art show. Our very own RSP itinerate teacher, Jennifer Simpson, was awarded the CAC award. Congratulations to Miss Simpson also. And um we had a couple of other of our district. Um uh Miss Rose Techni was

341there to introduce her and said a few kind words. and uh someone that she's was a student that was a student with her came up to also present for her. So that was very nice. On the 15th also on at Winter Liberty's Lion King Jr. play you guys. It's like a professional. I went on the Thursday. It was just so professionally put out there. the the little kids I mean singing like they're oh my gosh you just knew all their lines and it was just amazing if you didn't go you really missed out the acting the singing the costumes the choreo choreography amazing and uh then of course we just came from the class of fight about six hours ago celebration thank you very much and thank you to everyone who hung in here today

342and thank Thank you for sharing your comments and your input. Um we'll work harder to try and address them. Thank you. I have communicated enough today. Thank you. Uh May is great because it's the celebration of all of our educa all of our educators starting with May 1st being day of the principal. Then we go into day of the teacher, nurses day, we have school, we have everything in May clim all culminating today and classified. Um so it's very exciting and and today knowing that today we were going to be celebrating I started thinking about because every day I mean it's it's nice that every day that I go out uh into the world um I start my day with a bus driver from CVD because he's right outside my door every day. Um, and

343I get to see our littles getting on the bus and on the way to school and very important. Otherwise, they wouldn't get to where they need to be. So, um, I also echo what everyone says. We, um, we value all educators from classified all the way up to people here. Um, and, um, I did, uh, I did was able to attend the biliteracy symposium and see our teacher and our principal be awarded. And then uh I was able since the last board meeting to go to Adilante Muher uh conference and one of our parents was actually a presenter and she pre she presented on financial literacy and our students that were participating from you know elementary up to high school were very engaged because she talked about saving um she talked for for all kinds

344of events whether it's for school, whether it's um to, you know, anything that you could think of. She was very knowledgeable, um very engaging. Our students were engaged, our principles were engaged um as well. And so um that was that event is always great and I encourage our students in the future years to continue to attend that um and our staff because um it was wonderful and there's opportunities for us to present as well. Um, and with that, I do wish this is our last board meeting before school gets out. So, I hope everybody has a great six weeks. We have well, if I count today, it should be 10 more wake up 11 more wakeups, but it's really 10 because we're in the new day. Um, so Dr. Reyes. So, yeah, I've had the

345opportunity to attend many different uh events at sites. Um, I'll just mention a few. The Vapa Festival at Wolf Canyon, which was amazing and it was a lot of different schools participating. There was a ribbon cutting um event at Harborside where they were uh giving out free food for for parents. Uh we had uh Mayor John McCann was there and a lot of other dignitaries. The also the mayor of uh Coronado was there. Um we went to I went to Cook's u international the IB festival was it was great. It was it's always fun to to go there to do a lot of great things. The leadership uh symposium. Um, we have the Oh, I went to the which is amazing the Filipino language and culture after school program like closing. Uh and um they

346the the students they were doing all these dances and all this choreographed events and and uh it was great hearing from them, watching them and a lot of great food and so so it was it was really nice. And then I went to the Optimist awards. Uh really nice to see our students receive awards of you know all the things they've done. and I went to a couple of the purple star ceremonies of our schools and and many other events. Um but uh yes to uh this is the last meeting board meeting for the year. Uh I do want to take this moment to thank everyone and um you know at the school sites yes this week is classified week. So I do want to acknowledge uh and it's been said over and over that

347the the work day in day outs of schools and districts uh cannot be done without classify and um uh they do amazing work. they do a lot of the work that echo that silent work because many times they they you know they they just take care of business and and uh there's not not much recognition and that's why I said uh in the in the back there I think it's unfair you know I think I think we need to recognize not just this week but on a daily basis recognize that their work is truly valuable. Uh but I also want to recognize um uh all our teachers that done tremendous job throughout the throughout the year. Uh our administrators, everyone that has worked together to make sure that Chulis Elementary School District continues to shine.

348Um, I really especially want to thank all these people here because they make my job so much easier and and and and truly, you know, it's uh um I get up and I give a speech and I do the ribbon cutting for this and I do all that. Yeah. Behind me is right there. It's all of them. Uh because they're the ones that are doing the work. They're the ones that uh are making sure that everything gets done the way it's supposed to uh at the right time and and genuinely caring not just for for for their job and you know what they do but also for our students and the districts and so I really want to thank all of you. Thank you. The next regular meeting of the board of education of the

349Chila Vista Elementary School District will be held on June 11th, 2025 at 400 p.m. for close session and 6 p.m. for the open session. Do we have a motion to adjourn the meeting? Madam President, we're adjourning to close session. Close session. Yes. To adjourn to close session. Motion to adjurnn to close session. Second. Okay. Madame President. Okay, that's it. Do we have a motion to adjourn? Motion to adjourn the meeting. Second. I second. Motioned by Trustee Ramirez Dominguez, seconded by Trustee Tolson. Recording secretary, please call the vote. Ramirez Dominguez. Tolston. Dominguez. He's like, "It's not 2:00." Oh, yes. Motion carries for one.