5/22/2024 - Spanish - Chula Vista Elementary School District Board Meeting

001Welcome to the closed meeting of the Chula Vista Elementary School District Board of Education. All members are present. We are going to approve the agenda. There is a motion. I move to approve. Mr. Fernandez approves. Second, Mr. Tamayo. Everyone in favor, say I. The motion passes. 50 oral communications on closed session items. Oral communications give the public the opportunity to speak on this and to be heard. They are asked to make a request to be heard, and the board requests that they speak for no more than 3 minutes. The board will limit the total time for public participation on each item to 20 minutes with the consent of the board. The chair may increase or decrease the time allowed for public presentation. No action can be taken by the board. There is no one who

002wants to address the board. Now we go to the closed session according to the following items: 34, 49.1, 54 95 7.6 of the Government Code collective bargaining employee negotiations agency negotiations fre llp and Adam Silvia mcm llp employee organizations of the classified employees of chulavista chulavista educators unrepresented employees chulavista administrators association the Government Code 54957 discipline dismissal and release of public employee Government Code section 5495 title appointment employee director 2 of the school m section 54957 of the Government Code title appointment of public employee director 2 Juarez lenc school section 54957 of the Government Code appointment of public employee title senior director of leadership and learning two section 54956 9 of1 of the Government Code conference with legal counsel existing litigation in the office of administrative hearings case number 10433 Government Code 5495 6.9d 1

003conference with legal counsel existing litigation in the office of administrative public hearings case number 10733 Education Code 35146 Consider the hearing and waiver of student expulsion and suspended expulsion agreement stipulated student number 83 2828 Education Code 35146 Consider the absence of the hearing for waiver of student expulsion and suspended expulsion agreement stipulated student number 2626 Government Code Public employee performance evaluation Superintendent al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al al ... student and the suspended expulsion agreement number 4126 26 the motion by Mr. Tamayo seconded by

004Domínguez Cervantes the board approved the agreement Ugarte Bishop Tamayo Domínguez Cervantes education code section 3 5 1 4 6 considers the hearing waiver of the expelled student and suspended expulsion agreement stipulated 83288 the motion by Ms. Domínguez Cervantes seconded by Mr. Tamayo the agreement was approved Tamayo Bishop Domínguez Cervantes government code section 549 56.9 D1 conference with legal advisor existing litigation in the office of administrative sciences case number 02401 0733 motion by Ms. Domínguez Cervantes and seconded by Mr. Fernández and approved by Ugarte Fernández Tamayo Bishop Domínguez Cervantes the last government code section 5495 6.9 D1 conference with legal advisor existing litigation in the office of administrative hearings the case number 20 401 0433 The motion was made by Mr. Tamayo and the board approved by the following vote: Ugarte Bishop, Dominguez Cervantes. And that's

005all I have to report. Thank you. The open session of the Chula Vista Elementary School District Regular Board is in order. Welcome, everyone. All members are present, and I will give the salute to the flag today. Ready to begin? I pledge allegiance to the flag of the United States of America and to the republic which stands, one nation under God, indivisible, with liberty and justice for all. Now, let's proceed to the agenda. There is a motion. I second it. Mr. Tamayo requests it, and Mrs. Bishop seconds. Everyone in favor, say "I." The motion passes 5-0. Now, let's begin the special recognitions. Mr. Romero, if you would like, please introduce our new employees, Mrs. Urgante. Superintendent Dr. Reyes, board, and community, it is my pleasure today to introduce our new principal to the Chula Vista Elementary

006School District. I want to speak to Rachel Scott Bravo. She has been with us for a number of years. She started as an Education teacher. Special after she was assistant principal at SALC and has been an interim principal and now she is our new principal. Congratulations Rachel, good evening everyone. I want to start with a very big thank you to Dr. Reyes and our cabinet. Thank you so much for this incredible opportunity. I am honored to serve this community. Fenny Bulldogs. I know some of you are listening and you are members. I love you, we love you and we are Fenny because you are you. Thank you. I want to call Raquel C. She is our new cabinet member, Senior Director Raquel. Congratulations, good evening community, board of directors, Dr. Reyes. Thank you so much,

007cabinet. I want to start by saying my heart is so full. Thank you for the opportunity to work and serve our community, students and staff. Chulavista has a history of excellence and I want to contribute to this success. Congratulations Raquel and to our new Jen. Thank you so much, cabinet members. I am so excited to be able to support and do great work in the community where I live. I lived here in Chulavista for 10 years. I am a proud Marshall mom. Thank you so much, thank you for this opportunity. Recognition from Safety Patrol Colonel Jessica Morales of the Safety Patrol. Thank you so much, President Ugarte. Today we have A great, a great recognition, including beautiful, and every year the districts send a candidate for Colonel and one is promoted, and this year the

008panel promoted Sonny Side student Justin Valenzuela to Colonel. Justin, his parents, and the Safety Patrol advisor are going to Sacramento to receive this. Justin is going to meet politicians and receive an award. Please, we're going to present you with a certificate of recognition. Congratulations. [Music] Board comments: Justin, this promotion is an indication of your leadership. That means you are a role model, and those are real. The people behind you have to come up behind you, they have to copy you. Thank you so much for being a magnificent example to your classmates and to the rest of the students at your school because you represent... Oh, we have to listen, right? To a person like that. Congratulations because I know you went through an interview process, and thank you for not being disappointed when adults don't

009listen. We're not paying attention, and we want everyone to. But thank you so much for being there. I say what I agree with. My colleague said that, but we appreciate that you've moved into a leadership role at such a young age. When you're in elementary school and you reach these leadership roles, it's wonderful, and we're impressed by the work you do. Thank you for representing us; it's magnificent what you've achieved. What I would ask is that you mentor those who come after you so they can achieve the same. Because what you achieved today was through hard work, and sometimes others are ready to do it, but they need someone to guide them. But at your young age, you have the potential to be a mentor. Obviously, you have that service-oriented mindset. I applaud you. I

010congratulate you, and we'll see what else you can achieve. Congratulations! I agree. Congratulations on your promotion. You are an example of responsibility in our community and for your school, and I congratulate you on your continued success. Wow, everyone has talked about you being a great example, and I think you are also a great reflection of your family. I ask that you continue to be that reflection of your family and the work they did with you. And what Mr. Tamayo said, congratulations on a job well done. I'm sure you worked very hard for this promotion, and in the future, it will take you as you grow in other grades and that you will be a leader on this platform that you now have, that you can do things and you put your mind to it. Congratulations

011on the recognition of Diego Arias as the San Diego County Board Member of the Year. It is my honor to share that Diego Arias, the school board member, received the award this year. He is a magnificent person, but I would like to invite Ms. Watson, the principal. Excuse me, my speech and language aren't so good today, to share a few words about the incredible things she is doing at your school. Hello, I am here to share with you because our board member, Diego Arias, was selected for the County School Board Member of the Year award, and as I really want to say, his leadership, his professionalism, his impact on the community, he has been part of our school's success. He has been at our school for 7 years and has shown a commitment to our

012students, families, and staff, and he has a He has truly created an inclusive environment. He gets along well with everyone involved. He is warm, empathetic, and his concern is genuine. He also gives our students and other students a sense of belonging and security. He teaches emotional intelligence classes and supports students in need. He proactively provides intervention and crisis strategies, which have been instrumental for our students. He is actively involved in professional development. He presents for our students. He is CPI-trained and teaches counseling at San Diego State University. He also supervises three interns from the University of San Diego. His practical experience and leadership have earned him the PBS Platinum Award, and we applied for it again this year. It is a testament to his exemplary leadership in creating a positive school environment. He analyzes data

013to determine next steps and offers support where needed. He is an exceptional counselor who always demonstrates dedication and compassion. His contribution to the school has been nothing short of remarkable. We are very, very grateful. Proud of you. Congratulations. Thank you. Yes. Let's see. Call Rich. Comments from the board. Just trying to put here with Mr. Arias's description. Wow. I don't know, I know you don't sleep, right? It's truly impressive that you are able to bring this compassion and opportunity to the children. You are mentoring the students of San Diego State to learn from an individual who truly couldn't have a better mentor. Thank you for caring about our students, for the children of the community. Thank you so much. When I greeted you, I was in your presence for 5 seconds, and in those 5

014seconds, it really struck me that in this world there are people who reflect the goodness of the world and help other people see the best in themselves. And in 5 seconds of taking your hand and saying congratulations, I absolutely saw that you are one of those people who exude kindness. And that is very important, especially in times when children are having a hard time and in spaces where there are many challenges. We need people like you who are not only helping them have the best versions of them, but also learning to teach others to give that happiness. We couldn't be more proud that you work with our district and help give good things. Thank you so much. As I reflect on the kind words, I can't think of how many lives you have improved through

015counseling work. Maybe not today or in a week, but the work they are doing, the changes they are making, and those students will always remember your name. I am here because Mr. Arias helped me and showed me how I can do, how I can change, and they will be better for the work you are doing every single day. Congratulations. It is a tremendous honor. Our students have been very lucky to be working with you. I know you put a lot into all of this, and you are here mentoring future counselors. It has been a very, very long year. I know you put a lot into the students. I just want to say thank you so much, Mr. Arias. I also reflected on the kind words that your principal said, and I thought to myself, what

016a role model, and for the work you do. You are assigned to a group of students, and that is already a great task. Thank you so much for everything you do. Recognition of leadership excellence in education, Mrs. Rochelle. This is a celebration to see the individuals who have inspired others and paid tribute to 36 national leaders who have dedicated their lives to making a difference to our children and cities. This was on May 20, 2024, and our superintendent, Dr. Eduardo Reyes, presented this award in recognition of his leadership in CBSD and beyond. So, board members, please recognize Dr. Eduardo Reyes. Board comments: When they let you shine, then keep shining. We hope you live to see the recognitions go out to the community and the public. It is a great responsibility, Dr. Reyes, and thank

017you for representing us. This recognition is magnificent. I like the fact that you have the power to impact students and that this will last for generations, and that is what you do, Dr. Reyes. We appreciate what you do, but as they say, thank you very much. This is a lot of the Awards you've received. But this demonstrates the leadership you have, but also the great team and staff this District has. It's something we know; it's not just us, it's the team. And one of the things that impressed me a lot was that he recognized that. He mentioned the team and several of the leaders we have here, including today. During the interviews, they mentioned the team, and that 's critical because it's not just one person or a few people, it's the whole group. Oh,

018congratulations to the entire staff for making us look good. That was a very big event to participate in, and thank you for being out there and being in the community and listening to the positive things the community sees, right? Because it's important that internally we also know that the community is recognizing that. And that takes leadership. I applaud you, and I hope you continue to be recognized by the community for the work that's happening. It's great that today is at the perfect time because today we're doing your evaluation. This is a joke, right? But yes. And one area of ​​strength is that you're very present in the community when we talk about teamwork. You give recognition to the staff, and the community knows that we want the instruction to be of high quality. Two things

019impressed me at this ceremony. The first was that this foundation spoke about attracting people and diversity and focusing on what unites us. I really loved that message, and I thought it was very appropriate when we're receiving awards. And Dr. Reyes, you brought your mother and daughter, and we walked, and everyone who saw you was running to your mother, telling her what a magnificent person you are. It's always good to know what we can say to you publicly, but that's the reason you deserve the award and why you cherish it. It's because you talk about the team, and not only do you talk about the team, but you also have it. Whenever we ask you something, it's, let me ask the team what their thoughts are on this situation, this concern, or this idea. And that

020was reflected in your acceptance speech. As Mr. Tamayo said, this is one of many. Thank you very much to the board for their leadership and support; it makes everything possible. And I also talk about the team, but basically, every award we receive is... A [missing word] is a recognition or award for the District; it is for the entire District for what is done every day from the classroom to the office to the playground. Everywhere we go, magnificent things are happening in this District with wonderful people and beautiful children. Thank you to everyone who is part of this District. Recognition of the art contest winner. Thank you, Mrs. Ugarte, President Ugarte. I am very excited to be talking about the art winner. There was a contest for kindergarten through 12th grade in San Diego County. They

021had to submit their artwork that addressed pollution, and one of our students was mentioned three times. Locally, Irene, it seems Irene didn't come. Okay, we'll make sure she knows she was recognized tonight. Okay, recognition of the 2024 Literacy Award, Mrs. Rochelle Carol. Okay, again then. This is an award that recognizes students who have bilingual proficiency by high school graduation, and these awards were made available at the 2024 Symposium on April 25th. The Chula Vista Elementary School District was recognized for this. Superintendent Dr. Ardo Reyes presented and received one of the awards for our students and also honored the champions. In local districts, administrators have the opportunity to be recognized in their school community for demonstrating excellence in multilingualism and biliteracy. Lani Perez was selected; her advocacy ensures we are very proud and very grateful to

022Ms. Lani for all the work she does in Chula Vista. At this moment, she will recognize Dr. Reyes on behalf of the district and Ms. Perez for her Champion Award. Comments from the board: I met some dual immersion teachers, and they told me how much capacity you provide them. Thank you so much for doing that. The dual immersion program is magnificent, and you see the parents always trying to get their children in. It has been a great success to have them in the dual immersion classes, and that leadership you provided and the support you gave to the dual immersion teachers is with much gratitude. Thank you so much. Teaching students one language is not easy, and teaching them two languages ​​is much more difficult, and I am very proud of our district. And Lani, thank

023you so much for the work you and your team do. I was very proud to be at that ceremony and see how you were recognized, and I love the fact that we keep talking. We talked not about the things we do today, but about how we can expand the program and have more children become bilingual. On behalf of the district, I am honored to receive this award. We are very proud of the work you do. Congratulations! Your team has worked many years to be here. I also want to highlight your participation. I applaud everything you are doing. I see the improvement and the results, and I recognize the work you did here, as well as what you are doing now, and the benefits of all this. Congratulations and thank you for all your hard work.

024It has n't been years, years, to have the literacy program in the district. Many families are very grateful that this exists in the district and they appreciate it and appreciate the value of being fluent in more than one language. And also, community events like the convention, the gathering that gave families at the school the opportunity to have resources for double investment, those kinds of communication events that bring more parents into our district. Thank you very much. I still remember my first meeting with you and how you took the time to explain and were so patient and supportive. You helped me understand a program I wasn't familiar with that had to do with language. I've seen you in this position grow and flourish over the last few years. Things you've expanded with our language program during

025the school day and after school are magnificent. I see you in the community, I see you at the CABE conferences. Continue with us, doing great work because you've expanded and impacted our students. And that's a huge thing. We're here to impact students. Congratulations and thank you for everything you do. A student who is n't... Can someone say something about our artwork that's here? Or this is someone else's. It gives me so much joy to share about this art. It's spectacular. This piece of art was created by our Chula Vista students during our spring session at Camp Lead. You may remember we had a contract with... A Reason to Survive, an art camp, and they went to this place and co-created this mosaic sculpture during the week, resulting in this piece of art that's been donated

026to our district. But what we're looking for is for them to go this summer as well. Hopefully, after a few years, we'll have it all over our district. To represent not only our lead program but the artistic talent of our students because if you meet with someone, this is what you can create. We are looking for a place for it, not here, but we are looking to see if we can place it. Thank you. Communications to the Board of Trustees, Classified Employees of Chul Vista, Mrs. Angela Reed. Thank you very much. So this week in May is one of my favorite weeks of the year, a week in which frontline workers, essential staff, are recognized for their hard work every day. In other words, it is our time to shine. Classified School Employee Week is

027a time to emphasize the vital work that our classified employees perform in the largest elementary school district in the state. We are the first in and the last out, providing essential services to all the schools in our district, staff, and most importantly, our students and their families. I recently came across a story about President John F. Kennedy's visit to NASA in 1962. As the story goes, the president shook hands and met with many of the men and women who were working toward the national goal of landing on the moon, and one of those people was... When the president asked the janitor what he was doing, he replied, "I'm helping put a man on the moon." The man sweeping the floor was focused on the overall goal of the organization rather than the minutiae of his

028tasks. This focus allowed others to work on other aspects of the mission, just like the NASA janitor. The contributions of our classified school employees are integral to the mission of educating children, helping each and every student thrive and understand that they are people of great value. By addressing many of the district's needs, we allow the organization to focus on and fulfill this mission. Some of the hundreds of jobs performed by classified staff include transportation: drivers, dispatchers, mechanics, and bus attendants take children to school and back day after day, rain or shine. Custodians clean classrooms, collect trash, and empty garbage containers. Groundskeepers maintain green spaces for students and fields for them to play on. They maintain the building, ensuring that all students learn in a clean and welcoming environment. From the Administration, school secretaries register students,

029interact with and coordinate parent volunteers, and act as the principal's right hand. Attendance health specialists ensure that the district's primary source of income, area attendance, is accurately accounted for. Nurses support the health of students with exceptional needs in the cafeteria and on the playground. Our playground supervisors enable all schools to support Breakfast and Lunch for All. They keep students safe during meals and on the playground. Child Nutrition Services feeds our bright stars with breakfast and lunch, providing essential needs such as food, shelter, and clothing in the classroom. Student aides and instructional aides provide one-on- one instruction in small groups and support individual student needs. Our occupational therapists and assistants, as well as our speech-language pathology assistants, provide late bloomers with essential support to grow and thrive. Our registered behavioral and emotional support technicians, autism and

030behavioral support assistants, and behavioral specialists provide emotional and behavioral support. From instruction to specializing in challenging behavioral support needs, an occupation that remains in high demand. In the case of technology, IT staff provide and maintain the tools and resources that enable staff collaboration, administrative functions such as evaluating student performance, and even the ability to conduct board meetings. Our central office could not function without the administrative, payroll, budgeting, and accounting support of many of the classified staff members who work in this building. Tonight, I again ask everyone to reflect on the valuable contributions provided by our classified employees and how their assistance lays the foundation for student achievement. There is not a single role in a single school that does not matter. My future hope is that each and every one of us will answer the

031question of what we do by saying, "I am helping to educate the students." Chula Vista educators, Mrs. Rosy Martinez, good evening. It is very difficult that this is the last meeting for the school year. It is very exciting to be here for these recognitions. Congratulations to the four honorees tonight and throughout the year. It has been a very difficult day, but we have much to celebrate. What can we do? What we can celebrate is that three more schools have been approved to become community schools. Congratulations to Raay Lomaverde and Los Altos; they will have more support and services for their students and communities. I also want to acknowledge Ror, and although its approval is still pending, the district committee is supporting its community. Congratulations also to Palomar for completing its first year as a community

032school. The impact they have had is significant. There is still work to be done, and with the second group of schools, they will help all the others continue the process. This Saturday was Speech and Language Therapist Day. I want to recognize what they do for our teachers and students. I also want to acknowledge the work of all the district departments that put together the plan. Thank you very much, Jessica, for taking the time to review it with me in great detail, ensuring that CBE understands the plan so that we can support the efforts. It is very important to understand how budgets are prioritized to support students and staff. To celebrate successes, we have to ensure that the district can improve, and we have to see how. One of the areas is how we hire and

033rehire. Temporary teachers are committed to working with human resources. Another important aspect is student behavior. Part of the concern is how to address it. I want to thank Jayon and Sheron. To follow up on the issues I've brought to this area, we must recognize that we have a lot of work to do to ensure all students and staff have a welcoming environment. I want to thank Jovan for showing the District what a magnificent place it is. Rochel, thank you so much for being with me in all my passions. Thank you so much, members, for listening to our concerns and making tough decisions. I want to continue your collaboration with this leadership and this work, and to work on solutions and implementations to ensure all students, staff, and families have the best experience here at CBSD.

034I wish you a fun and restful summer. Thank you, Mrs. Teresa Corona, Chula Vista Administrators Association. Good evening. As we transition from one cycle to the next, clarity, as I've mentioned in the past, is essential. Last week, ACB was represented at the table in our Academic Plan 425. This meeting included great discussions on professional development for the coming year. Including this discussion, providing clarity also involved a meeting with Shark, and the focus is on gaining clarity on transportation so they can operate in accordance with these agreements and district procedures for operation and safety. We are optimistic about concluding the negotiations and remain dedicated to working with the district professionally to have the clarity we need as leaders and thereby better serve our communities and our students. Thank you. Oral communications: Oral communications give the public

035the opportunity to address the board on matters not on the agenda. Speakers are asked to limit their remarks to 3 minutes and to submit their request to be heard before the meeting. They are asked to speak respectfully and professionally. The board will limit the time to 20 minutes. With the board's consent, the chair may increase or decrease the time allowed for public presentations depending on the topic and the number of people who wish to be heard. No action can be taken by the board. We have 13 people. I'm going to speak to you three at a time so you know when your turn is coming. Laura Douglas, Mary Davis, and Noem Self. Okay, if I go first, Mary. Davis Good evening, I'm here to talk about my concern regarding the sexualization of children. This is

036similar to the story of secondhand smoke. Before, smoking was a social norm, but then it was shown to have long-term damage. Also, the premature sexualization of children is happening. Sexual assaults of children, from child to student, have increased. I contacted the San Diego Department of Education because I wanted to see what statistics they had on sexual assaults, and they told me they didn't. It seems that the age of these victims has been getting younger. There was a parent who reported a sexual assault in kindergarten, and the suspect in the alleged sexual act was a kindergartener. The person who committed the act was also a kindergarten student. This is quite intense. For example, it happened at an event in East County. An organization held an event where a drag queen gave out raffle tickets, and attendees

037could measure her and interact with her. This isn't anti-gay or anti- LGBTQ; I'm also against girls. But I do want to admit that I have never seen these groups in libraries reading to children, and also today is Harvey Mill Day, which I also wanted to say, particularly elementary schools, should not have a part in celebrating this role model. Again, it's not a gay thing about not being gay, but I want to stipulate that a board cannot celebrate a person's behavior in order to report. Thank you, Laura Douglas. Hello, I am Laura Douglas. Our daughter went to Hestale High School. She participated in the program and was awarded by the county board for Chula County. I am very proud of her, but while going to UC Riverside, she got pregnant and started a family very young.

038Everything was fine except that when her son was 14, her marriage fell apart, resulting in fights, police affairs, and her mother moved to a new home, but the damage was already done. Then our beautiful boy, of whom I sent you pictures, started missing school. He had been a student involved in music, art, and all sports, and he loved that, but when his mother left, he fell into a very, very deep depression. He and his sister became suicidal again, and we tried to help them, but there was nothing we could do. It was in C, and you couldn't find a counselor. But they found someone on their screens and phones, and then they entered the LGBTQ+ community. Before they could get this psychological help, he disappeared. We haven't seen him in two years. He left. He

039had people who would open doors for him, who could teach him, who could help him, but he abandoned the help, stopped going to doctors, and now he's taking hormones. We don't know if he's going to go through with the surgery. We haven't seen him in two years. Parents, teachers, board members— this is a problem that involves the whole family. I've done my research. Sample statistics show that hormones can cause osteoporosis, infertility, and cancer, and that's based on the hormone protocol and puberty blockers. We have no idea. It's not right for teachers and people to influence children so they can find an escape route. Families need support. This has been devastating for us and for our whole family. It's not just a problem with one child; this also happened with his sister. I'm asking for help

040to stop these things. Problems at home, let families help each other, support each other. It's not just about the child, it's about their entire environment. Thank you, good night. I'm here to address concerns about what has happened to my son in the district. He's a kindergarten student at Camarena Elementary School. He got sick at school; it seemed like he was contagious, and they made him wear a mask for something that wasn't transmissible. This is alarming, since you don't know my student's health history, and you put him at risk due to low oxygen levels. Also, a student is being accused of being physically assaulted not once, but twice, and when I complained, you were driving around without any proof that this is happening. No one, no student, should have to go to school in fear for

041their personal safety. This is my son's daily reality. I'm bringing this to your attention because I'm going to be following up on it, because I'm going to file formal complaints. This is what happens when you do n't include all the children, when you only include some and not others. It looks like you're excluding them, not including them. And you talk so much about inclusion but you don't include them. So what's your real question? You started talking against Marta in Chulu Vista because of her religious beliefs, that's discrimination. I think you're anti- family, you're not pro-family, and I really hope someone takes your place because you don't represent me or my family. I just wanted to say that we have to include all the children. You talk about this constantly and I don't see my family

042represented. Maybe some values ​​and things like that, but you can see me, you can see me like that, but you're not including everyone. You don't do it. You talk about inclusivity when you don't include everyone. Children, Christian children, they include them, no, you don't, you just believe in your own thing, lb gtq, then yes, thank you, the next three, Mouso, Yosa Cornis, and Mary Doy. Is Mr. Mo here? Hello, I am a concerned parent of a child in this district. There have been many instances in California, in the nation, of children transitioning to another gender in school and the school intentionally hiding it from others. This kind of secrecy towards parents is assuming that the parent is the enemy. There are many schools in California that have refused to keep secrets from their children. Those

043parents have the right to know what is happening with their child at school. The Lakeside district passed a rights law that secrets cannot be kept from children, and Mrs. Bishop was there to talk about these rights. It was discussed that Bishop is very concerned that Power Schools will not keep secrets from children if children want to change their gender in school. Sharon Casey in our district, when a student identifies with another gender, the student puts it in code. Kate's response was, "Ah, okay." So we have created our way, and Mrs. Cassy said if we did it, everyone can hear this. K Bishop said it's California law, but it's not a recommendation. You can't keep secrets from children about their students. Mr. Ponte admitted in court recently that those are guidelines that can't be under the

044law. And I just want to add that Ms. Bishop's seat is up for reelection, and it's time to have someone different in that seat. Keeping secrets from children to parents about their children is wrong. Thank you, Ms. Mary Doyle. Good evening, President Ugarte and Board of Directors, and the staff and community. I'm here about a different matter, but I'm a member of the LGBTQ+ Community. It's very interesting to hear everyone's opinion. My name is Mary Doyle, and I'm a community member and a teacher, and I'm here to thank you for passing the resolution last month. Oh, regarding the Tijuana River crisis, I've visited seven school districts, and this is a catastrophic environmental crisis. In time for Earth Day, all seven districts made resolutions and proclamations. Campaign: South B Union, San Diego, Sweetwater, Chul Vista National

045City, San Isidro, and Coronado all raised their voices. Thank you. I couldn't attend your meeting last month because I was in National City with students presenting, but when I saw the discussions, I was so excited I got chills. And also the CB students from SD talking about the data. And also a writing contest, and each of you reading a part of the proclamation. What a shame I missed it, but now, as a teacher, a former public school teacher, I am very proud of all of us. When they ask me what an ordinary citizen can do, it's write a letter, and we have done it and much more. And let's keep this going. I'm in less than 3 minutes, give them more time. Thank you. Thank you. No, Scott Lur and Rosemary Laur. My name is

046No Cravens. I am a mother of Fajar Jeffers, and I am here advocating for parents because they have to speak up, because they are afraid to speak up for revenge against their children. Problems in our school. Our Special Education class started with 16 students; now they have nine, and at least three out of four are being asked to drop out next school year. They were n't included in field trips, not even in the kindergarten photo until the day before, every special education student reported having behaviors they'd never had before. Many bites were reported, burns to the face because they stay outside most of the time, self-harm behaviors, throwing themselves on the floor, which we have witnessed but which were not stopped by the teacher, general education teachers, what a mess, you didn't post the message,

047not until now. Oh, nothing's wrong. How did it happen? A kindergarten child was left asleep on the floor while the rest of the class was in the yard, and this incident was not reported to the parents either. Another problem is bullying. We have many reports of bullying from kindergarten through sixth grade. I'll give you an example of a student who received messages. The messages were: Go and Die. Why were you born? Jesus made a mistake bringing you into this world. These parents said how it happened. They told the parents how it happened outside of school and on a weekend. The school can't do anything. All cases of bullying should be investigated. There was another post with photos that Parents were concerned, according to the photos. It was written that one of the teachers was bringing

048tarantulas. We have a very close-knit community, and parents talk to each other, and no one can say what he brings to school. What happened is that there is no copy paper. Our school spoke in July 2022 when the school opened; they didn't have any. I spoke about this problem with Dr. Reyes in August 2023, and he said he was going to talk to our principal, but the lack of copy paper continued. Rosemary Laury, I am Rosemary Laury, I am a mother of Jeffer and also a mother in Harborside. I want to thank the board of directors, Dr. Reyes, but especially Mrs. Cervantes, for her support of Harborside. Madam, you advocated for this, ensuring responsibility. You requested that it be appropriate for someone to speak with them afterward. Dr. Reyes wrote here. Thank you. The following

049four, because they are the last four in this area of ​​the agenda: Tania Williams, Jeska, Stephanie de los Cobos, and Daniel Vaye. I cannot read. Good evening. My name is Tania. Thank you for the opportunity to speak. I'm running for the seat. Tell me a little bit about myself. I'm a school principal and I also have a very small business. I graduated from college with a degree in social work and child development. I have over 30 years of experience in education, decades of community service, and leadership. Chula Vista has been my home for over 20 years. I'm married for 34 years, a mother of four, and a grandmother of eight grandchildren who are the best. I'm a US Navy veteran, and my military experience has taught me the importance of coming together. And despite all

050our differences, we must fulfill the goals of our mission. Our mission is the success of all children. I want to be part of the Chula Vista Board of Trustees because of the decline in academics. I'm concerned about the future of the generations to come. Chula Vista has 50 schools, and I believe they're about to add another one. We have 29,000 students from kindergarten to sixth grade. According to student performance evaluations, almost 50% of kindergarten students... Sixth grade is below standards in reading, and almost 6% are failing math. Our students are failing in reading and math, and that's why they're not prepared for high school or college. This is a consequence of the decline in genuine education. I'm going to make sure that Chula Vista focuses on reading and math so that they are prepared for

051high school, college, and a successful career. I want to bring a common-sense approach to education, and also address the lack of parental support, which is critical in our education system. Keeping secrets about children from parents is not inclusive; it's exclusive. Parents should know everything that's happening with their students. Teachers are the connection between parents and children. Thank you, thank you for listening. My name is Jef Kapki. Good evening, members of the board. I'm here for the future of our children. Perhaps it sickens me that children now have more rights than parents when it comes to school matters. Children are our future, and they are truly failing basic subjects like math and spelling. When I was growing up, we had to have our own books, and now it's very different. The value of saving our children

052from generation to generation... What's right is right, and what's wrong is wrong. I'm doing it the right way the first time, teaching the children values. Oh, and with the basic goals of Education, whether it's changing a name because it offends someone or removing a statue because of something it did a few years ago. Raising the flag doesn't teach our children the foundation of education. At the last meeting, Ms. Kop, you were more concerned about transgender issues and the flag. Our children deserve much better than this. Thank you for listening, Stefanie de los Cobos and Daniel. My son attends Fajari Jeffers in the Special Education program. We have spoken with several of you over the past few years to try to get him help. He has medical issues, behavioral issues, and we have tried to work

053together. The district has made a distinction between behavior and health, and now he is learning. He is learning how to read. He is doing math, but unfortunately, the help they gave me has been threatened. They are going to take it away. He has a one-on- one assistant who is trained for behavioral issues, to keep him focused during class. Oh, my earpiece fell out and He also has type 1 diabetes, so he needs insulin before every meal and needs the nurse to monitor his blood sugar levels because when his blood sugar rises, he also has behavioral problems. We finally got him there, and now they say they're going to replace his nurse and the one-on-one assistant. The insulin has to be given before lunch, before his snack, and we have to make sure he eats the

054food he's supposed to. They want to take that away from him. He's just learning to read. When he gets home, we read together. He's very, very behind. I spoke with his teacher, and she said he doesn't need to be where he's going to be. But there are improvements. We asked for summer school, and they said he doesn't qualify. We've requested it; we've been talking with the principal and the school. It's sad that we finally see a child who is progressing, and they want to take things away from him. I want to get in touch with you to help me help not just my children, but my son. Thank you. We can tell the superintendent to follow up on this. Oral presentations and written reports, the district's health and safety update. Good evening, Mrs. Hugarte, superintendent.

055It's a pleasure to give you our update today. For the Chula Vista Elementary School District, keeping our schools as safe as possible, our safety board made it a priority that the schools were interested in seeing our active policy on how the cameras are being used, and we are having conversations with our groups so that we have a consensus on the use of the cameras and what they are going to be used for. We also had questions about what the plans are for the other schools. I know the cost of all our recommendation is a recommendation and questions to the board about when the other cameras are going to arrive. Next on the J is staff training. One of the things we are looking at is that we met with the Chula Vista Police Department, Jovan

056Martinez, M. Wiin, and Jenny Benac. We are at the police department and with the technology department as well. There are two big parts to IG, and one is how we handle the information, and the other is how the police department receives it. So, if an emergency happens at our schools, we send... This is one part of it, and the second part is the map that takes place and is at the school, and we can identify where it goes, and that takes a little more time. They want to do more research and ensure that their system can handle Broadband, and we're excited that they see value in this. There will also be training with all our resource officers, and we're also planning training with our staff. One of the things we're going to address—and this is

057new information—many will be hearing this in real time. It's LineWise, and it's a content filter that will blur the image. As we're still learning how to navigate social media and other information, our children, who grew up with devices in their hands, are better than parents and teachers and better in the classroom. I'm sharing this with you because we have policies and procedures to ensure there are safety measures in place. But there are some programs and some people who create pathways for students to access inappropriate images. LineWise is software that takes the images, and even if we don't have any precautions for that website, the image will be blurred so that students can't see inappropriate images. Anything with sexual content or weapons, they won't be able to see those images. I'm very excited about this, and

058this will be broadcast live. It will be announced in the fall of 2024. The images will be blurry, but you can still hear it. I'll have to refer you to our technology specialist, Jacob Angelo. Currently, it's just images, no sound, but in the fall, it will be for video only. I know we've had issues because, as you said, our students were born with devices. I brought this up at the board meeting a few months ago. I had a substitute teacher in the schools who was walking around and didn't know all the students. But when he went to one of the students who had their laptop open, the kids are so creative and so smart, and they bypassed the filters and were seeing inappropriate things. But the fact that they can bypass the filters... I understand

059the blurring part, but is there something that does the opposite? Because there will always be someone inventing a website. Couldn't we just allow certain websites that kids can use? I think you answered your own question. Yes, we are giving access, but the creativity of these kids and the people who want them to access the information is... Much bigger than our ability to address it ahead of time is something we're going to continue investigating, and we want to prioritize safe access for our staff. The teachers know which pages students can access, and there may be a certain level of research, but the teachers know what that would be. But for the school to only allow certain websites—I know from my years of experience—you can see that you can put blocks only for a certain age group

060because it's not appropriate. I'm wondering if there can be more discussion on how we can work here with Linewise. I know we need to talk about this more deeply, but some information from what Ms. Dominguez is mentioning—surely there are websites like Achieve and I Ready. The problem is that they also talk about many websites that we would have to remove, and it would be a few weeks that we would n't be able to function. But any research that they need or that the students should have is what they can be allowed to access in class and how to allow that. That's something we can talk about later. That means that a virus can also get in, and my colleague here, Mr. Tamayo, he's an expert, but if the children can do this, that's what... To

061say that viruses can also enter and take over the entire network, right? There are other platforms too. I do n't think those two are related, but I do understand the point. I appreciate this. I'd like to have more details and more information. To clarify, we have a program that [Music] searches for these photos and filters them, blurring them on anything on their school computers, right? Anything on campus? And yes, it will be in conjunction with the blocking, but the AI ​​filters recognize the pitch and also have settings for how much we want to block or how much we want to allow. And you said that videos are coming soon, and those videos, oh, how is it based on what they're saying or a moving image? So these videos that my daughter sometimes watches, those won't

062be caught by that filter, right? I think probably not at this point. That will be the next frontier. Thank you. Any other questions or comments? I think I'll ask the question. I know it's protecting students here in the schools, but can it also be configured to protect students with their computers at home? Yes, if they take the computer from school home? Yes, but on their personal computer... If they have a district computer, it stays on it. It's configured in such a way that they're taking a district device, so it's going to filter it based on our [music]. This new module they 're integrating is going to start searching, but I know that's another module. For our [music], there are other subscriptions we can do based on maybe DNS or something like that, which could have

063additional blocking. Okay, thank you. I appreciate those questions, Mr. Tamayo. Maybe I'd like to see a small demonstration in the next update for the board. Thank you. My questions are going to go in a completely different direction next month in this part of our health and safety update. I'm requesting that we give us an update on where we're going to comply with SP5 53, which for the most part needs to be implemented by July 1st and the other part by January 2025. Because they're still working on things, and probably every month I ask this if we're working with everyone because that law emphasizes notification, committee, and training of our staff, or classified, certified directors. See where we're going to comply with that and make sure that our We 're in agreement, we're moving forward, and

064for Ms. Casey, I don't know how it will affect us special education students. If we can keep an eye on that, I would ask that in this portion of our presentation, I know what the policy is because I wrote it. Thank you. If we can have that, and I sent you information today, that's all I have. Thank you. I would like to take 10 minutes before the consent schedule because that's a big part of our agenda. So, can we reconvene at 7:57? This is the consent schedule. So, which articles are we going to remove? I would like to remove 11d H and l m Z and wd. It was David's. Other articles, when I have it, I circle it. Listen, l e and L are mine. I have d e h i l m r

065Z and d d. Something else. 11c ch, and I think the other articles G H M and dd. Article c d e g h i l m r Z and dd. There is a motion to Vice President Fernández, all in favor of the m Option 52, Article 11c, Resignations. This is something I normally say every month, but with 13 other people resigning, I want to give the community the reasons why our employees have resigned. Dr. Reyes, Mr. Romero, the question was the reasons why our staff has resigned. Well, the information can be given. I think the public should know. So, if you can, if you have an exit survey and the people who chose to fill it out give you a reason, then can you please—and please make sure—I want to make sure I say

066this well—can you have a list of the reasons for the people or staff who are leaving the district? And we can also have them certified and classified, maybe give us a trend, so that we can mitigate the reasons. Every time someone leaves, we have to retrain them, and those who pay the price are not the staff, but the certified, administrative, and classified employees. Ms. Dominguez Cervantes, that's the last article under C. It's an action article. I ask that it be Make a motion. Mrs. Bishop requested it, Mr. Tamayo seconded it, all in favor. The motion passes. 50. Article of a resolution, according to the... with respect to Mr. Tamayo's absence. Yes, because I have to abstain. I'm going to ask... Can you read... What is the difference between reuse and abstain when... Education Code 35

067and... be paid by a board where he is absent... if the member by resolution... includes it in the minutes on designated attitudes about the district... or the absence was due to illness? Thank you. I request approval. Mrs. Bishop requested it, Mr. Andes seconded it, all in favor. The motion passes. 41. Article... to adopt the resolution designating May 2024 as Asian American and Pacific Islander Heritage Month in the Chula Vista Elementary School District. I think Mrs. Bishop and I have an interest... why did you remove it? Thank you. Thank you, Mrs. Ugarte. As always, when we make a resolution recognizing a group in our community and in the historical month... you remove it because there is a conflict of interest, and this... why do you want to? Thank you. I just wanted to talk about that.

068Okay. Where the classified employees What happened to the district's transmission Well, there it is, it's not coming out, I think. Who says this 750 students from Quintera 12 where the diversity includes Cambodian, Chinese, Mongolian, Japanese, Korean, Lao, Malaysian, Okinawan, Pakistani, Thai, Vietnamese, Samoan, Asian Indians, and others who, despite the barriers they encountered, have made historic cultural contributions to the government of California in science, literature, and the arts, and significant contributions including railroad construction and improving agricultural practices. And where there is the one that every student needs an opportunity to understand humanity, community, and all people, where the history of California public schools from kindergarten to 12 says that history should reflect the experiences of men and women from different ethnic and racial groups and that they are integrated at every level and is celebrated annually

069locally, statewide, and at national levels. And now, as it turns out, the Chol Vista Prama Elementary School District proclaims the month as [unclear - possibly "Thank you" or "Thank you"] I had a feeling you wanted to read this, but I also wanted to say that I find it very It is appropriate that we were celebrating our journey of biculturalism and biliteracy with respect to the expansion of five schools that are offering access to the Filipino language because thanks to our magnificent principal, Ms. Perez, and also to the council for teaching Filipino and for the culture. Our Filipino population is the largest group in our community, it is the second largest group here in Chula Vista. The motion by Ms. Cervantes and seconded by Ms. Bishop, all in favor, the motion passes. 5. We are at

070the G to approve the submission of the declaration of need for fully qualified educators for the 2024-2025 school year. I want to understand this a little more because if I remember correctly, and I remember Ms. Ugarte also said something similar to this last month, and I have my notes here from the last time she requested a requisition, and additionally we had to say the number of temporary teachers and the year they have been in as temporary teachers. This means that we cannot get teachers; we need this to have qualified teachers, but on the other hand, we have qualified teachers who are temporary teachers who are waiting for an opportunity to be in a Test status? Yes, thank you for the opportunity to clarify. These are two separate, completely unrelated things. We've been working with CBE,

071giving all this detailed information. Basically, we have many categories. Equation code 4999 addresses how we can fill positions. People who are going on leave, and we also have employees who are taking [music] leave. We have a temporary teacher there, and to ensure there's a position for when they return to the classroom, there are a number of budgets. This has nothing to do with temporary positions; this has to do with our ability to have fully qualified teachers in hard-to-staff areas. For example, VAPA is one of the positions for physical education in the high school district. We have a great program here, and we're also hiring PE teachers. So, for a qualification area annually, if there are areas of need where there isn't a 100% qualified person, we can hire teachers on a limited leave. They are

072temporarily certified; it's a temporary leave that gives them immediate qualifications. And there are other things we have to do. So you're saying you 're working with CBS? That's not what I'm saying. The name of Teachers, we're working with Ms. Martinez to ensure we have clarity on the number of temporary positions we have. When we have the contract, we have to identify that temporary teacher, but also where they're going to be paid. That's a new law we're preparing for, starting July 1st. My team already met to see how we're going to use this. For example, if I 'm hiring a temporary teacher, it's going to be under Education Code 459-91. One of the things it talks about is n't just making things temporary. Thank you. More questions from the board. Thank you. Everyone in favor. I,

073Article H, approve the agreement with the San Diego Superintendent of Schools to authorize people like the authorized people. Hi, I have to recuse myself because this is with the County Education Department, and they're the ones who employ me. I only had the H. Do you want to speak about H, Ms. Cervantes? I would like a reminder. I know I was... I didn't agree with this, and I was very clear that if someone tests positive for marijuana, we can't know if they smoked yesterday, this morning, or a month ago. Who gets tested, and who is disqualified for having... Marijuana in your system, Mr. Romero, can share, or anyone who is driving a tractor specifically, it's for drivers. To qualify to be a driver in our District, you have to have a marijuana-free check. Thank you, Jorge.

074They can't test positive and have a position within our District. So, in total transparency, other drug tests, we do n't do that test, but for drivers, if they test positive, they can't have a position in our District. Thank you. I continue. I don't like this part, but thank you. I move everyone in favor. Hi, tell me. I'm passing the motion for 41 with someone who recused themselves. I think we have eight people for Article L. The first three are Rose Lopez, Marta S, and Ana G. Good evening. I'm talking to someone who passes taxes, and the taxes... Ah, well, they fund this District. As a mother, grandmother, and educator for 25 years, in the last 15 years... It all started with live and let live, that was the mantra. In a short time, this changed

075for everyone. Ah, they can have their opinions, their religious opinions, and also gender identity. Well, now we come. We live in an area where it's not enough. That an entire month is dedicated to celebrating gender identity, and now it's just about accepting or something else, and the truth is, especially when it's for our children, because we have to be clear, these are our children, not the district's, not the state's. Our First Amendment practice is guaranteed in the Constitution, and when an individual is free, I believe that educators and members of the education system who believe that a student has to be exposed to gender ideology, even if the parents don't know or don't approve, and you pat yourselves on the back for being so open-minded, your title today is to adopt a resolution to support

076equity for all students in Chula Vista. But this is in support of all students. I remind you that you have many students, and also students in minority groups, who are religious. You're being diverse when you're not. You're not having equity, you're being inclusive when you're excluding parents from the conversation about whether their child should be taught or exposed to gender ideology. I live as an educator; this district shouldn't be in the business of teaching students what to think, but how to think. Thank you for your time. Good evening. I do not agree with this resolution to support equity for all students. Who is representing them? This resolution does not represent them, and you, Kate Bishop, do not represent those students either. Your anti- God agenda and coming against me for my religious beliefs when Mr.

077Macam was going to appoint me to the Human Relations Committee was unacceptable and discriminatory. You are a racist. You are intolerant of those who disagree with you. And as a conservative American and Latina, you, Kate Bishop, do not represent 166,000 Latinos and their children. Please resign. We have had enough of your anti-God rhetoric and your support for other things. And on your Twitter account, where you posted, it's horrible the anger that Mexicans are bringing from the border. Nobody likes you. Believe me, resign. Good evening, members. I am also here opposing June 28th as Pride Day and the month of June as Pride Month. This is to promote sexual acts, expose them to explicit content, and it is for your sadistic desires. It is very bad that children are still... They have to navigate life with

078people who bully them. They don't need adults exposing them to inappropriate material. That's not what our children need to be learning from. Please stop this behavior. The suicide rate is growing. It's the lack of truth because the truth isn't spoken. Adults tell lies and contribute to the growing number of children. You were made in the image of God. He believed. He created man and woman. Adults who tell you otherwise don't love you. They are deliberately lying to you. Board members, you are the parents. You do n't get to decide what our children are exposed to. And we will be coming back to remind you of this. And lastly, I want to tell the Education Board members who call themselves creators, who call themselves believers, to remove this resolution from the calendar. The next three: Laura

079Douglas, Mary Davis, and Mo are no longer here. Lora Mary and Mo are okay. She wants me to go first. Hello, Mary Davis, here again, and I'm wondering why we're here for this. It seems we 're going around in circles with your resolution. Your district is already celebrating the month. Not about pride, I'm going to pause for a bit. Douglas, again, I want to draw your attention to a recent report from England last month called the CAS report, done by Dr. Hillary CAS and Erik. What they found is that in England... Good evening. This CSD is one of the best in San Diego County. From 4 to 11 years old, they are young children and all of them need to be protected. We have to protect them from sexualization, etc. Everyone, I mean everyone, not

080because of color, race, or sex. Everyone needs to be protected. So when our rules say that they can attend a comfortable environment where there is no hatred or discrimination, it covers all of our students. I am the TCT representative at my school, and I know that AC CBSD wants parents to be involved, right, Kate? Parental involvement, of course. The rule is already in place. There's no resolution to include LB GTQ because they are part of all our children, just as the American flag represents all of us. Yes, although those in the front row didn't say the salute. Thank you, C. I am a parent. In this district, I oppose this resolution. I don't understand why this resolution has to pass. I don't even understand why it was written. It's a resolution to support the equity

081we already have in this district, so it makes me wonder what's going on. I've spoken with many teachers about this resolution, and every single one of them was confused as to why it's here tonight. Everyone wants to decide how they want to live their lives, but I have a problem as a parent when we have the same person on the board pushing this agenda on our children, and the rest of you, with the exception of Delia, support it. And even though you don't agree, your arm is twisted, and that's why you changed your vote. Changing your board was threatened. Your political career was threatened if you didn't change your board, if you didn't change your vote. This is very clear: parents are waking up to the fact that you're more concerned with pushing your agenda

082or your political career than with the academic side of our children. What a shame! We need a change. There are two boards up for reelection, Bishop and Ugarte. We have to vote for people who are concerned about the academic side of our children. I have someone else. Mr. Tamayo, you brought up the article to have the privilege of supporting it. First, Mr. Tamayo requested it, and then Ms. Ugarte approved it. Everyone say " I do," everyone in favor, everyone who opposes it, everyone... the emotion passes. TR and one... and one... ah, abstained by silence, ma'am. I didn't abstain. Silence is an abstention. Please note that I vote to approve. If we can change the record, she approved the resolution, article M. Who brought it up? I did. And I also... article M has to do

083with I Ready and mathematics. It's approximately one million dollars. Do we have any data? Ah, to show that it's working? Can you help me understand, Dr. Reyes? I'm happy to be able to share information here. As you remember... Ah, remember that we took curriculum and society as a supplemental study plan because of the absence of adopting a new program. Well, we were having our program ready, and the new mathematics framework was just adopted in July 2023. And so what happens with the new framework is that all the people who are publishing are going to be aligning their materials so that it was approved by... The state, and then we're able to bring those programs out for the opportunity to investigate them further and do a pilot program and then adopt them, and that process takes

084a little time; it won't be until the winter of 2026, and that's why we're stuck. We're going to have to use I-Ready, and what this is approving is to use it, and it also has copy materials and books for students, and also digital access and the diagnostic exam that's given three times a year. Your original question: we have data to see that this is supporting, it's helping again in the absence of an alternative program. We're trying to support our teachers and understand how to use it better, so that data is going to strengthen it. Thank you very much for that answer. I wanted to make sure of the context. My concern is because, remember, we had GAT. This year is the first year we're only using it. Before that, it was a supplemental plan for

085our district's GAT program. I have a question, and this is something I shared with Dr. Reyes a few months ago. Many of the teachers I spoke with—and this is a long story— but some of the teachers love the app, going online, but they don't use the text; they don't feel it's there. So they supplemented it with Yurika, and talking with Dr. Reyes, it was this box. But I'm putting it here to set trends. So Dr. Reyes and I talked about this before because this isn't something that's just a catch. I want everyone to understand that we do this from here. So there are many schools, maybe those are what we focus on, but those schools that are at 51 percent or more and are using that combination of I and Yurika's texts, my recommendation or

086suggestion is to just leave it alone. It's working, and then the teachers start to teach the resources. I wanted to make sure that our teachers are successful, that they don't feel like the world is moving on them. They also have to use the text. So here's about buying the text. Why buy the text? Honestly, if they're not going to use it, why buy it if they're not going to use it if they're using Yurika or whatever you determine is working for them? Once you identify those schools, why buy the textbooks? They're just going to be there. Because those teachers aren't going to sacrifice their children or students when they know they're being Successful there and we don't want the opposite to happen. I don't know at what level this could happen that would allow it

087to happen. Thank you, Ms. Kol. Can you do me a favor? I know that today you're going to be reviewing the ELC and sharing the ELC. So you're going to be including some information about the academic plan that the team is working on, but I know you're going to cover a lot of that and answer many of your questions at that time, but you can't give information eventually. We want it to be online, but how are we going to be doing things and the things we're going to be doing? Thank you. You want me to do it in an update for the board? Why don't you give some information? Now, I think the Ms. would like to know because there was a summer and their anxiety level is high. I'm going to have to use

088this other thing. I think it would be nice for them not to have to wait any longer than they have to. We're going to be telling them tomorrow. It's very important to know that we continue. We want to continually know and do better. I think at this moment for us to say, "No, we're only going to do this and not this before this," we don't have the information to support it. That's the only thing we need to use, we don't have it yet, so we want to keep this in mind. And we don't necessarily have to break what isn't broken so that we can have a better understanding of which schools are using the program because some schools, some grade levels, might be using one program, so that data can be misunderstood because not everyone

089is using it. The other thing is the information from the reports I receive because I know you said I'm ready, but I'm not ready online, but my goal this year, while we're working on the academic plan, is to see where it's working. Some might say this looks like it's working, but maybe with the student population you have, anything might be working. So we have to investigate a little more deeply. We have to look at the standards and how they're being taught and how all our children are succeeding because sometimes what we find is that what seems successful for some isn't necessarily for everyone. Making sure we're looking closely at what we're using and why is going to be an important part of this work. I think we have to attach information that's going to be

090important. I think tomorrow you can't do this or you're going to use something else, but if I'm going to I'm challenging all schools to learn more about their instructional practices and frameworks and see if this aligns with the programs they're using, not just the ones listed above. And to the point of buying these textbooks that aren't going to be used— how are you going to decide how many to have? There's no need to spend money on those teachers who aren't going to use them if they're already successful doing what they're doing. Well, I think you'll figure it out: they're not going to use them. Don't buy them. Historically, what we've done is ensure this for all students in all classrooms. This isn't the end; this isn't going to be the last year we use it

091because we wo n't be ready until all the materials are ready. We can swap and change a little and make sure we're not wasting money. But again, I'm challenging all our schools to be open to learning and reflecting on what's working and what is n't. Change is coming because it's going to be based on the right information. We have a need, and we need to make sure that we change our approach, that it's not going to be an overnight change. The other reason is that our district is so large and has so many variables. That's why the academic plan Rochelle is working on, which is a 5-year plan, is tiered. Change is coming. Thank you so much for that explanation; it's excellent. I definitely appreciate that we're going to have that information. My question is,

092I understand that we want to offer the same curriculum throughout the district. My question is, around here, we're going to be here for another year so we can gather that data and see how it's going to work for us. My question to my colleagues is, if there are classrooms that are using other supplemental materials, where does the money for those materials come from? Do they have access to them? Does the district have a responsibility if they choose to purchase specific materials? Any time I have an opportunity, I know that change may be coming. So, how are we going to support our staff and give them more training on this curriculum? What is the plan for the future? The plan is complex and will probably be ready by mid- June. Changing the curriculum isn't the answer.

093We're talking about best practices; we're talking about frameworks. How are we going to deliver this? Who is going to receive professional development? What is the goal? Where are we? Where should we be and where do we want to be in 5 years and how and what many parents won't be able to support their children's learning, right? So I know I've spoken with parents who have math standards, but I just want to take on the challenge of helping parents understand better. I know many teachers do a great job with it; I have a magnificent teacher for my fourth- grade student, but I would love to have that structure in place quickly. I would be very interested to see the results of who is using what. Because I understand the district needs to provide a curriculum to

094all classrooms, but as a taxpayer, it seems that if we're providing the curriculum and the school can buy something else and have books on the bookshelf, it could be a better process. Yes. If we see that at this school, Yurika, it's better, then we should buy it for that school or find another process that isn't so wasteful because it seems that many books and materials are n't used and end up in the trash. I don't want to see that. I want to explore and think outside the box and see what can be done. Let's see that. I'm curious. I'm going to... I've seen this before in the district where I [Music] worked, and many schools voted for [ __ ] and Mac, but the district gave us CPM, and we used the textbook as a

095supplement. So I'm curious how many are going to use this supplement, and I'm also curious about the adoption process in terms of latitude. This is for further discussion and collaboration with all our partners to understand this. When you look at the process of adopting the curriculum, and I explained it before, I explained that the new math framework was adopted, and it's going to take time. It won't be until the winter of 2026 that those materials will be viable for districts to look at. So in Chula Vista, our process has been this work. We look at the state-approved list. This is a kindergarten- sixth grade program that comes in English and Spanish. Once we have this, this criterion, then we bring this in and take [Music] a more robust view. And that does with district staff.

096We all review this. The county also gives you a toolbox to look at the materials and see if they're going to be good for our district, and once The committee is when we put it in as a pilot program, and we also ask for the consent of schools even if they aren't pilots. Then we bring it to the board for recommendation and purchase, so we can implement it for the following year. With that in mind, we're not going to bring a math curriculum until the winter of 2027. This is what we have right now, and we want to help people use it better and see what else is working for all students because I think this is part of it when you're looking at a lot of data. I think you answered my question then.

097Thank you very much for the questions, Ms. Dominguez. I want to make sure we're very careful in how we're going to collect the data because what you said, everything I needed to know, is that it's going to be attributed to a program that shouldn't be attributed to that program. So I call for a motion. Everyone in favor. The motion passes 50 Z, a resolution to establish funding for fiscal year 2025. I would like an explanation. Sometimes we have to transfer funds because we're short on cash. We hadn't We've had this for a couple of years, but now we've had to do it because, for example, for child development, we don't receive this money, and when the money is received, then it's distributed, and we haven't had to do this for many years. Everyone in favor

098of the motion passing 50, item Z, resolution [Music] authorize why every year. Yes, Madam President, I just wanted to ask what license we have. With Microsoft, the A5. Okay, thank you. A5 is the highest license, and it also has security, security for the computer. I just wanted to make sure that we have—let's see—the highest one we can have. Everyone in favor of the motion passing 50, item D. Who brought it up? Mr. Tamayo. I have to speak briefly. On D, I'm seeing here that we're sending principals to a principals' program, Madam Morales. We send many principals to this institute, and it's a de facto program, and the only cost is the travel. One program is for veterans, and another is for principals. What they do is that the principals go from Friday to Sunday and

099work on leadership skills, on the steps that need to be taken for their school vision, handling different conflicts. And that's at level one, and they They also have a Level Two. So the great thing about this is that our principals go. But one of us at the District level goes with them and we participate in that learning with them and do team building, and we've had a lot of teacher feedback. It's been a very successful program. And there's also another part of the staff that goes in the summer to attend something. Yes, this is for Feni School, and that's why they're sending it. It's a training to begin with. Ms. Dominguez Cervantes, I would like to try. All except that on the page, and it says 2024 convention in San Antonio for my colleague Ms.

100Bishop. I saw the 4-day convention in San Antonio, but it seems to focus on politics, elections, and politics, and I don't think our district money should be used here to support that. It must be a great thing to attend, but not with district money. I approve of all except that. Oh, I responded that I was going to a work event, and I don't want the district to pay for that. Also, remove that Chamber of Commerce line from this event. It's not a political event; it's an event that helps board members learn about equity work in the districts. Training and other things that happen, conventions around education, I was chosen for 2024. So the money that's here is n't for me, pay for my hotel, the money is to fly there. This is for reelection, it's

101for politics. I can't in good conscience approve that. It's a branch, it's for equity and work. Yes, yes, I spoke to them, I spoke to them then. That's my position. I don't believe this item should be paid for by the district. Is there anyone who seconds that? Everyone in favor of approving the travel request except for the two lines. Everyone who opposes it, no. The emotion passes, that ends with the consent calendar. They didn't let her travel. Are there new employees or employees who had promotions at this time? No, there's no public hearing. The public hearing offers the public the opportunity to address the board on specific issues. People who want to speak on any of these points need to fill out a " Be Heard" card and have to hand it in before the

102board begins. They are asked to speak for only 3 minutes, to speak respectfully. The board can limit the total speaking time to 20 minutes and can also increase or Decrease the time allowed on each point depending on the topic and the people who want to be heard. The item we have before us is to receive feedback on the District's negotiations with CBE for the 2024-2025 school year, and also the proposed negotiations between CBCD and CBE for the 2024-2025 school year. Oh, I think I stopped it. Thank you very much. Part of our requirements are the proposals that we will be negotiating with our groups. And this is for the Chula Vista educators. As we all know, our contract has ended, but our contract allows for the negotiation of two items, and these are items that

103we want to bring from the District, and we are excited to have clarifying language about this. This is why we want to bring this up, and we want to do this next week before I speak at the public hearing. Do you have any questions for Mr. Romero? I am opening the public hearing. Is there anyone who wants to speak on this topic? I am closing the public hearing because there is no one who wants to speak on this. This is an action item. Ms. Bishop requested it, then Mr. Tam seconded it, and The motion passes 50. A public hearing on the new CUP for the year 2425. Ms. Morales, thank you very much, Mr. Ugarte. Tonight I am excited to share our draft of our TR-year CUP. Creating this plan has been a highly collaborative

104effort, and that will be reflected tonight in how we present it. We're going to have a shared presentation. It has been empowering to create this plan. We are proud of this work, and I am excited to share our goals, actions, and our goals and to speak, and then open them up for your feedback. We're going to start with Ms. Perez, who will be sharing an overview of the process. Would you like me to do it, or would you? Good evening. I would like to begin by sharing an overview of CBSD. As you can see, we have 42 district schools, soon to be 43, with over 3,000 certified and classified employees serving approximately 22,000 students, 28 of whom are bilingual or English learners. We are the largest transitional kindergarten district in the state of California and

105have been named the San Diego School District. and recognized as the best community for music education for 7 consecutive years. When one thinks of CBSD, what comes to mind? Well, CBSD has several programs and services that highlight what we do and who we are as a district. We have a magnificent VAPA program, innovation stations, dual- investment growth programs, and a program that also utilizes and continues to strengthen our MTSS framework for student support. And we have an award-winning communications department that has done an incredible job keeping our parents and community engaged in our children's education. Our shared vision with the district also highlights our commitments to working as full partners with our parents, working collaboratively, focusing on the educational success of each child, and knowing that we all own the success of our school community.

106Now that we have an overview of our district, our shared vision, and our approach to instruction, I would like to share about the ELCAP process. Let's start with the Locally Controlled Funding Formula, or LSFF. That is one way our district is funded. It includes a supplemental and concentration basic grant. The LSFF requirement is that districts create a Local Accountability and Funds Control Plan. The ELCAP is a 3-year plan that outlines how we will support positive student outcomes that address state and local priorities. The ELC provides an opportunity for CBSD to share our story about how, what, and why programs and services are selected to meet our local needs. So, as you've seen, our ELC has goals, specific actions to meet those goals, and budget expenditures. You'll also see metrics as a means for us to

107review progress. Who is the ELC aimed at? Well, this is aimed at low-income students, English language learners, and foster youth. The ELC is a collaborative and developed effort that requires consultation with teachers, principals, administrators, other school staff, labor partners, parents, the community, and students. This process may include many meetings, open surveys, and focus groups. The ELCAP must address California's eight state priorities: core services, academic standards, parent involvement, student achievement, student engagement, school climate, course access, and other student outcomes. Here's a timeline: In November 2023, we began the input-gathering process. In February, there was... A mid-year report to the board on the current appal, and tonight is the public hearing for the proposed ELC 2425. This is an opportunity for the public to comment and provide feedback. In June, the ELC is submitted to the board

108for approval. You will see the following planning requirements in our ELC document: a budget summary for parents, a plan summary, and a section where we share how we engage our educational partners, objectives and actions such as how actions increase or improve services for foster youth, English learners, and low-income students, and action tables. Additionally, you will see an annual update of the existing ELC. The document includes results, a self-assessment of the effectiveness of the actions, and a description of the changes introduced in the new ELC as a result of reflections on past practice. I'm going to give the microphone to Jessica, who will speak about our 3- year ELC. Thank you, Lan. So, there are some differences with our new 3-year ELC. One of the first things we want to highlight is that we are building

109on the existing programs, and our goals have expanded from three to And hopefully this will improve our students' outcomes. The second thing that's going to be new in this ELC is that we've included taxable and non- taxable actions. This will allow us to tell the story of our district in a more comprehensive way. So, in our previous ELC, what was listed were goals using supplemental and concentration grant funds, and we want to include that so we can talk about the incredible work that's happening in our district and in our schools. And the last thing in this TR year plan is a state requirement: we're required to provide support for students and groups of students who have identified needs. Where are we going to see this? Our plan is with our groups of students who have

110been identified as having low performance. And this is an action for us: we have to have specified actions so the district can move that group or that school out of that category. As you know, this is a big part of the district's work. This year we used Thor Exchange as our survey tool, and we're excited to report that we had 2,500 responses to our Thor Exchange survey. And the question What we did was ask, "What are the most important things that CBSD needs to do to support and improve the success of every student in the next 3 years?" Then, in addition to this Thor Exchange survey, we had in-person and virtual forums for certified staff, classified staff, and administrative staff, and also in- person forums at schools for families, staff, and the community to give

111us their feedback. We were able to get input from all our workforce groups, as well as meeting with special education parents, PTA, DAC, TILAC, and SELPA. So these partners allowed us to see other opinions, and of course, the favorite was the focus group. We had student groups, and those are the schools that have the 10 schools with the most students counted once in their category. I'm going to read here to have all the details. Oh, with our input from our partners, and these are with the adults. The five things were distributed across these five categories. First, academic support was for students learning English as a second language, as well as students identified with special needs, and more staff support in the classrooms. The second thing was for mental health. There was a call for more

112professional development around addressing student behaviors, social-emotional needs, support for counselors and psychologists, and more resources to support children's mental health. There was a desire for workshops at the school and district levels and a continued focus on events that bring our Chula Vista community together to celebrate and support one another. The fourth was a category around resources and infrastructure. And this is about the need to update our technology devices, get new books for the library, modernize the facilities, and continue the free meal program. And lastly, extracurricular activities. There was a lot of feedback; it's a lot of interest. which increases after-school programming, increases access to arts and music education, enrichment activities, and increases the opportunity for students to think critically and engage in rigorous and meaningful learning during their school day. And the most important group

113is our students. Our students were asked two questions, and these were done in person at the schools. These included fifth and sixth graders. The first question was, "What do you like about school, and what do you want to see continue?" This is very important feedback because a year ago, I learned from focus groups, and they tell you what they like and obviously want more. So they noticed an increase in the number of clubs and sports. They want multiple activities during the school day and want more. They love team sports. And they also gave another category to support the school climate. They reported that they said, "I like how the school has people who support us." They also talked about the ability to communicate their emotions and feelings with an adult at school, and they also

114expressed that they could have these supports and that they were allowed to be more involved. and present in their learning and lastly they love it, they want more of it, especially visual arts and playing instruments. And the second question for the students was what they like about their school. The students always say they love school, but these are the things they would like to see more of. They want more recess activities, more team sports. But another interesting topic in this category is that they expressed a desire to relax more and be comfortable at school. And another topic is always the lunch program; they want to improve it by having more options, asking them what the lunch options should be. And lastly, this is really powerful feedback. They are putting more specifically on recess and lunch.

115Based on all this feedback analysis, we have identified five goals, and each of these goals has to have metric actions that have to be linked to these goals. I'm going to pass this on to Mrs. K, who is going to talk about the academic goals and also about our inclusive environments. Thank you very much. Okay, before we start talking about goal one, I have to tell you, as you see, here is goal number one, and each of the asterisks are the five goals that They're linked, so please be patient with me, but I think this is important to see, and thanks to our ISS team for putting this together, as you're seeing here, something for the astronaut. They're trying to put this together with you. So, I'm with goal number one, as Dr. Reyes mentioned.

116This is going to give you a bit of a puzzle; it's going to talk about the things that are connected here that we're trying to include this year. But more importantly, what you're eager to hear is what we're projecting for the next five years because we had to be responsive to the needs of the situation and select assessments. We had to change some practices that were perhaps necessary because of the situation we're in now. We're coming back; we have to think differently. Not just about how we're going to move forward, but how are we going to bring back what we lost? This is the reality where we're making sure we're bringing students back to where they need to be. The academic plan isn't just about the curriculum, but what are some of those practices that

117need to change, or for some teachers, maybe start for the first time? So instead of having the exam score to see how successful your student is, Or not to look more closely at how that child is performing in other things and have a more authentic assessment so that the teacher sits down with the student and understands that they are readers, mathematicians, writers. I'm saying bring back practices, but bring back some practices that maybe were removed because of necessity. Our goal is to keep moving forward because we are steering this big ship, but a ship takes a long time to move in different directions. Because we want to have a mission of success for all our students—socially, academically, everything. So today I'm going to talk a little bit about our academic goal and express some of

118the parts that are part of it. Goal number one is to increase student achievement and give all students equitable learning opportunities. So in this goal we have three actions, you'll see: 1.1, 1.2, 1.3. All of these are about the implementation and understanding of these standards in the content areas, helping teachers understand them better, and understanding how the curriculum can help with that. It's also a very important part to give them training and support. It's going to be very important. And this academic goal was created to strengthen our instructional programs, monitor and support academic progress, and guarantee That all students receive the highest quality Level One instruction to achieve substantial progress in literacy, mathematics, and science; supporting teachers with the understanding and resources needed to provide systematic and explicit instruction, especially in basic reading skills, along

119with continuous assessment, is a priority. And also with constant assessments, thinking about how we are doing the assessment because the data is good, but what are we looking for? Are we not seeing important things? No matter what the data says, we need to think about how we are going to look at different assessments, how we are going to look at continuous opportunities. We are not relying on one grade three times a year. But what does it look like, and how are we going to move forward doing this as a district? Because if we look at this district as large as it is, we have to think about what are the things we need to have the maximum support for. We can do that by starting to build that consistency and continuity across the district. It's

120not necessarily a program, but to teach effective teaching practices, we have to build it. This learning is going to come in a variety of ways. We are going to be giving district trainings, collaboration support, Friday staff meetings, and we are also going to be working in collaboration with the language department and with our entire innovation team. giving them after- school learning labs on topics we know are needed and that they also want. We want that combination. I am a teacher. So how can I move forward? Because maybe my school hasn't had enough. And when you look at Action 1.4, that's the induction program. So you know it's a way to develop the knowledge of teachers across the district. It's through the teacher induction program because CBSD is accredited by the California Commission on Teaching to

121be able to offer this program for new teachers where they partner with a mentor teacher to expand their instructional practices and earn their teaching credential while working in our schools. Looking at Action 5 and 1.9, it also includes schools implementing and leveraging the National Center for Urban School Transformation's instructional framework. Because we know our Instructional Leadership teams are a driving force behind the work on campuses, training and collaboration time will be provided during our ILT cohort sessions to enable effective planning for the implementation of strategies to improve teaching practices. Instructional training plays a crucial role in helping schools identify areas for improvement and supports teachers with the tools and skills needed to impact student achievement. Harvard Elementary School had the lowest performance level across multiple indicators and student groups and will therefore receive differentiated instructional

122training support. This support will work in collaboration with educational partners, school staff, and district personnel to develop teaching practices and improve student achievement. The Integrated Special Education Support Plan is a critical action. Our academic goal focuses on the Integrated Special Education Support Plan. The district will develop a collaborative service delivery model between resource specialists and speech-language pathologists to ensure students receive integrated support that addresses speech and language academic goals within their individualized education programs. This will facilitate regular collaboration and professional learning opportunities to share best practices, collaborate on case management, and strengthen support for students with diverse learning needs. There are only four more actions for 1.9. This is in collaboration with the coordinator of MTSS school teams will conduct the Escaldon Fidelity Inventory to monitor the improvement of Level One implementation. This data is

123used to determine ways to improve academic supports at all levels of instruction. We will work to build a more consistent, conscious system for monitoring students by school ESPOL teams that address academic, social, and emotional needs. Returning to the importance of Level One, if we don't give that instruction, it's not fair for us to say that special education is lagging. Action 1.11 is our site-specific funding. Funds are provided to schools for site-specific needs in order to improve MTSS implementation specifically related to students' academic needs. Schools include these actions in their school plan for student achievement based on their comprehensive needs assessment. And the last one is Action 1.12, which is educational support for Transitional Kindergarten. With the launch of Transitional Kindergarten, our youngest students were part of our school system. Ensuring that traditional knowledge staff are

124well- equipped to support these students is crucial to developing a strong foundation. Teacher-centered training and Fundamental learning, early learning environments, and the importance of play will be fundamental in preparing traditionally knowledgeable staff to meet the needs of their students. It also has a second goal, but not with as many actions. So, the goal is to create safe and inclusive environments. And when we look at these actions, this goal has actions to implement. The MTSS (Multi-Level Support System) is focused on improving the implementation of the multi-level support system in our district, specifically with students who have behavioral and social needs. Action 2.2 ensures that all school campuses use current student data to monitor student attendance and well-being in collaboration with the district. School campuses will receive ongoing support and monitoring throughout the school year. Action 2.3

125is the coordinated support and services to promote the social-emotional and psychological well-being of students. This is the second action. TR is the previous actions; however, it focuses on the work provided by our school psychologists, mental health nurses, and social workers. Action 2.4 leverages the voice of students to improve and increase the sense of belonging. 2.5 improves school safety and focuses on the ways our District continually works to improve school safety. This action includes the work of our Safety Operations and Safety Program Manager and their work with our Resource Officers and community partners to ensure safety in all district schools. 2.6 develops and implements the Leadership Development Plan for Access Equity. This latter action will include the development of an interdisciplinary team to increase a sense of belonging, connection, and inclusion for all students, utilizing all

126data at the District level. This team will work collaboratively to support and develop the plan for our most vulnerable student groups, for example, youth in foster care, homeless students, and students with disabilities. Now, I'll pass the microphone to Ms. [Name] to speak about goal number three. I have goal number three, and it focuses on our group of multilingual English learners. The objective is to increase English language proficiency, academic achievement, and student participation, including long-term English learners. This goal has the following actions: making data-driven decisions. This action ensures that all school campuses have timely and accurate identification, data, and monitoring of English learners so that principals and teachers can make instructional decisions based on individual student needs. This action includes our English learner instruction assistants' professional development and consistent implementation of a comprehensive English language development

127program. This action provides district-wide professional development with targeted support for schools based on English learner data. This action also includes the purchase and implementation of an enhanced English language development curriculum for schools with the highest number of non- duplicated students and schools identified as needing support for English learners. The professional development program will include strategies for working with newcomers, at- risk long-term English learners, and long-term English learners. 3.3 is also professional development, but this time it is a robust and consistent implementation of basic literacy instruction in all schools. This is about language. 3.3 is about academic and foundational skills. It will be implemented in all schools in our Structured English or English classes only. Dual immersion program because also English learners, I mean, students who only speak English who are learning another language. This action

128is a collaborative effort between instructional services, and we're going to begin this partnership to work together to offer this language of literature. And finally, 3.4 is the involvement of English learners and the parents of English learners. Because these are specifically for the parents of newly arrived English learners and also for support staff to support new families in the first few weeks and also establish strong English learner committees. These are the actions for goal number three, and now I'll give the microphone to Jessica, who's going to talk about goal number four. Thank you. Goal number four is about innovation. The goal is to ensure students' access to rigorous, innovative, meaningful learning opportunities that promote engagement in post-secondary vocabulary for all students. I'm not going to go over them one by one. We're going to continue our

129VAPA program. And then we're going to continue having this program in all of our district schools. We also have actions around the initiatives of the The innovation department is developing innovations in a plan that includes professional learning and objectives across design units. They are also designing an active learning environment, which you will see in the school next school year. Additionally, we will continue our station experiences; all the stations will continue, but we will add a science station, which will begin in the fall. We have had a lot of feedback about technology, including why they attend classes, and a very important part of this action is the development of a technology plan. We have money not only through ELC but also other funds, not just to renew devices, but we are looking at which are the

130best devices and which are the best instructional programs. Next are the Studio Teams. We have our DODEA grant, and we will support 15 Studio Teams throughout our district. They will be project-based and science-focused, and our team will assist with a teacher resource for this studio. And finally, we have our LEAD program. We want to highlight that this will continue in all our schools; however, we are refining and adding to the program. We have a project-based model to ensure that Students will also receive high-quality instruction, but that will continue in all schools, including before- school, after-school, intercession, and camps. And with that, I'm going to give Jovana the microphone. Good evening. As Jessica mentioned, the community is loving the communication. So, goal number C focuses on the participation of educational partners. The objective is to cultivate

131and increase engagement among educational partners to foster a sense of shared responsibility and that... We also have high-quality learning experiences for all students within this area. We have four action plans (ACs), three main ones. We are also advancing the digital aspect and community outreach and engagement. This is an integral action that ensures we provide ongoing participation opportunities. We will do this through various communication channels, from letters to social media and by organizing events within our ongoing outreach. Our Introduction and Interpretation Unit is dedicated to ensuring that language and cultural barriers never hinder parent participation in our district and will continue to provide interpretation and translation services into Spanish. The next action, Parent Leadership and Educational Opportunities, will be led by our Parent Engagement Liaison Coordinator, whom we are in the process of hiring. This liaison

132will head our Parent Ambassador program and provide leadership opportunities. Finally, advancing digital engagement, this action not only ensures that we provide up-to-date information content to our families through our main district website and 50 School District web pages, but also improves the visual appearance and ease of use. During the past year, the Communications Office updated and revamped our website. In conclusion, the office Communications. Not only is this leading the way to goal number five, but we're also wholeheartedly embracing it. It's the engagement of our educational partners. We're excited about the increased communication and engagement opportunities for families. Our entire district will be drawn to this goal. Now, I'll give the microphone to the board of directors. This is a public hearing, and I remind everyone that the board members can ask questions, and then someone can

133ask a speaker. For example, Ms. Cervantes, questions. Um, the literacy coordinator. That's another trainer. You know, the coordinator. We have a literacy coordinator here, and the trainer or coach will be dedicated specifically to Harborside. Here are some of the challenges we have: social media. We're going to continue providing opportunities for our communication partners. We're going to improve our presence on Facebook, Instagram, LinkedIn, and really provide information not only about what we're doing in the district but also resources for our families, like our Sunbox program. We had a press conference last week about that, and that's how our parents are receiving the news. It was also sent to them as an email. To everyone, a whistle. Yes, yes, we did it. Uh, I think this is key, the communication part, helping families understand. Is there a

134way? For example, sometimes parents and teachers want to communicate with us and they send it through Talk. Is that you, Araceli, who distinguishes who receives it, Mrs. Bishop? First of all, thank you to the team that posted. You give me a vegetable, which wasn't very explanatory in some way, but it does show how they are working together on the goals, and I think that's very important. Thank you for that. Thanks, son. I love using social media for this. I do want to add something about having more of our opinions, more than just monologues, having more opportunities to give opinions in those spaces and in any other parent group. I have a question about goal 1: 1.1, 1.2, 1.3 reading, math, science. Are there any social sciences that we have to address, or is it something

135separate? Yes, there are standards. They're not on the board, but we're focusing on the areas. Without CST, it's a real metric. Our answer is that yes, schools will be supported, but the magnificent thing about ELC is... We can reassess annually, but if we don't have an opportunity to revisit and it's going to be the next cycle or however necessary, if our school sees a need, then the principals would have to come and tell us, and then we could develop a plan. Thank you for your presentation and thank you for summarizing 127 pages and consolidating it somehow. On page 41 of 127, they talk about 6.5 million that will be invested in psychologists [Music], nurses, social workers, Dr. Reyes. The nurses—that's the amount to support these initiatives—and also the social workers.