[{"_1":2,"_99":-5,"_100":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75,87],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},"mediaId",6627054,"mediaKeyId","2730751-b7c34bdd02531926dde8cd47956ecff0","parentId",2730751,"title","Parents press Greenfield Union for in-person interpreters, indigenous-language support and expanded after‑school access","audioSeconds",736,"startMs",189000,"endMs",925000,"viewUrl","/Search/View?dp=1&key=2730751-b7c34bdd02531926dde8cd47956ecff0&start=189&end=925","thumbnailUrl","https://assets.pipeline.soar.com/2730751-b7c34bdd02531926dde8cd47956ecff0/thumbnail_189000.jpg","articleUrl","/articles/6627054/California/Parents-press-Greenfield-Union-for-in-person-interpreters-indigenous-language-support-and-expanded-afterschool-access","mediaUrl","https://secure.pipeline.soar.com/6627054-cc68844f1b99a487c6ad1403b2624518/orig.mp4?Expires=1770447617&Signature=Rb5Uq6XKzpqS4XGuCeAol~sGJo4uSKeApEg8gPUEmKigXfbKsOMLMPDYDpwSNXWMc54L3~rD5VOLy3i4~H4B1rrIsXu7dZ4bnqSOy5M66cKCuixC3ML0s5AdTTrsez1trXpk0fBDWBEH~dWIHebPa6Ofd~VokO0TGAfQwr~PXpbR7LGTAvzgyFGLEsNErEMjb8Zo5nZOefGj71ka382KqPddDsguOukpHZ9iGe2NR8QHpe~PuANX~FVf4Ydkeuvpkdu4Kxe5WkkQ7MIX5LWep2u8FoliyNH8-wAKT3yObg-8X-OeqQVMGuHIXdEIljfSdxxy46BRmqOwFYHTVuKA2g__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-03-22T00:29:17.213Z","article","At the Greenfield Union School District board meeting on March 13, parents and community members asked the district to provide in-person interpreters in school offices, expand indigenous-language programming and ensure after-school services include language access and culturally relevant activities.

Legal counsel Colina Ayala Papon began the public-comment period with a reading of Government Code section 54954.3 to clarify when members of the public may speak. “Every agenda for a regular meeting shall — shall means must — provide an opportunity for members of the public to directly address the legislative body,” Ayala Papon read, emphasizing that public comment may occur “before or during the legislative body's consideration of that item.”

Multiple speakers said language access problems are affecting families’ ability to access services. “I brought that form to the district so that my child can get speech therapy, but the staff said… it was difficult to get a hold of the director,” said Ethan Martinez, identifying himself as affiliated with Centro de Nacional. Martinez requested in-person interpreters to help families who speak Mixteco and other indigenous languages.

Other residents made similar requests. Pedro Merino Flores and Daviana (Fabia) Ramirez asked for Spanish and indigenous-language support at school sites and in after‑school programs so parents and children can communicate with staff. Victoria Martinez Salvars urged the district to preserve students’ native languages and cultural practices in school programming.

Speakers also raised procedural concerns about physical access and equitable participation in meetings. Clarissa Reyes, a program representative, said families who needed interpretation or who had come for a presentation were asked to move to a separate room at a prior meeting, and she urged the district to avoid separating parents “potentially based on language or race or ethnicity.”

District staff and board members responded during and after public comment. A district staff member described existing partnerships with community organizations that place bilingual and indigenous-language staff at schools; a speaker from that partner team said their staff provide daily in‑person interpretation, help families with forms, and run culturally based after‑school activities such as traditional dance, sewing and language classes. The district’s interim superintendent thanked the community for advocacy and said the district is working in collaboration with community groups to respond to needs raised by parents.

A district staff member also noted interpreters used by the district are “professionally trained interpreters,” a point offered to address earlier comments about interpretation quality.

The public comments came during the board’s designated public-comment period and also touched on items the district is discussing in its Local Control and Accountability Plan (LCAP) planning season. Board members acknowledged the requests and said they intend to continue conversations with community partners and staff to coordinate services and follow up.

The board did not take a formal vote on language-access policy or a specific after‑school expansion at the March 13 meeting. Community speakers asked for ongoing follow-up and for the district to ensure future meetings and outreach are accessible to families who require interpretation.","mediaType","Video","parentTitle","Board Meeting 3/13/2025","oneSentenceSummary","At the Greenfield Union School District board meeting on March 13, parents and community members asked the district to provide in-person interpreters in school offices, expand indigenous-language programming and ensure after-school services include language access and culturally relevant activities.","taxTitle","Greenfield Union Elementary, School Districts, California","taxId",65702,"location","California","headline","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6627044,"Board approves 2024–25 second interim budget report with positive certification",1341,5856000,7197000,"/Search/View?dp=1&key=2730751-b7c34bdd02531926dde8cd47956ecff0&start=5856&end=7197","https://assets.pipeline.soar.com/2730751-b7c34bdd02531926dde8cd47956ecff0/thumbnail_5856000.jpg","/articles/6627044/California/Board-approves-202425-second-interim-budget-report-with-positive-certification","https://secure.pipeline.soar.com/6627044-d2df32810663c2fe547eee17a7b565fa/orig.mp4?Expires=1770447617&Signature=AwIYGR-hGn4xVCZ5XgHRYVK-uJs5ztM1C3NT5e3B~xo48z4lhZ-P5IMHMWcs-7G1yE7inycDVy~OVhhDPBe6rYEZbxogPNjXQgyNxYpgkJ53w9ginwQ6ikoU7xqGyKudgEv-dF~VMdvaKizzgs3NUh8USFiPNGByG-aePjMSwQJQm0lnJTioNKFppOCcTL59zoE3ENfx5dsg9Sb-Wf6J6tnGEhl2lpGLteTKrciDqqdPqbwSEHkszpU2ZW3qgk2fvWgM4ttAOVn0yoO-wQBV34oV0E417FzXkTAN~TYMYvS9BbdTSF-dueIq-EZ-y~j3U-cqgsiv-~azuzyBqBdvnQ__&Key-Pair-Id=KUT5TJCACFTXG","The Greenfield Union School District board unanimously approved the 2024–25 second interim budget report and certified a positive fiscal outlook for the current year at its March 13 meeting.

District staff presented the report and described primary changes since the prior report: increased salaries and benefits due to filled vacancies and unanticipated extra hours; higher substitute costs; expanded contracts for external services (including Extended Learning Opportunity Program contractors); and additional capital outlay for repairs and IT infrastructure. The presenter said these factors drove increases in expenditures.

The presenter summarized key figures for the year: a beginning fund balance of approximately $28,000,000, projected revenue of roughly $69,000,000 and total available resources near $97,000,800. Projected expenditures were described at about $79,656,000, and the presenter said the district must transfer $263,000 to support the state preschool program. After accounting for restricted funds, the presenter described a projected ending balance of about $5,769,000 and a reserve level of 7.22 percent. The presenter also reported total encroachment on the general fund of approximately $12,000,008.32 and cited special education as a significant source of encroachment.

A staff speaker summarized cash-flow assumptions (revenue timing from property taxes and apportionments) and said the projections through June are based on historical receipt patterns and current expense plans. The presenter recommended the board approve the second interim with a “positive certification,” meaning staff can demonstrate a positive ending balance for the current year and two years forward under current assumptions. The district will present updates at the next regular budget presentation in June 2025.

Board members asked clarifying questions about restricted versus unrestricted reserves, the uses permitted for Extended Learning Opportunity Program funds and the timing of cash receipts. Trustee roll-call votes at the motion to approve recorded: Trustee Arabia — Aye; Trustee Khan — Aye; Clerk Gonzales — Aye; Vice President Smith — Yes; President Jaime — Aye. The motion carried unanimously.

No further budget actions were taken at the meeting beyond approval of the second interim report.","The Greenfield Union board voted unanimously on March 13 to approve the 2024–25 second interim budget report with a positive certification; presenters outlined revenue and expense projections, reserve levels and program encroachments, and identified drivers including higher salaries/benefits and capital outlay.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6627049,"Cesar Chavez Elementary highlights vocabulary, robotics, family engagement and intervention efforts",1131,2391000,3522000,"/Search/View?dp=1&key=2730751-b7c34bdd02531926dde8cd47956ecff0&start=2391&end=3522","https://assets.pipeline.soar.com/2730751-b7c34bdd02531926dde8cd47956ecff0/thumbnail_2391000.jpg","/articles/6627049/California/Cesar-Chavez-Elementary-highlights-vocabulary-robotics-family-engagement-and-intervention-efforts","https://secure.pipeline.soar.com/6627049-58275a7e6d97f1e3a3c0168ef0e28132/orig.mp4?Expires=1770447617&Signature=HPGLqVWhKkF51v1CHxbS2KgGYJ3PIcmREJiMnKpL5z3YncSU7E7T9kKdOrzYlR4-BFpacdJ4c96tT-A8zWzXIxFE8p8xyC-SO2S26fpVq~Bpxmjq~74GUl~zFrL5LEv~zCukJwyylS87DPs8xB1W0q03janlmIuf1ARfAQ-dP7BnI2TAS80Fv1bFS2f8Yad1w86GejN4Ro31BtBTt5j6-7l9cp-VLX~Nc~tavW2F6q3ykluFtYLP1jikg5TrBnjhwy538bDs1XG~fyVzjqEcJ0NCeSsDHFsQb861IU6-ynNohndfk8Jbr8uvH6FTJeFDAZmI-6X5TPFPoK~YhL6jMg__&Key-Pair-Id=KUT5TJCACFTXG","Cesar Chavez Elementary presented a site update to the Greenfield Union School District board on March 13, outlining goals for language development, positive school culture, family engagement and academic interventions.

Principal Amel Mercado and Assistant Principal Andreina Ocho described the school’s “PLN plan,” a set of strategies focused on vocabulary and language supports across subjects so students better comprehend reading and math. “One of those goals is to really help focus our students… about the vocabulary, the language, that they're learning,” Mercado said.

The presentation highlighted several ongoing activities: kindness and spirit weeks, college-and-career events, Read Across America with a visiting author, and a Lego/Open‑house project that combines robotics, collaboration and language practice. Mercado said the school takes advantage of community volunteers for career day so students can “see what it is that happens at the college level” and imagine future careers.

On instruction, school leaders described professional development and teacher collaboration — including PLCs and GLAD training — aimed at improving teacher efficacy. The school uses a daily intervention block during which students are grouped by need and move to targeted instruction for about 40 minutes to an hour, the presenters said.

After‑school offerings include soccer, coding club, music, leadership, and an ELA Academy and sixth‑grade tutoring. The site also emphasized family engagement through regular “cafecitos,” parent events, PTA activities and bilingual presentations of programs such as Leader in Me.

The school recognized staff contributions during the presentation. Principal Mercado acknowledged school psychologist Gabby Villagomez and special-education staff for supporting students and filling roles during short staffing.

Board members praised the presentation. Trustees and the interim superintendent noted visible implementation of trainings when they visit classrooms and encouraged continued community collaboration. The school’s open house and Lego showcase were noted as upcoming opportunities for families to see student work.

The district did not take formal action during the presentation; the item was informational.","Cesar Chavez Elementary principal Amel Mercado and assistant principal Andreina Ocho presented school goals and programs to the board on March 13, describing language-and-vocabulary-focused instruction, Lego robotics, career day and an intervention model that deploys students for 40–60 minute targeted instruction blocks.","actionData","errors"]

Article not found

Parents press Greenfield Union for in-person interpreters, indigenous-language support and expanded after‑school access

Board approves 2024–25 second interim budget report with positive certification

Cesar Chavez Elementary highlights vocabulary, robotics, family engagement and intervention efforts