Can we move the mount? I don't know if you guys can see. Sorry. Um I don't know who's controlling. Sorry. Uh thank you, Connie. Thank you. Um, we are prior prioritizing teacher readiness through a strategic tiered approach. As the district AI lead, I utilize a train the trainer model providing direct professional development to teacher and district leaders. They then disseminate this learning to their specific departments. To further support role specific learning, I offer ondemand sessions. Should I pause until we figure out what that is? Okay. >> Oh, it's the buses. It's the buses. >> It's our buses. You can continue. Thank you. >> Okay. >> Thank you. I was like, what is that? >> Okay. Um, not a gas leak. Okay. >> They then disseminate this learning to their specific departments. To further support role specific learning, I offer on demand sessions for credentialed people as well, which provides tailored AI training designated to meet the unique needs of individual teams and certificated roles across our district.
Um, so okay. Uh, >> you're not looking to actually include, do you do you want that verbiage to be in there that it has to be owned by the scene and to between the two things? Because I don't I don't think that's fair to say for further down the line when, you know, who knows how they're going to set these up. >> Well, it's true. I mean, it's a it's just it's a condition that we can talk about later. >> Okay. >> So, I but I don't have any problem. I think the sign is in the right place. Yeah. personally, you know. So, >> I just wanted a clarification on what you were saying. Yeah. Sure. >> I'm not gonna get I'm discussing the argument. I'm not discussing how I feel about it, I guess. Um Okay. And then I have um on number 20.
As a member of the California Department of Education AI workg group, I've modeled our district's efforts after the CDE's inclusive practice. Sorry, inclusive practice. Um, uniting students, families, and all staff. Our AI workg group's mission is to support safe collaborative integration of AI into district operations. We share these updates that you can see on the screen, our newsletters, um, through Mr. Greenwood's Friday 5 newsletter. In fact, following our quarter 3 release last week, I've received emails from staff eager to join our workg group, which affirms our community-built approach to AI. Building on that collaborative momentum, we are now shifting from AI literacy, which is simple awareness, to AI readiness, the professional ability to use these tools efficient or effectively. During our December AI workg group meeting, we began reviewing top initiatives identified by members of our community. This feedback gathering process is vital. It ensures that we plan for 2627.
Oh, that says resolved. Oh, G, that was where you were talking about the GCG. member um recommends adding the planning board or its representative to be included in the review of the vegetative screening. >> Correct. >> I think I know the name of its representative. >> Becca and so okay. Um is anyone else catching anything where um okay planning board All right. I think this is maybe where we're last time on page eight. Um it's talking about lighting. Um >> I think I think we were talking about that there currently there's currently there's not lights proposed. Is that right? There's lights are not proposed. Is can you refresh my memory? >> Sure. Sure. Um, light light poles are are proposed. >> Okay. >> Um, but whether or not they're going to go ahead and install them is is the question. So, what they'd like to do is make provisions for it.
Every initiative is thoroughly vetted by our own AUHSC staff, students, and families before roll out, specifically to meet everyone's unique needs. To show you how this looks in action, our February AI workg groupoup meeting focused on a suite of initiatives designed for immediate impact. This includes on demand workshops for staff, students, and families alongside self-paced courses which classified members identified as a need and our 10-week smart start AI lessons which students identified as a need. Our workg group members are currently evaluating these initiatives to identify strengths and to bridge any gaps before they roll out districtwide next school year. Finally, we are bringing AI to life through dedicated pathways at Magnolia, Kennedy, and Walker. We also share our models through our leading and learning visits, our summit presentations, and through various workshops. To empower our families, school sites also host sessions on cyber security and efficient AI use.
>> Okay. >> Um, that doesn't necessarily mean that they're going to be installed. >> Okay. Yep. And there was um >> Did we talk about doing a little more research on the kind of turf the last time? >> Yes. And that was included. I just want I was trying to get >> GCG reports the synthetic lot of these line items. >> Madam chair, respectfully, um we're we're kind of on a roll with the letter. Um we were positioned to discuss the synthetic turf tonight. >> Yeah. Uh but you know seeing that we're into the letter uh respectfully if we could wrap up you know going through the letter and then return back to the discussion that occur. >> I agree because it's it's a little bit just refreshing our memory because I think we did discussing a a lot of these things last time and so we'll get right back to that deepa because I think we're almost there.
That corner the cornerstone of our approach is how we utilize our ecadence platform. By developing these tools in-house, providing workshops, listening to the community, we ensure that every AI interaction is purpose-built for AUHSD. To show you what this looks like in action, I will turn it over to Dr. Tyler Sherman now. Thank you, Diana, and thank you, Justennena. Um, yes. So, since our our last update about ECED um and Scrappy, we've had a few new developments that I wanted to share with you all. Um, some very exciting things that are really transforming what our classrooms look like and for our students and our teachers and parents. So, one of the biggest things that uh has taken place in the last like since this semester is we say Scrappy is out of the doghouse. Um, and I know you've probably heard that term in the in the past, but what that means is that Scrappy used to live within the message center.
>> Um so there was a discussion about the lights and and the height of the lights. Is that right? >> Correct. Correct. Um so um and talked about wanting them to be at 20 or 25 ft. >> So the the height lights at the field are are going to be at uh if they're installed will be at 25 ft. The ones at the uh the parking lot would be at 20 ft. And this is typical of of these types of uh facilities. Now, one of the things about once you go higher with the lights, you need less light less light pole fixtures. Um, so that was kind of and typically when they do these, they have them at the corners of the field, which is what we had done here. Um, and secondly, as I was saying, the GCG and one of my responses, the tree canopy is going to be higher than these light poles.
So, you had to click in to access Scrappy. What it means now is that he is on every single page in Cadence. So, Scrappy is always there and then you can click on and you don't have to go. It's not hidden. And that's had a major impact on the amount of usage and clicks Scrappy is getting. Um, why it took us a little bit longer uh to do that is we didn't want just another chatbot for our our parents and our teachers and our students to use. Um, so what we did is we we wanted it to know what page it was like the the context of what the page was. So now when you click on scrappy and e cadence, it knows exactly what the questions are, the context of the classes, the context of the what's the students. So it knows a lot about what's happening.
Um, when you look at the activity, soccer lights during the, you know, they're going to be playing in the summer, uh, late spring, summer, fall, you know, and it could be a situation that, you know, if there's a concern about the lighting, um, and keep in mind that the the foot candle distribution on the photometrics plan, uh, shows very little spillage uh, out into the street. Um that coupled with um there are light pole fixtures on the north side of the street as well. So we look at this and there there light shields on the field lights so that they don't uh uh light doesn't make its way out onto the street that it's concentrated on on the field. So I think there are there are things that we've done here to uh and that was our our position with GCG uh was that we feel that you know the the lighting is at levels that are acceptable levels um at about um in some cases a tenth of a 2/10 of a foot candle uh out at the side out at the side and that's nothing if anyone you know basically it's a foot yeah foot candle is you know so >> yeah I don't I don't think we need to go into I just I apologize.
And that work just took time. And anytime that student and information is there, we're not going to release it until we are 100% certain everything is safe and secure for everything. Um, so that's why it took a little bit longer. Um, but we are very proud of the work and it's having, like I said, a big impact. Um, Carlos uh said something earlier uh where he used this I think a critical word where teachers are unleashed. I was as surprised as you were. Um but so but I think a perfect example of that has a lot to do with uh Scrappy coming out of the doghouse too. Um, an example of that is I think I we don't celebrate the conditions that we have set up for ourselves enough and I kind of wanted to highlight some of those today is we have um Taylor Thorne who is a 5C coach at Magnolia uh incredible teacher and doing a lot of incredible work but she identified you know that her students during this capstone process like we we need to give them more feedback.
It's there's been a lot going on the last two weeks and I know we discussed this before and um >> been trying to wrap up the YMCA and my head is not in this one uh so much so it's taken me a little bit to get back into it. I apologize. >> No problem. >> Um so I I think I get the lighting. I remember talking about it last time. What was um the hours of operation? Was that about the lights? The hours of operation of the lights. Correct. >> Okay. Because the hours of operation got us into trouble before. Um I want to go down that road. >> So I don't know what um >> yeah but I guess in this um in terms of light >> um >> versus just when something is open. >> Yes. Is there a proposal? What would what would what would that what would you propose?
Okay, not replace the teacher feedback. are still doing all those things, but how do we provide more, right? Because we know continuous and frequent feedback is critical to student success. So, she uh I think actually first approached Jenya and they were trying to create a gem in Gemini like a basically a a chatbot and she curated all these prompting and just helped her with all this prompting but it just wasn't quite working because it lived outside of where the work was where the e portfolios and the students work any any cadence lives. So then they approached me or Taylor approached me and said, "Hey, we have this idea. What can we do?" And since we already did a lot of that work of Scrappy coming out of the doghouse and knowing the context of these page of what's happening in the page, they can be on their portfolio.
What does the applicant propose about the hours that they're going to need at this facility? What would be the >> I don't know. I haven't What? >> Yeah. >> How late are lights on at soccer field? I have no idea. 10 9 >> probably. Probably 9 10:00 at night. >> Okay. I I can't see any later than 10. That seems >> No. No. >> Right. And that's it. And and again that all madam chair that comes down to the um you know the way the decision is written and the owner >> you know if the church says no you know we we don't want to be doing this with lights you know and again there may be a situation where you know as they look at this from a cost perspective they install the conduits they prepare it for lights but they don't install them because of the cost of maybe this cost of running the lights or you know so that may in itself say that any activity on the on the field is limited to days.
And using her prompt, we trained Scrappy to give feedback to our students, which is just an incredible kind of like throughine of a teacher having an idea to help her students and staff, approaching district um like leaders and then us working closely with an edtech partner to make that happen. I that is unheard of and I think we're in such a unique position and I wanted to kind of highlight and celebrate that with us tonight. Um, lastly, and by the way, they're going to be the students are going to be using that for feedback tomorrow as they're building uh day three of their capstone if you want to check it out. And lastly, I think an important thing to always highlight about Scrappy and the impact Scrappy has is with parents. Oftentimes, we always tell parents like, "Hey, be involved. Be involved. Be involved." But we don't give them the tools necessary to do so.
So, and I understand where you guys are coming from. If there's if it does go forward where they do install lights, you want something in your your decision that uh that regulates that. Well, like I said, >> and I can, you know, >> I I can also see us putting something in the decision that maybe is a little earlier than we would otherwise intend, but um to have that in there as a starter that lights are good until 8 or 9. Um but if but later hours can be requested once we once the town kind of sees what >> you know what these lights feel like, what the noise is like. Right. Sure. So there's an opportunity to go later once once more is understood. >> Just kind of in that point, is there any possibility that these this field could be used for something that's not soccer?
Scrappy helps kind of bridge that gap a little bit more. and as I continue to, you know, go and and talk to more parents, we're going to continue to evolve that. Um, but we also heard overwhelming feedback that we didn't want to learn another app. We didn't want to learn another thing. And although they there's a there's an app and they can navigate classes, our our parents really advocated, hey, we just want to be able to just know what's happening with our kids. So Scrappy is a great way that our parents can do that where they can they can just type or even talk in whatever language they want. How's my student doing? And Scrappy will respond and tell them exactly how they're doing in all their classes in whatever language that you know they spoke to them which is is critical for our for our parents.
Like will the church hold events on there? Will the you know, it's a big flat open space that could be used for all sorts of different activities or concerts or I don't know. I'm not really sure. Just wondering if that was in the plan or if they really just want to play youth sports on it. Yeah, I think it's more of a recreational uh thing for the for the youth and you know perhaps if they have a situation where there's a ceremony, a church ceremony, you know, baptisms or or and the like and maybe there's some activity, you know, they would have a a lunch in or something and everybody would gather out on the field. >> Um, you know, and maybe, you know, so again, it'll be that type of thing like church type events. >> There aren't bathrooms there, so that's going to limit True.
And those are my updates on Scrappy and I will open it up to any questions. Thank you. >> Thank you. Thank you both for your presentation. Also, thank you for your presentations at the AI summit uh to you and all our educators uh that um that were there. Um I had one question about Scrappy for parents. I know we hosted a parent workshop last year. Um are we looking to host additional workshops to promote the usage? >> Yes. So, we had a a very successful town hall with with Scrappy and and parents last year where we had over 100 parents, I believe, were there. Um I'm always looking to host. our faces team does an incredible job of inviting me um pretty much monthly to different school sites to to uh reach out to the parents but uh and I know Carlos works closely with everybody.
Yeah. >> Because I don't know how far even if you open the church I think I feel like it's more than is that more than 300 feet. >> Yeah. So they would so we have provided that >> bathrooms. >> Yeah. So we have and and as I see it you know again they got they would coordinate that. So they would look at it and say okay you know because of the restrooms you know maybe we don't go out there. So again I think that's kind of minor at this point respectfully. I think it's um you know like I said I don't see any big you know I don't think Springsteen's coming here um so but I you know I just see it limited to some church activities no different from any other church facility. >> Okay. All right. So, um, so I think that that just gives an overview of of where we were, I think, last time, which I think is fairly fairly minor issues that can be obviously written into a decision.