Joint Board Meeting 2025

001the last year. Are we good? Okay. All right. I would like to welcome everyone and those watching via live stream and call the March 18th, 2025 meeting of the San Diego Unified School District Board of Education to order with all board members present. I would also like to note that our interim superintendent, Dr. Fabola Bula, is participating remotely in this meeting as she is participating in a fellowship program at Yale University this week. So, welcome uh welcome to your virtual self. Um I would like to call the San Diego Community College District Board of Trustees to order. There you go. With all members present, I will also like to thank the San Diego Unified School District for their partnership and for hosting this year's joint meeting. Thank you. Thank you, President Alroyo. Uh if anyone

002would like to provide public comment on agenda items, iPads are available in the back of the room. Uh because this is a special meeting, we will not be hearing public comment on non-aggenda items. All right. Uh first up, A2 land acknowledgement is a traditional custom that dates back centuries in many native nations and communities. I would like to ask Heidi Zuniga, Community College District Student Trustee, to provide the land acknowledgement in respect for the Kumi Kumi people who are the original stewards of the land our school districts now occupy. I'm sorry. Okay. Thank you. The San Diego Community College District in it or college is acknowledged the land we occupy is in sitting territory and ancestral homeland of the Kumaya people where they have lived for over 10,000 years. We honor and value the stewardship,

003knowledge and cultural worldview of the Kumaya people in their commitment to protection and preservation of the land in their culture. As institution of higher education, we're responsible for providing an indigenous committee members with access, belonging and success in their educational pursuit in a environment which celebrates the culture. We are responsible for educating all committee members about indigenous history and culture. were responsible for examining and taking action to address the injustice of colonization and occupation which have perpetuated arms against indigenous black, brown and other communities. Through this acknowledgement, we honor the Kumaya people and express our comm commitment to true and respect as a foundation of our relationship. Thank you. Thank you, Trusty Zuniga. Uh please stand and join me in the pledge of allegiance. Ready to begin? I pledge allegiance to the flag of the

004United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. Please be seated. All right. Uh, is there a motion by the Santa Unified School Board to adopt today's agenda as published? Uh, Trusty Hazen with the motion. Do we have a second? Uh, Trusty Boso with a second. All right, please vote. We don't have buttons, so I think we'll just raise our hand. I see unanimous consent with student trustees uh concurring. All right. Um, I would like to invite uh Anna Diaz Booze, Kernney High School principal, to say a few words of introduction. Is principal Diaz Booze here? Oh, welcome. Yeah, sorry. A bit of a hike. Welcome. Good afternoon. Good evening, board members of San Diego Unified and the San

005Diego Community College District, Superintendent Bagoula, Chancellor Smith, and members of our community. It is an honor to welcome you to Kernney High School, a place where innovation, collaboration, and student success are at the heart of everything we do. As a school deeply committed to preparing our students for college careers and beyond, we value the strong partnerships that help make that vision a reality. Your leadership and support play a crucial role in shaping opportunities for our students through dual enrollment programs, career pathways, or the countless initi initiatives that bridge the gap between K12 and higher education. Together, we are not just educating students. We are empowering future leaders. This late afternoon, I want to give special recognition to Dr. Shanti Hanss, president of Mesa College, and her incredible team. Mesa's unwavering support and commitment to our

006Kernney students through dual enrollment and college access programs have been transformational. Thanks to our 20-year partnership with Mesa College, Kernney students have the opportunity to earn college credits and have access to incredible opportunities while still in high school, setting them on a path to success. Dr. Hans, we truly appreciate your leadership and the dedication of your team and making higher education more accessible and achievable for our students. to all. Thank you for your commitment to our students and for joining us this evening. We look forward to continuing our work together to create brighter and more meaningful futures for all. Thank you. Thank you so much, Principal Diaz Booze. Um, and a special thank you to Kernney High School staff and students for hosting our event this evening. I would like to ask our super interim

007superintendent rather of public education, Dr. Fabola Boula to share some opening remarks. Dr. Beula. Thank you, President Person, and thank you, Principal Anna Diaz Boost, for that warm welcome. We're all really proud of the work that you've been leading here at Kernney. Good evening, trustees and colleagues. It is a privilege to join you from this joint board meeting, even as I participate in an educational leadership fellowship at Yale. I apologize I'm there in spirit. This partnership is so critical to preparing our students to be college and career ready that it was important for me to be here and also invite my interim deputy superintendent to be a part of this conversation tonight. I want to take a moment to extend a heartfelt welcome and congratulations to the newest trustees of the San Diego Community College

008District, trustees Jameson and Magna. Your leadership comes at a pivotal time and we look forward to the impact you will make. Last year, we initiated a conversation about shifting towards smart goals, an intentional step toward defining the work we do collectively with greater clarity and accountability. Today, we will hear from our team on the progress that we've made in that direction. But before we do, I encourage each of us to approach this discussion with a learning mindset, one that only reflects on our progress, but also informs the next phase of alignment and implementation. At San Diego Unified, adopting a smart goals framework has been more than an exercise in goal setting. It has transformed the way that we work. It has cultivated a culture of intentionality and impact, pushing us to rethink and refine our

009approach on serving students. Our San Diego Unified trustees can speak more about this journey, but I share this to underscore that meaningful change happens through ongoing reflection, adaptation, and collaboration. One key learning we've encountered in this is this the importance of timing. You will notice that today's agenda does not include a progress report on our smart goals. This is because the necessary data is not released until late July. If we continue on our current schedule, it would take a full year from today before we could fully assess our current year progress. Given this, I encourage us to consider a fall meeting dedicated to reviewing our progress in real time. By doing so, we can ensure that as governing boards, we're staying accountable and makingly timely, data-informed decisions that drive meaningful outcomes. Lastly, I want to

010acknowledge the broader challenges we face, the uncertainty at the federal level, including the recent significant staffing reductions at the US Department of Education, reminding us of the importance of our local leadership, and upholding our values. At San Diego Unified, our commitment remains unwavering. We are a district that is welcoming and inclusive for all students. no matter how they identify. We will continue to create these conditions for every student to belong, thrive, and achieve to their fullest potential. Thank you for allowing me to set the stage for today's meeting. The work we do together is critical, and I deeply appreciate the opportunity to collaborate with your chancellor as we continue paving the way for our students and our communities. Thank you. Thank you, President Peterson. Thank you, Dr. Begula. Uh, I'd now like to ask Gregory

011Smith, chancellor, San Diego Community College District to share some opening remarks as well. Good afternoon to the um board of San Diego Unified for inviting us to be here, to President Diaz Booze, everybody at Kernney High School um who's been involved in making this space available to us and appreciate the opportunity to come together and think about how we can collectively work to uplift our communities. Right now, um, picking up where Dr. Beula left off, there are so many voices, so many forces that would have us look at what makes us different and use that as a source of division, have us turn inward towards our inroups at the expense of connecting across to others. And in our district, we recently updated our mission statement to say that we exist to uplift our diverse communities

012through culturally responsive teaching, learning, and work environments. And in that we pursue creating space where individuals can be, they can belong and then they can become. And as we think about what it takes to show up and be is where I think a lot of that division starts to come in that you are somehow different than me and that means that we are in competition with each other or it's reasons that we can't connect. But the reality is that we all have so many multiple identities. And if we think about the ways that we are we share um identities, the common goals and objectives and ideals that we pursue, there are so many reasons that we can be in community in a way that creates belonging instead of division. And so I appreciate us coming

013together because in some ways you might look at a a K12 district and community college district and say you're different. You serve different people. You do different things. But the reality is so much of what we do is interconnected and we're working together to create pathways for members of our community to transition from high school into college. And in our mission to be the most accessible, affordable pathway to higher education possible. Everything that we can do working together to facilitate that pathway uplifts our communities. And in the past, we've often made students figure that out themselves. And I say that as a former community college student who with no real assistance kind of figured that pathway out. We know that doesn't work for so many. And so I appreciate the smart goals we've established, the

014emphasis on expanding dual enrollment, the particular focus on the equity of those programs and ensuring that every every member of our community benefits. So I appreciate the opportunity to be here with you tonight. I appreciate our board for prioritizing these engagements and look forward to the work we'll do into the future. Thank you. Thank you, Chancellor Smith. Uh, we will now receive public testimony on agenda items. Miss Stoultz, have we received any requests for public comment? There she is. Thank you. Okay. Okay. Uh, moving on, we will now hear this year's status report on joint goals. Dr. Robersonson and Dr. Topham, please provide the joint report there. Yes, there was a request to move up the podium, so give me a second. [Music] Thank you for that. Uh good evening everyone. It's truly a pleasure

015to be here uh once again. Uh every year we look forward to coming together both of our um institutions to reflect on the work that has happened in the past year but also to help us with the planning of next year and the future years. Last year we had a very robust conversation around setting smart goals and that work uh as a reminder has driven the work that has occurred in this past year the data that's been collected and the stories that you will be hearing today. So uh without further ado I'm going to bring my colleague forward but we will be um in the agenda you will note that we will have three separate sections. one to share the stories of our students and the second to speak and review data and then also

016the third is to really highlight the work that happened based on the conversations that were had at last year's board meetings. So we're very excited to share those that information but also to hear the discussions that will happen throughout the presentation. As a reminder, there will be a 15minute interval between each of these sections to provide um trustees the opportunity to ask questions and to have further dialogue on the goals that were set last year. And um we look forward to the the feedback. We look forward to the information and uh I will turn it over to Dr. Robertson who will review will go over the goals that were agreed upon last year and uh for the next well was for this year and then for the next two years. So thank you very much.

017Could just give me one moment. I feel really unsafe right now with the positioning. If I were to take a step back, I might fall. So [Music] Awesome. Good evening. As Dr. Topham mentioned, my name is Jen Roersonson. I'm the senior director in the office of graduation. I work closely um our office works closely with our partners in the San Diego Community College District and we're really excited to present to you um and remind you of the smart goals that were created as our boards met last year and this is the work that has been ongoing within our our two partnerships um throughout the year. So the first um endeavor that I want to remind us on is that San Diego Unified um participated in student outcome focused government governance. We call it SOFG goals

018um always with student outcomes in mind. And we talk a lot about adult behavior and the obstacles and barriers that we put in place as a system um that prevent our students from accelerating and having the opportunities that should be afforded to them, which is much of what we're here to discuss tonight. So, the goals that you see here are three-year uh smart goals that we we created and um were board adopted last year. Um that was a stretch for us, I'm going to say because um while we've had goals, we haven't necessarily set forth three-year SMART goals. And so our team is actively working to implement these goals to work alongside our principles and our high school colleagues, counselors, registars, students, families um to ensure that one, not only our students know about these

019goals and our families know about these goals, but we're actualizing them on our school campus. And so goal number one, um, you may have heard us, uh, share this at our San Diego Unified may have heard us share these goals, um, at our board meetings, but for our San Diego Community College District, one of our primary goals is that our students will graduate leaving uh, San Diego Unified High Schools College and career prepared as marked by the California um, college and career indicator. So, we've done a lot of work with our high school colleagues to ensure that we have an understanding of what are those indicators and how we are meeting success. San Diego uh unified has adopted three levers that we focus on. Um and that is all of our work with our data

020collabs and ensuring our schools are meeting the mark. We focus on A throughG completion, um, CCTE pathway completion, that could include also certifications, and then we call it early college credit because we focus on not only dual enrollment college courses, but AB passage rates. And then also, um, drawing a blank. Uh, nope, that was the third AB IB. Thank you. I had to talk myself through that. Um, and so what you're going to see here is we have outputs that get us to meet that that goal. And so you'll notice that we had the baseline of 59.9 in the spring of 2003. Um, and we want to increase that yearly to 67.9 by spring of 2027. What you notice underneath that goal are the outputs that we work on daily with our schools, with our

021counselors, and ensuring that we are meeting the mark. The first one, output 1A, um, signifies that we're going to increase the graduating number of students that complete at least two or more college courses with a C or higher, and we want to increase that number annually as we go forward. Output 1B um, describes the particip participation rate of our Latinx students, and we want to increase that yearly as we go through it. and you're going to hear from our colleague Steven Bass from the community college district and he'll share um with regards to our progress status at each of these marks. For output 1C, what you're going to hear from us are the participation rates and our goal to increase our African-American student population. Um taking at least one or more college class with a

022C or higher. Um, and then finally, output 1D talks about the mechanism to safely identify and support graduating LGBTQ plus students from the San Diego Unified School District, facilitating their transition to the San Diego Community College District by connecting them with the student support services. You're going to hear a lot about our efforts and initiatives and our partnership of how we've worked through each of these. One thing that um before I progress through the slide that our colleague Stephen Bass um is not going to highlight in the slides is around output 1A. And so I want to share with our colleagues this is an internal mechanism for San Diego Unified of how we monitor and how we're fairing uh with regards to that data set. You're not going to see this on the slide, but

023I'll I'll let you know how we're fairing. So, you you notice that in the spring of 2023, um we had 36.7 of our high school graduates taking at least two or more college classes earning AC. In the spring of 2024, I'm happy to announce that we had 45.6% of our graduating class earning AC or more. As you as you will notice, we've already surpassed that baseline data and that goal setting for 2027. This is an important uh mark and it could um be a discussion point for you all with regards to this smart goal and potentially um taking a look at our efforts and increasing that goal if you will. So, um I wanted to share that before we progress to goal number two. Goal number two that you'll see there is San Diego Community

024College District in the San Diego Unified will increase the number of graduates entering San Diego Community College firsttime entrance from 21% that average mark was or the baseline data was 1434 students in the class of 2023 to 29% by class of 2027 if you will. And we have outputs where we're monitoring each of those things. So, the percentage of San Diego Unified graduates who enroll in a community college district who receive the San Diego Promise Scholarship will increase from 58% in the fall to 68% in fall 2027. Output 1B uh shares that San Diego Unified will increase the number of graduates who have submitted an application to the San Diego Promise program from 28% in fall of 2023 to 36 by fall of 2027. So these smart goals we meet um very frequently with our

025San Diego community college partners where we uh meet with counselors, we meet with um we call liaison. There are dual enrollment leaison at each of our high schools where we engage in promising practices at each of our high schools and we talk about the barriers um and the obstacles that exist at each of our high schools that then uh limit the amount of courses that our student could take. Perhaps it's a ma master schedule issue that we need to talk through and and learn about. And so we're engaging in those conversations now. Um, and then we we really want to ensure that our families know and recognize that we have a viable option for our students with the San Diego Community College District, that they know and are informed about the San Diego Promise and

026the scholarships that are afforded to our students and the pathways that that exist at at our partners. Um, and so that is much of what you're going to hear from us this evening. And with that um we wanted to first start off by highlighting our student experiences and and we wanted to frame our conversation around the experiences of our students because who better than to hear from than our students who have part um who have participated in each of our efforts as a joint partnership. So at uh I would like to introduce hold on I have it phenemic awareness on my paper. Zara Munam from East Village Middle College High School. And Zara, you can either come up here or use that. Good evening everyone. My name is Zara Maname and I'm a dual enrollment

027student at East Village Middle College High School. I'm here today to share my experience and highlight how this program has helped me. Dual enrollment has been one of the best decisions I've made for my education. The transition into college level coursework was made seamless thanks to the CCAP classes I took as a freshman. Those classes gave me a head start, easing me into the expectations of college while still having the support of my high school teachers. Another thing that has made this experience so rewarding is the strong sense of community both at my high school and here at City College. The administration, teachers, and counselors truly work together to support students. There's constant communication between my high school counselor and my college counselor to ensure my schedule aligns with my long-term goals. There aren't many

028high schools where a principal knows every student's schedule, but Mr. Booze makes sure to check in to make sure that every student has what they need to succeed. What makes dual enrollment so special is that every student's schedule is unique. Whether a student is looking to explore different career paths, earn college credit early, or simply challenge themselves academically, the program adapts to fit their goals. It's not a one-sizefits-all approach. It's a what size do you need approach. Unfortunately, not many students know about this opportunity. The most common comment I receive when I tell people about my school, besides that the name is too long, is I wish I had that in high school. As a junior, I'm currently taking calculus 2 and hope to obtain my associates degree in math before I graduate. Something that

029would have never been possible without this remarkable program. I'm incredibly grateful for the opportunities this program has given me, and I hope more students take advantage of it. Thank you to everyone who helps make this possible, from the counselors who plan our schedules to the teachers and professors who guide us along the way. and thank you so much for the opportunity to speak here tonight. Now, I'd like to introduce to you Aria Palms from Kernney Digital Media and Design Multimedia. Good evening. My name is Aria Palms and I am a senior at Kernney School of Digital Media and Design. I'm here today to share my story with dual enrollment at Mesa College and specifically in the visual communication certification that I earned. Dual enrollment changed my path and gave me a head start on my

030future. As a high school student, I enjoyed creating media for my clients and also using those skills in my personal life. In my junior year, I collaborated with the San Diego Public Library and interviewed uh clients from the San Diego Public Library to produce a podcast as well as print media such as promotional posters and logos for that podcast. I have also used these skills for my personal use to promote myself as a po as a upcoming lifestyle and soon to be H.B.CU college student content creator. Through my school's dual enrollment program with Mesa College, I use the skills I have already developed for college level multimedia classes. This allowed me to take what I have learned at DMD even further and produce more professional products. taking taking college level courses that challenged me and

031sharpened my skills gave me real world experiences in media production, graphic design and communication. I learned programs such as Adobe Photoshop, Premiere Pro and Illustrator. I can now use these programs in future for graphic design, video editing and content creation to enhance my branding, marketing and storytelling in various industries including healthcare and digital media. By the time I graduate from Kernney, I will not have only earned my high school diploma, but also a certificate in visual communications from Mesa College and will be able to participate in the upcoming commencement ceremony at Mesa College on May 30th. This program didn't just give me college credit, it gave me the confidence and connections I need for a competitive edge in my career. But sorry um I plan to pursue a bachelor's in in health administration by the

032time I graduate when I graduate from high school. Healthcare shouldn't be off limits to someone just because they have they don't have the funds in their pocket. I plan to collaborate with health care professionals to create community- based project initiatives ensuring underserved communities have the pro the support they need. My certificate in visual communications will advise me on how to market my content and appeal to my audience and guide healthcare patients in the way in the right direction to make sure they have the next steps in life. Dual enrollment is an incredible opportunity and I encourage every student to take advantage of it. Success isn't something you wait for, it's something you work for. Thank you very much. [Music] Thank you. And now I'd like to introduce Marley Nichols Kernney biomed science technology and Marley

033is here to present about the CNA program. Hello, good evening. My name is Marley Nichols. I am a former Coney student BST um class of 2023. Um I would like to talk about my experience with continue education um during the CNA program. Um, I first actually went to the EMT program at Myiar, but I've realized that wasn't for me as I want to be a nurse um, in the future. So, once I heard about the CNA experience from Miss Fee, I was excited because it was a a step into the nursing the nursing uh, field. Um, it was the start of summer and it was very, very last minute, literally the last seat left, but continue education, they chose to have me be a part of their class and I'm forever grateful. Um, I accepted

034the offer, of course, hence why I'm in scrubs. Um, uh, when when I found out I had one more receipt left, I was just astonished like that they chose me to be a part of that, um, that class. Uh when I first went there, I was very excited. The teachers and everyone were very um great. They were phenomenal in what they were teaching and they really gave us um good like good lessons, good life lessons and good um education in leading to the nursing field. um you can tell that they really care about their job and they were once CNAs also that became nurses and um I feel like that really helped become a teacher. Um but we also did a lot of good things in CNA school. We connected well with everyone that we

035worked with and we also did a lot of um clinical experience, hands-on learning and um as well that helped a lot. Um I've been a CNA for almost two years now. Um it was during current when I started as a senior in high school. So since then two years and um now I'm now certified nurses assistant. And I do also have a um certification in medication administration. Um that was an offer I was given at my job because of the CNA program. And um now that I'm a CNA, I'm in school currently going to nursing and I'm excited to finish my path and find who I always was. Thank you. Thank you. And now I'd like to introduce Leslie Aguilar Rodriguez. We have two students from Mirror Mesa who are going to share uh their

036journey and their path at their school. Um hello and good afternoon everyone. Uh I want to start off by thanking the board for giving us the opportunity to talk about our experiences in dual enrollment in San Diego Unified and in San Diego Community Colleges. U my name is Leslie Aguila Rodriguez. I'm an 11th grade and I am currently in the sports med program at Mir Mesa High School. It's the first CCTE class in the patient care pathway. Um, after getting an email, I jumped at the opportunity to be in that class and ever since I have not regretted it. Um, I absolutely love the atmosphere of the class. It's very welcoming and open to every student who wants to join. The class is very hands-on and interactive, which for me personally has allowed me to

037learn so much more than I ever thought I could. Um, I also got the opportunity to work with our athletic trainer, um, Nicole Brisco in an internship where I get to learn valuable skills working with so many different kinds of people in so many different kinds of sports and I get to see the knowledge I learn in class in action. Um, I've always wanted a career in physical therapy. um seeing my working with my little brother and seeing how much care the physical therapist put into him um made me have so much passion for it and I want to continue that goal and that class has really just helped me want to further that goal. Um enough so to enroll in the CCAP class next year. Um and my fellow classmates have also talked about

038it so wonderfully that it just seems like the best choice for me. And now I'd like to introduce Naomi Magnum. Her name is not reflected on the screen, but I would like her to come up and share. Good afternoon everyone. My name is Naomi Mangum, and I'm excited to share how my college classes have helped shape my future career. Right now, I am currently enrolled in the exercise 241A and 242B classes at Myiar. And these have taken truly reinforced my passion for phys physical therapy. These courses have given me hands-on experience and deeper understanding of human movement rehabilitation and injury prevention. When I first signed up, I was interested in physical therapy, but I wasn't exactly sure what direction I wanted to take. However, through these classes, I discovered my passion for working with children

039and realized I wanted to specialize in pediatric physical therapy. Learning about motor development, therapy techniques, and patient care confirmed that this is the right field for me. I am excited to continue this journey as I have been accepted to Arizona State University and San Diego State University for kinesiology preysical therapy. No matter which school I choose, I know that this will be the building on the foundation from these classes that have given me. Thank you. Thank you so much. and um another round of applause for our students. So now we would like to open it up to questions or discussions um that the trustees might have or comments. All right. Any comments or questions? So it looks like we're going to do three 15minute discussions. Okay. bear bearing in mind keep your comments and questions

040u proportionate to the amount of time we have here and we'll have three additional uh or two additional um opportunities to speak as well. Do we have any comments or questions at this point? Trusty Mana, how many different programs do we have? I'm sorry that how many different programs do we have? a lot. No, off the top of my head, I don't know. We'll add up and get and provide you the information. Do we have an order of magnitude? Is it is it uh more than 100 or more than 50? Less than 100. Less than 100. Less than 100. Um but each of the colleges it varies um and the feeder schools. So what we try to do is align the pathways that we that each of the high schools have with programs. So I

041would say probably about 20 or so 20 25 amongst all of our programs but those are continuously increasing and um as we analyze the the course offerings and work with closely with the high schools and with the principles and with the colleges that is the discussion that happens um beginning in December through March so that we can do the planning and and be able to submit th those but we have been seeing an increase in those programs um such such as the CNA, the LBN, uh, and then other such as EMT and and other programs, especially in the comput and the graphics. Um, one of the strategic efforts that we're working on with one of the strategic efforts that we're working on alongside our high schools and our school counselors is to align our pathways.

042So, we're working closely with our schools to say, you know, we can't offer all of the CCTE pathways. What What is it that our community is saying that they want and need for our students? Maybe we're offering health care when the community is saying that they want engineering. And we're having those conversations now and then engaging with our partners at the San Diego Community College District to say, "Okay, now that we've solidified our our CCTE pathways, what programs then align to the programs that you offer at the each of the colleges?" And then we're making those alignments happen now. So, I would agree with Susan that it's approximately 20 to 25 and we're in the process of continuing that alignment as we continue to work with our high schools. But just to clarify there those

043programs may be on multiple campuses. So so in the I mean we you could have a campus with several pathways. So in aggregate there's probably because m there's multiple per campus there may be 60 different programs but you're saying in terms of the pathways themselves there's only about 20 to 25 or something. Is that accurate? Yes. I think that's also important to to clarify is that that's not a reflection of the courses that we are offering. Right. And so some of the discussion that we had last year was how do we become more intentional with the course offerings. And so when you look at the the varied different um uh coursework that we're offering at the high school, uh I'm going to use uh communications as an example, right? Communications fulfills an associates degree and

044a transfer pathway. So, we need to look, there's a distinction there between the career pathways that we're offering, but also the fulfillment to transfer into a 4-year institution. Trusty Wersp, it would also seem to me that um the larger market is driving some of it too because UCSD has expanded in um the number of patients. for example, they run their MRI machines all night 7:24 when it used to be just 8 to 5. So now that's going to need they will need more people working and uh I know Pointl I think we went over to PointLoma College where they're now offering some kind of programs for medical. So, it's the larger community that's helping to drive where the needs are. And so, students as well as um what we're trying to offer. Students know they

045can get jobs in those fields and are wanting to go in those fields. maybe a little more specific. I think um understanding the pathways, you have the CT CCT pathways, you have the transfer pathways, and then you also have programs that students are able to um uh attain their certificates and their um associates degrees as they're in our program. So, they're not only taking courses with CCAP, but they're also then coming in in the summer and and and taking courses that way. So, there are various pathways. So being specific, it's a little hard. I hope the audience um so we phoned a friend. We have 162 CTE pathways at San Diego Unified and and approximately 30 aligned to our programs at the community college district. Thank you for the clarification. I have a stack with

046Trusty Boso and then Vice President Mgrim. Thank you, President Person. I just I wanted to pull out the sports medicine program as that's a relatively new program, but I can speak specifically to the program program at Mir Mason. I know it's been expanded to other schools, but um my husband who is a sports medicine physician started working uh on programs such as this at Mir Mesa and helping other schools and um just not only the fact that they're learning these skills, but a lot of the students on these campuses that maybe don't have regular health care, they're really covering, you know, um things like heart murmurss, other you know, when because they're doing uh physicals on these on these students. And so the fact that it's not only learning I guess on the the athletic

047trainer student side but really something like you know healthc care is such a important need and we assume that all of our young students are healthy and but they're they're uncovering things and it's so so it's so valuable to have students be involved in that and be able to um to share in that and and learn uh from them. And I know we're not supposed to use the word equity anymore, but um it's really about equity because um you know, we're we're really supporting all of our students with this program, particularly those that maybe don't have regular healthcare and um those that may have had an injury and what it you know, no one else was going to help, you know, they didn't have health insurance or something to go be seen. But um so

048it's really important on both ends with that program and I've just seen it evolve and it's really incredible. So very excited about that. Thank you. Thank you, Trusty Boso. Vice President Mgrim. Equity, equity, equity, equity, equity, equity. Okay. Um are all the high schools in Unified uh have um these dual enrollment and other programs? Yes, all of our high schools. uh one of the student speakers talked about uh she wished that um more students knew about this. Is there an issue with access and capacity meaning are we we don't have the capacity to have more students or there's they're not getting they're not learning about it or So thank you for that question. That was actually one of the goals from last year um that we needed to expand the communication and um awareness across

049um unified and actually across our region. Right? So it's not only through being at the high schools but also being out with the community and sharing the information. So later we will highlight some of the improvements and movement that we've made uh with the college campus um presentations that will highlight that piece of it. Exactly. Um, uh, Dean Machaka is going to talk about our, uh, just recently we had a huge counselor conference at Mesa College. Um, the first, um, and I try not to steal your thunder here, um, but it, it was very successful, right? It was for the first time we were able to bring co the the counselors together and present data on their own high schools and look at how the work that was happening is being impacted. So, there's a

050lot of progress that's been made and like I said, I don't want to steal folks's thunder here, but communication is always and will always be one of our um top priorities and and expanding. So, expanding to different languages, expanding it to parents, expanding it to to other um spaces that we weren't at previously. So, the collaboration there has been very intentional this year. And then I would add um Dr. Richardson and I facilitated learning today with our high school principles, counselors and registars and we really asked them to hold up the mirror with regards to the obstacles and barriers that they put in place at each of their school sites. I'll give an example of one school. They highlighted that they set the mechanism and the expectation that students would take AVID uh 9th grade,

051AVID 10th grade, AVID 11th grade before they were ever given the opportunity to take a college course. And so hard conversations need to happen, courageous conversations need to happen with sites and and our high schools need to be reflective of the obstacles and barriers we put in place with regards to not allowing our students or or not even believing our students can be successful in certain courses. Um so we we've engaged in that conversation. This is now session number three with our leaders and our counselors and we're going to continue to do just that. So thank you for asking that question. Just a quick followup. Do you think there's how much self- selection do you are where students who would already be collegebound or interested in college or taking advantage of this versus students may

052may not think of themselves as or getting the message that they're not college material. Yes. So that that is work that we need to do at San Diego Unified alongside our counselors. Um, we at some of our high schools, we do a great job of having those conversations where students then get to tell us what their journey is, what they what they're passionate about, what they're interested in, and then we work through that. We we would like all of our students to have six-year planning. Some of our high schools do a great job at four-year planning and then planning that out with their families. But that is not happening across the board at all of our high schools. And that has been our work with our high schools over this past year, um, year and

053a half actually. And so we're not yet there and we're working towards that um because we do believe that it's important for our families to do six-year planning to know the six-year plan of like their educational journey and where they're heading and then it's our responsibility as a collective to support the the student to get where they need to be. Thank you. Um President Aoyo, thank you. President Peterson Peterson, thank you. Um, Vice President Mgrim, um, I believe that the student that said that they wished they their that both students knew about that option, I think it was a student from Is Village, Middle, College, High School. And so, um, but I'm glad that you brought it up because, um, I think it's middle school students, middle school families, um, right? that. So, um, no,

054not that good. I mean, I I have a freshman in high school at San Diego Unified. And so, when when her friends got to 8th grade, you know, which high school are you going to go to? Um, some of them learned about East Village. But I think my point is more families in middle school should know that those um middle I always get it all wrong. Middle college high schools exist um because they provide another high school setting for for students right the traditional high school um is not for everybody. Um, so on that point, and I know that we don't have a lot of time, what I would like to be reminded is how many middle college high schools do we have in our system? We have one. So we have East Village and

055then the Met is a another atypical, but it's a big picture school. Um, and so while they they both sit on college campuses, they they have different uh folky, if you will. One of the things that the student lifted up that that is that we've heard from year to year is the benefits of East Village is our students graduate with an associates degree. We would like to replicate that across the board at all of our high schools. We're not yet there and that is a missed opportunity for us that we're we really want to work towards. But I think that if families know from, you know, when they have their students, their children in middle school, that that's an option and that that um middle college, high school sits already in a in a community

056college, you know, that they will be more more inspired and more likely to send their kids there because they want them to go to college. So to that point, that's the expansion that we were talking that I was mentioning when we when I responded to Trusty Mgrams is the expansion, right? being out in the community and not just relying on being at the the school sites, but really being out there. And we have um engaged in quite a few more, not all, middle schools. And so really reaching and in some cases we've even started talking about elementary school um so that we're actually nurturing that collegegoing culture from early and not waiting until they get to 9th or 10th grade. Thank you, President Trusty Baldis and then Trusty Hazen. Thank you. And I just want

057to start by saying thank you very much for the initial presentation. Now going to communication from the actual classes to our students. I feel like something that we could implement is a partnership or we could form some sort of framework where San Diego Unified High School teachers would be encouraged to teach community college courses. I know if I took a history class and my teacher was encouraging me and saying, "Oh, in addition to this history class, I also teach political science at the community college. you all should enroll. I know that this would be a great motivator and it increase our teacher and staff relationships and I feel like it'd be a great way to improve our goal number one. And I just want to open up to all trustees and see if we'd be

058interested in something in this vein. Our 15 minutes is up, but I do see Hazen on the stack. She can maybe additionally respond to your question. Thank Thank you. And I think you know why it's really helpful to have um this data is to um the point right we heard anecdotally that maybe students aren't aware um or at least aware of middle college um but what you shared in terms of the number um of graduating students that complete at least two or more um community college courses um it looks like that percent has gone up significantly right so when we look at the data from one year to the next, we're looking at, you know, almost a 10% increase, which says to me, kids know about these things. We know they know because they're participating

059in these courses in significantly higher numbers. Um and I think going back to uh what we heard when uh Superintendent Beula opened around the importance of data. Um I think it's challenging a little bit not to have all of this data available um because of the timing which which she referenced of this meeting. And so I do want to echo uh her suggestion um that we do come back together again in the fall so that we can see um for overarching goal one and for each of the individual outputs how we're doing um and really have an opportunity to reflect not only um on anecdotes and stories but really on data and really understand um what's moving the needle um or what's not. Um, and I'm also curious, you know, it was great to hear

060that we went from 36% to 45% um, for that output 1A. Um, and I'm curious if staff think we should, you know, maybe think about increasing um, that three-year goal since we're essentially there um, with three more years to go. So, um, after this piece, we'll bring our researcher up and he can present the the the data and information, additional information that may be available and we can have that conversation um so that everybody's on the same page when we're talking about data and what that means in relation to the work that has happened in um this past year. Great. And can you I guess I'm curious if either of you can speak to you know that increase and that significant increase I think we should be celebrating around the um graduating students that completed

061those courses or is that what you're saying he's going to be well what what we can say is and that's part of the the last piece of it the goals and where we're highlighting um some of the work that we've done over the past year and the intention we're trying to be even more intentional around the goals right so using as you're mentioning using the data to really drive the work that we're doing and ensuring that um given the resources that both institutions you know both organizations currently have how can we be more intentional about targeting the population and ensuring that they are aware of the opportunities but also being able to provide the support as those courses are being delivered right because I think one of the things that it that we um often

062um struggle with uh both unified and SDCCD is that the intentionality about offering those courses and how do we ensure that students are successful in completing those courses? There's a recognition that these are college courses that will go with them and their transcripts for, you know, as they transfer, as they go to other places. And so, building systems that are not only supporting students inside the classroom, but also outside of the classroom. So, I think there's some of that that has happened. There's been a lot of conversation at least with at San Diego Community College District around professional development for faculty and how they teach. And so it's not just one strategy that has yielded where we we are currently and how we're growing, but as how we're moving all together in a concerted effort

063to get to that place. So some of it will be answered, but I'm sure that the data that we're going to be presenting will bring up some other questions. Great. Yeah. because I think really helpful for each of our sort of respective systems to know what it is we're doing that that's working so that we can do more of those things and invest in those strategies that work. Absolutely. All right. Looks like Vice President Mgrim has another comment. Uh I just want to uh see whether anybody um other than me because I don't know the whole story about addressing the concern that the student trustee brought up which is that relationships that they build with their high school teachers and whether they teach at community college. I know intuitively some of the challenges around that,

064but I thought maybe Greg or Nicole can talk about that because then there's unions and workload and so I hate to put I don't want to put you on the spot, but I like to see us give him some kind of a response. I think um what we can do is we can definitely look into what those options are. Um I know it's been brought up in the past. I think the challenge is just um figuring out how that would impact um the San Diego Unified Educators schedule, right? Because we do um employ them as full-time employees. And so there could be um a conflict if they're teaching a community college course during their full-time employment with us at San Diego Unified. And so I do think that there's just some technical pieces that we

065would have to look into um and figure out and as far as like the timing of those courses um and when the teachers um time is with us versus the teachers time with the um college district. So it's definitely something we can look into. I just briefly say that the primary barrier is our minimum qualifications in most academic disciplines as a master's degree. And if so, if if the high school instructor doesn't have that, they don't meet our qualifications to teach the course. There are other ways to work around that. Um, and to Nicole's point, there are some other things we could work through, but I have a lot of ideas. Um, the prior district I worked at had a much higher percentage of CCAP being taught by high school instructors. So, there are answers.

066Just we need to spend time working on building that out. But, I appreciate what you shared about how that would affect your interest and potential success in that. I think that's a really important point for us to take back and think about. Thank you to both of you. Appreciate it. All right, I'm going to have let's we're 10 minutes over now. So, um we're going to move forward to part two and I'm going to put you at the top of the stack for the next one. Dr. Wyerspain. All right. So, since we were talking about data, um it is my uh pleasure to um invite Stephen Bass, our uh researcher extraordinaire at uh San Diego Community College District. uh before turning it over to him just emphasizing uh the work that he does and the

067data that he's going to be presenting today is really a labor of love. So he del dives into the data and really tries to understand not only the data that's being presented but looking from a qualitative perspective and talking to students and so that the stories and the experiences are reflective in this data. Um just a reminder that the this data is for 2425. Um understanding that our cycle is um a little different and that the way we gather the information needs to be vetted and needs to be verified and ensured that it's in alignment with the the the information that we're being that we present here. So without further ado, yes. Oh, could you just give us the essential differences or between the three different special admit student groups like so Stephen is going

068to explain Stephen's going okay I just want to make sure all of this Thank you. Good evening. My name is Steven Bass. I'm a research and planning analyst from the San Diego Community College District Office. Um and today I'll be sharing uh data about high school students taking college classes and a little bit of data about the promise program at SDCCCD. Uh here we're looking at the number of high school students who take college classes uh in and we have preliminary data uh for 2425 that's on the screen here. It's being covered by the talking uh label. Um but in 2425 uh our preliminary data uh shows that we served over 6,000 students from SDUSD public schools. Uh these students took college classes through the CCAP program which is a dual enrollment program in which

069students enroll in college classes offered on the high school campus. Um these sections are closed to other college students so it's just high school students from that high school in those sections. Um this is our largest way of high school students taking college classes with uh 5,255 students enrolled in CCAP in 2425. Um again preliminary data for this year. We still have the rest of the semester uh to to get through. Um, we have another thousand students taking classes through concurrent enrollment. This is where high school students take college classes on the college campus with other college students. They can also take classes online, but the idea is that they're in college classes with other college students. Um, this is a more independent way of taking college classes. Uh, it's less supported, um, less, uh,

070woven into the high school framework. Uh, there's also another dual enrollment program called ACP. This is offered through Mesa College. It offer it behaves or it operates much the same way that the CCAP program does. In uh here we're looking at outcomes for uh high school students taking college classes. Uh this is across all of those three types of uh special admin enrollment that we looked at on the prior slide. Um in 2425 90% of enrollments in college classes were successful. Uh the same percentages in 22 23. Uh we're looking at the percentages here broking out broken out by the college that offered the class. Um, so the bottom line here is that most high school students taking college classes are successful. Uh, for the class of 2024, the average units earned for high school

071students graduating was 9.2. Uh, that's up a unit from the class of 2023. So, that's good news. That's reflecting um both increased offerings of college classes as well as increased success in those classes. Um, and increased rates of students taking more than one class. Uh finally, for the class of 2024, we had almost 1300 seniors meet the California Community College uh vision 2030 benchmark of 12 plus uh units of um of dual enrollment. Um so this is good news. It's about one in three seniors who graduated from uh high school that year. The next few slides are going to talk about our gaps in access to these programs. Uh focusing on gaps in access for Latino and African-American students. Before we dive into that data, I want to take two slides to talk about the

072metrics that we use to measure access uh and talk about how we identify disproportionate impact in access. Uh so the main metric that we use is participation rate. Participation rate is the percent of students at a high school who are taking college classes. Uh so at this high school on screen that has 10 students at it, uh the three students in blue taking college classes would mean that this high school has a 30% participation rate. The way that we identify significant gaps in access is with disproportionate impact. To calculate disproportionate impact, we look at participation rates for one group. So that'd be a group on the left like Latina students. And we compare that to the participation rate of all other students at that high school. So at this high school that has 20 students

073at it, uh the the group on the left has a participation rate of 20% and the group on the right has a participation rate of 33%. To identify disproportionate impact, we take the ratio of the group that we're interested in to all their students. And when that ratio falls below 80% or 0.8, uh then that group is disproportionately impacted in access to college classes. So in this case here, the group on the left, 20% participation rate, uh would be disproportionately impacted. The next slide shows this data for Latino students and African-American students taking college classes uh at SDCCCD. It also includes the number of students that we need to get out of disproportionate impact for those groups. So it'd be the number of additional students for the group on the left for the ratio to

074be above 80%. Here's our data for the last 5 years. Um so this shows for the last 5 years uh both African-American and Latina students have been disproportionately impacted in access to college classes at SDCC. Um we can see that uh access to college classes has increased over this time. In 201920 16% of students at SCUSD public schools were taking college classes through SDCCD and that's up to 22% in 23 24. So we have a 6% increase in access for all students. Uh access has also grown for African-American Latino students. Uh even if we look compared to last year in 22 23 uh participation rates went up 2% for each group. We can also see that there is a big gap in access though. Uh participation rates for African-American Latino students are lower than the

075districtwide average. The numbers on the bottom are the number of additional students that we would need for disproportionate impact to uh to not be present for these groups. For African-American students, it's about 10 students in each of the last three years. So that means that we would have needed 10 additional uh African-American students for there to not be disproportionate impact. For Latina students, we had almost uh we would have needed almost 400 more Latina students taking college classes in 2324 for there to not be disproportionate impact. Thinking about that number and also looking at the slide here, I apologize. Um thinking about that number of additional students that we need for um uh distortion impact not be present particularly in light of the experiences that students taking college classes shared and the impact that it

076had on their educational journeys. I'd like to remind folks of the vast diversity that is included in our race and ethnicity reporting categories. Um, this slide, it's a little hard to see on the screen here, uh, has 11,485 dots on it. Each dot represents one of the, uh, Latinx students who was enrolled at an SDUD public school in 2324. On the right, there are uh, 1,970 dots that are green. These are the students who did take uh, community college classes. There are also 386 orange dots next to that uh that represent the additional students that we would need for there to not be disproportionate impact. And the purpose of these dots is to remind us that Latino students represent an enormous variety of um cultural, linguistic, and socioeconomic diversity. And when we talk about expanding

077access for these students, we're talking about expanding access for exactly the group of students that CCAP legislation directs us to expand college opportunities for. students who have been historically underrepresented in higher education. However these students are identified, we see gaps for them in our access data, in our outcome data at SDCCCD and in subsequent um wage and employment data uh after college. Um so even as we in this world thinking about thinking about all the implications of our work um we continue to see disproportionate impact for these students in our data um in each of the last five years and it remains really important for us to not just expand access to the program and open more seats but also uh to uh deliberately target recruitment and uh student support services to help these students

078complete more classes. Uh moving on to the promise program. Uh so the promise program supports first year uh students in college. Um so after students graduate high school and they enroll at college uh they can participate in the promise program. Uh the most recent cohort uh started in fall 2024 and had 1,330 students from SDUSD public schools. This was an increase of 27% over the last year. Um the entrance from SDUSD uh so the students who enrolled in Promise who were in their first year of college uh represented about half of the students uh sorry about half of the first year students from SDUSD received the San Diego promise scholarship in uh in this year in 2425. Um the promise program shows slightly higher outcomes for students who are in the program than for students

079who are not. Um that's uh particularly significant for uh students who are unhoused and single parents. um we continued to uh see disproportionate impact for African-American students in the promise program compared to other groups. Um the good news is for Latin students, we did see um we did not see dispion impact for the first time in three years in core success. So this is good news. Um at the same time as we think about continuing to expand the program um we also want to think about uh commensurate increases to support staff uh to continue to support student success. Um and this is data that relates to output 2A on the goals. uh my apologies for not pointing it out earlier, but on the slides that have the participation rate data, um that uh relates to

080outputs 1B and 1 C uh for the goal one. That's all the data that I have here. Um happy to bring up Dr. Zusen and Topa and also I can answer any questions we have about the Thank you so much. Do you Jen, do you have some additional comments or should we move to board discussion? Okay. So, um we will tack back to our 15 or so minutes of board discussion. And I see Trusty Barrera with his hand up or Vice President Barrera. Oh, I did put you on the stack from the last one. Good memory. I was just Mike that I have both the community college uh credential in math and have taught both at the same time, you know, in the evenings or um during the summer. Uh so it's possible to do,

081but not a lot of folks have the academic um master's degree. They have it in education. you have to have it in that subject area if you're going to teach math or English or whatever it is. So, you're right, um, Craig, to your question, but I I had a question about the middle college. Um, it's not middle school, it's middle college, right? So, it starts at what level? Ninth grade. Ninth grade. I think folks were getting that mixed up. It's not really middle school. It's high school and then middle on into the college and they call it middle college. Yes. And I think the reference was ensuring that our elementary and middle school families know about the options across the board. And that relates to the last question that I have because many years ago

082I thought the state um made a a mandate that in the eighth grade all children had to work with their counselors and their parents to uh do a projection for the next four years at least of the classes they needed to take in order to pursue some vague uh goal that they had. uh if they were interested say in premed then they needed to take all the mathematics classes and so forth. So is it still a requirement that in the eighth grade they must sit down with the counselor and the parent has to sign off on the classes that they need to take at least on a preliminary basis. That is an ideal state of be best practice that does not happen across the board. Thank you Trusty Wyers Payne. Next up is Vice President

083Barrera. Thank you President Person. So, um, one data point that we've, uh, discussed in prior joint board meetings is not just, um, high school students taking community college classes, but high school students taking the full career pathway course sequences. And I think that's really critical data. Um the experience that our student speakers uh shared with us is about a very different high school experience certainly than we've had in the past and and we're trying to get to scale so that actually that becomes the common experience you know of of high school students. Um, and so I know as we're having a discussion, I I agree with Trusty Hazen uh and uh Superintendent Bulla's uh idea that we have another meeting in the fall to look at the data that's, you know, come through. Um, but

084as we're sort of talking about moving goalposts and data, which I think is fair enough given, you know, how well we're doing, I would want us to keep an eye on that data point. So, not just students taking two community college courses, but students who are actually completing a career pathway sequence. Yeah, thank you for bringing that up. that is a part of um San Diego Unifi's board goals. Yeah. Um and our interim goals with regards to CCTE completion um dual enrollment courses and then the completion of A throughG. So in-house we do monitor those and then do progress monitoring at our board meetings. If that is part of the feedback that we want to incorporate as like a all-inclusive package, we could talk about that and present um in future meetings. Yes. I've got

085Hazen and then um Trusty Cruz after that. Yeah, I would just say you since we're monitoring um that data point already, it would be great to add it in. Uh and just it's a clarifying question you could you complete a pathway with two courses. So because I think initially I think last year when we had talked about it um the assumption was that many students who are completing two courses are completing two courses and also a pathway. Is that yes when we talk about our um so our division college and career um technical education so we blur them together often but many of our students have a three course sequence. We call it the introductory course. Um, that's the beginning level. Then the con concentrator course, that's the mid level. And then their capstone class.

086In order to meet that lever on the California college and career indicator dashboard, they needed to have taken that that capstone course. I see. And so we are working with some of our schools because there are impacts to our our students schedules on a twocourse sequence versus the three course sequence. And um some sites have shifted to that and some still do the three course model. Yes. But two is allowable. Yes. Got it. Yeah. So it' be great to hear since we already have that if you know we come back together in the fall how how we're doing um with that in that regard. And then you know seeing um this increase in promise students this 27% increase seems really significant. Um is that as big a leap as it looks? And how do we

087get there? Um, the Promise program supports a lot of students. Um, I I think Luke may be able to speak to that a little bit more, but the it's just the number of students who uh complete a Promise application and um sign up for a full load of classes the fall of their uh first year community college. So, we're bringing up the expert. Thank you. Yeah, tell us why and how do we do more of it? Yeah, real excit. You know, last year we took it as a charge and I really want to acknowledge our promise teams who are here in the crowd. We've actually really streamlined the promise promise enrollment process. We combined our contract as well as application really allowing us to fasttrack that enrollment process for for our students here at the

088district. Um we're working really closely with the CCTE team as well as our counseling and guidance team at San Diego Unified. And I think the information sessions along with like programs like the get started series along with the tremendous services that have been expanded through the welcome centers at the district SDCCD has really lended to that and I think our heightened communication this past year. We've utilized some different modalities of communication like text message as well as using our checklist system within our campus solutions program really helped students understand what they needed to complete. And there was just a lot of intentional efforts that were being made at our district office. Every single San Diego Unified student that had a pending application and also pending items for promise were called and that's really one of

089the biggest efforts that we saw this year. So, we absolutely plan to continue to do this. Um and and it's just it's a labor of love and we it's just we kept pushing and pushing and pushing and I really want to acknowledge the campuses for all their efforts that they put in as well as our partners at San Diego Unifi for making sure we got across that finish line. Thanks for all the work. All right, I have Trusty Cruz and then I have Trusty Magna. Thank you, President Peterson. So, do we have any examples or methods of strategies that either our district or SDCCD have used to increase college course enrollment from these underrepresented groups that has brought promising data? Yes. So, um, one thing that San Diego Unified has been working towards is our

090data dashboards. And so, we have a series of what we know as data collaboration meetings with our high school principles in that our our data team has uh devised these dashboards where we're frequently monitoring the enrollment of um the groups that we talked about uh this evening. And so a good example is that each of our high schools I might have okay each of our high schools um they they analyze the data with regards to the enrollment of our Hispanic uh student population at their school sites and their African-American population. And then we we work to um sit alongside the counselors to encourage our students to take a course and to give them the strategies and the support system necessary to embark on that journey. Many students have um you know some underlying fears of

091uh the rigor or the perceived rigor of a college course um when they feel that they're they may have been told that they're not ready or they're they're not able um it's a belief system. So we're really working alongside our counselors and our site leaders to really encourage our students and remove all those obstacles and barriers. So this data is talked about frequently at our data collabs and then we talk about promising practices with regards to family communication, the benefits of taking dual enrollment courses, what that means for a high school transcript, what that means for your future when you leave us um at the high school. And so those are the things that we're working through right now with each of our high school sites. Thank you. Uh Trusty Magna, I wanted to go

092back to the question that you had. uh Trusty Hasten and that was and then also to Susan um about the promise program and the increase uh was that also related to the capacity how many students could be served and the funding and that was why maybe there was more funding and more capacity and that's why there was such a huge increase as well. Yeah. So, our funding has remained relatively the same um in regards to Promise. Um obviously, we we're increasing our foundation funding, so donate private donations. Um but really, we we've really just been uh utilizing our full budget. We've rolled over uh some budget uh year-over-year, especially since the pandemic. Um but really with promise, we've just been really maximizing it, pushing it through. Uh again, we've extended admission, and I was actually

093really surprised with the delays and in the release of the financial aid applications. I think we all were. So, we continued to push and we we kept going, kept kept going and I don't think it's something that we need to backtrack on. I think we need to continue to push that. But no issues with funding. Uh we just continue to really maximize our budget and with the foundation, it's really allowed us to admit some more students while making sure that we continue to fund that same amount. When I shake their hands, that's something that we do. Trusty Wire, are you getting the money? I mean, when I'm talking to all of the students as I shake their hands and you all know I go through that routine and they say they're going to community colleges

094and my next question is talk to your counselor about getting the money. That's all I say and they think about the money and if I need the scholarship sorry uh last year one of the the the points of discussion amongst this group was increasing the number of FAFSA completion. So what we did was we increased the number of workshops and so we collaborated San Diego Unified and SDCD and offering the get started and other um spaces with the colleges and with folks um at the at unified to increase. So we um just from our perspective at SDCCCD we saw an increase in the number of FAFSA completions given even with all of that and so understanding that a lot of it comes from the state right so they need to complete the FAFSA in order

095to get that promise grant that comes from the state and then we have the additional dollars that the philanthropic dollars that are are um acquired through our fundraising. Excellent. Okay, just a very quick question sort of business question. Um, it seems like there's some board interest on goal 1A around the sensitivity of that metric. It's clearly a little more sensitive to our to our um engagement than we had anticipated and we moved it like my son's PS5 controller. It moved we moved it, you know, 10%. So, um it seems like there's some probably some interest on the board to make a motion to readress that either through um through uh altering it somewhat to be a a pathway completion metric or just raising that percentage. Is now the best time to take that motion or

096I see this next the final part is a is about um goal highlights. So, would you prefer us to take that sort of a motion after the goal highlights section? I don't believe we have a preference for when it comes. Okay. Well, okay. Well, then why don't we move forward? Why don't we do it right now? If if if we have the information that we're going to have, if that's we got the research on it, do I would entertain a motion on Nope. Could I just provide um some clarification on the pathway reference because I just want to make sure that deputy super I I think it would um be just beneficial to understand all the different ways that our students engage with our community college partnership. Um so when we're talking about pathways that

097could be representative of multiple um ways to engage in college courses. So we do have courses that are um uh college credit by exam courses. So we call them articulated courses. So they are part of our San Diego Unified CCTE pathways and they're courses that are taught by our instructors. But because the content aligns with coursework that's offered at our community college district, students that are in articulated courses can take an exam at the end of their CCTE course and actually earn college credit if they earn a grade of B or higher on the exam. So that's one way that you could say they participate in a pathway is when they're participating in a CCTE pathway that ends in a capstone course that offers articulated college credit. Um, another way that they can participate in

098a pathway is they may be able to take the beginning courses of a pathway that then lead to them transitioning to the community college to finish the rest of that se sequence. So, for example, um I know at Scripps we had an administration of justice pathway where they actually took the first two courses in that sequence while they were at Scripps Ranch High School and then they could continue on to complete the pathway at the community college after graduation. So, that's another example of a pathway. And then I think the third thing to acknowledge too is that there are some students that are just very interested in taking uh transferable credits. So, not necessarily within a pathway per se, but they want to make sure that they're taking as many courses as possible that fulfill

099general education requirements. So, I wouldn't necessarily deem that as a pathway, but it's definitely probably one of our more popular um options for students. So, if we are going to discuss adjusting uh goal language or or making some sort of like very targeted um goal, I just want us to understand that there's many different ways that we engage in quote unquote pathways with our community college district. So, so, um, uh, Deputy Superintendent Dit, it it sounds like what you're saying on its face is that the pathway metric is a little bit complicated and that we would might be better off just instructing staff to um to find an appropriate increase in that percentage that they think they is achievable. Something like that. I I think what I would say is like it would definitely be

100advantageous to track just how our students are participating in courses whether it's through articulated credit and completion of a pathway if it's through the starting of a pathway or if it's through you know fulfilling general education requirements we can definitely present data on that but I would think that if we wanted to adjust goal language that maybe we're um looking at overall participation again in dual enrollment courses and then we can definitely disagregate the data down just to see how our students are engaging in those courses. And also, if I might remind everybody is that we may want to wait until the new set of data comes out to really ascertain the percentage in which we would like to see an increase, right? Because what we're talking about is a year ago data and then

101the data for this coming are still coming through. So just understanding really the the entirety and um perhaps providing an update in the fall of where we landed so that when we're setting the goals it's really reflective of the work and the increase that we have seen year to year. So that's just a suggestion. Fair enough. And then if I may may add something really quickly to clarify. Vice President Ber was referring to in the past we reported out specifically on our CTE articulation credit by exam and those results. While it wasn't forecasted in the slide deck, it's in your report card that you all received on page two. So, we do track and monitor that data and we have goals around that. So, uh we recognize that it wasn't presented on the slides and

102we can then bring that back if that is a desire, but we do track that and we monitor that. Uh Vice President Barrera. Yeah, just a couple points. Appreciate President Person and I appreciate uh Nicole and and Jen and Susan those clarifications. Um, in in terms of adjusting goals, I think the best way to do that is to ask the staff to come back with recommendations on on adjusted goals. Um, after uh, you know, looking at the at the data that we get through this year. Um, and I think I'll just speak for myself. What I'm interested in is the completion of the course sequences, you know, getting to the uh capstone courses, but also things like professional certifications, um, you know, internship or apprenticeship experiences. But again, it's it's getting back to what we

103heard our student presenters talk about as their experience and how much is that a common experience, you know, for our high school students. So, um it's I' I'd ask, you know, the staff is you're thinking about goal adjustment to think about all of that um in addition to, you know, sort of course completion and success. All right. are I am hearing in my earpiece which I don't have that our 15 minutes is up on this one. Um so we'll hold additional questions until after the final report. Proceed. Thank you. So thank you. Um we now um as I mentioned before, we're going to be speaking to the goal highlights that were established last year. um each of our colleges and our our team at the district are going to be talking about efforts and what

104made the difference from one year to the next and how we were able to incorporate the discussions that happened last year into the plan that we executed this year and what the outcomes were. So I will turn it over to Gladisa Padilla, the director of outreach and promise at San Diego City College. Good afternoon. I'm excited to share some of our practices and activities and I think it'll answer some of the questions um from our board members as well as our student trustees. So, at Sano City College, we recognize that access to college begins long before high school graduation. This is particularly important for our black, African-American, Latinx, AAPI, and first generation college students. At city, we have sources to um lead early commitment to college initiatives, which includes going out to all the fourth

105and fifth grade classes in the Crawford um cluster. So, this initial experience for our young students and having them meet college students is tremendously impactful for them to see their futures as college students. Through our collaboration with the strong workforce partnership, we have also participated in adopt a school with Mount Hope Millennial Tech and Knox Middle Schools providing workshops and activities on college and career readiness. At Lincoln High School, we have founded workforce Wednesdays, a collaborative partnership with our professors at San Diego City College, our sister campuses and outside agencies. This type of workshop really h allows students to learn about CTE programs, certifications and our motto there is trade school is college. We have also housed um outreach ambassadors at each of our feeder schools including San Diego High, Crawford, Hoover, Morse and Lincoln

106and they are there on a weekly basis. This practice has allowed our college students um to be mentors to these students. They do reflect the community that we serve and they offer mentorship, guidance, and support as students as they're navigating CCAP classes and also their options after college. At City College, we're committed to meeting students where they are, whether that's in the classroom, community spaces, or cultural habs. We have identity specific initiatives including quente for our AAPI students and emojia. We also have hosted undocu nights which is critical for our undocumented students and mixed status families. Um these initiatives and activities ensure that our students see themselves reflected in higher education and receive culturally affirming guidance. We have had the privilege of working with our Somali um faculty at San Diego City College and we

107even host spec specific Somali lunches at Crawford and East African workshops at Hoover. We know that there's a diversity within each um demographic of our student and we want to be mindful of that as well. We also host signing days at each of our feeder schools which culminate in May and include full enrollment to the college. So it really touches on some of the questions that we had. So this will include city college application, FAFSA, KADA promise application and actual enrollment in classes in May. We also recognize that our students are not just from one identity. Rather, there's an often an intersectional an intersectionality of identities. Um, next week we're happy to kick off joining um our LGBTQ ally student clubs at Sanu High and at Crawford. Um, we are leading this to build community,

108provide support, and encourage our students to pursue higher education. We'll be bringing one of our professors um her name is Tracy McGee and she'll be sharing the amazing opportunity to join our first ever LGBTQ learning community pilot which is going to be this fall and it's going to be hosted through her English 101 class which will be taught from an LGBTQ perspective. For our Spanish-sp speakaking families, we've expanded Spanish parent presentations so families have the resources to navigate financial aid, seek capital enrollment, and career pathways in their own language. Through our outreach mentors, we look to expand this to include Vietnamese and Filipino families. At Morris High School, we worked closely with our counselor, Christy Flint, to include middle school parents in our CCAP dual enrollment parent nights. By intentionally inviting our middle school families,

109they were able to make early informed decisions on which high schools to attend and the benefits that those school that those opportunities have. So at Morse, um we have a unique pilot nursing pathway. We know that visibility and engagement matter. That's why we have expanded campus tours and high school visits connecting students directly with our faculty, student mentors, and support programs. Workforce Wednesday, openhouse events, and signing days show students that San Diego City College is not just a place to attend, but a place to belong. We also share the amazing culturally responsive holistic services we provide to our students, including the Fresh Cuts Barberhop, Yosoy STEM bridge program, our EOPS summer bridge program for our first generation college students. And I did want to take this opportunity to circle back to a comment made by

110one of our student trustees on communication with our high school students and the various opportunities that college classes can provide them. At City College, we are are kicking off an expanded concurrent enrollment program this summer which will include online and in-person classes. There will be 14 classes that have been identified and shared with our amazing partners at our CCC CCTE office. Um these courses all do align and have um indicators as to which I get transfer um area they complete as well as A throughG course requirement completion. At Sanio City College we're committed to ensure our historically marginalized communities have a clear supported pathway from K12 to higher education and the workforce. Our outreach efforts are more than events. They are committed to breaking systemic barriers and fostering a culture of access, belonging, and student

111success. And with that, I'll hand it over to my colleague, associate dean of outreach, Tvaris Franklin from San Diego College of Continuing Education. It's dangerous coming up these stairs, right? Um, good evening everybody. Um, it's an honor to be here to showcase what we do as a district, right? And how we work with San Diego Unified. Um, this is what collaboration looks like, right? Um, I want to scream from the top equity inclusion the same way that Kendrick Lamar says mustard, right? But it's not ju it's not enough just to say it, right? The work that we do at the College of Continuing Education, we're committed to it, right? We're passionate. Um, and when we're talking about dual enrollment, we're talking about concurrent enrollment. It it takes intention, right? not only in the classroom, not

112only with our student services, but in hiring the individuals who go out and speak to these students, right? When you're looking at our slide and you see Natalia and you see Antonio, they're from our community. They've taken our programs, right? Um to um this year we were able to offer a HVAC cohort with Lincoln High School. Um, Clarissa was joking with me. She was like, "Are you going to piggyback?" Right. I will. Right. Without the work of City College and the Workforce Wednesday, that wouldn't be possible. And so by Workforce Wednesday, um, and doing the three eyes, inspiring, right? Being um, influencing and being impactful with the work that we do here in outreach. um we were able to inspire some students to redefine success on their own terms. Um this we started the talks

113about this HVAC cohort in the fall semester. We offered it in spring. Of a class of 33 students, 17 of those students are Lincoln High School students. It wasn't enough to just offer that class. We found when we had those students walk over from Lincoln High School that we found that there was food insecurities. So luckily enough, we have a SDCC cures program. Our outreach coordinator Andrea and the coordinator Jessica from that program teamed up to provide hot meals to our students because it's a little bit challenging to learn when your stomach's growling, right? You've been in school from 8 to 2:35, right? and then you walk across the bridge to take a class from 3 to 6, right? And so being able to address these needs, this is why equity and inclusion matters, right?

114Um and then when you look at our apprenticeship and our vocational expo, that's our fifth annual expo. We're trailblazers. It's been so successful. They have it up in Powway. It's everywhere. They have it at Grossmont. And so when we start talking about success, it's redefining it on their own terms, whether it's college, two-year, fouryear, or a CTE pathway, you know. Um, it's introducing this at each and every level and being intentional about it. And with that being said, I want to introduce Caesar from Mesa. Good evening everyone. Um my name is Caesar Gilla. I'm the outreach technician and just to line just to piggy back off what he was going um it's kind of the common theme about the promise program CCAP. Um we're all about that. I actually just wanted to say I was

115I graduated from Poma High School. I did take a CCAP class. I am a product of of the program itself. Uh the promise program wasn't around when I graduated back in 2007. That was quite quite a while ago. But um I'm in charge of a group of 11 11 ambassadors that go out to the high schools for project assistants. I occasionally go out to the high schools, PointLoma, Kernney, all those high schools and I supervise what they're doing. So I do see the direct impact of what the ambassadors are having uh on these new students. And then um one neat thing that I like about when we hire new ambassadors, we try to hire ambassadors that are um from hello from our future high school. So I think that just makes it more impactful because

116they actually like like myself, they've been through the system. They can they're not just talking about it. They know the result. They know that things can happen. Um that's just a powerful thing. I I think the um and then I was just going to talk about uh the the promise program like I was saying. So promise program is one of the main things that uh gets high school students attention. Besides uh at Mesa College we have our allied health programs in the medical field. Um promise program uh we are expanding it and um my dean and my coordinator uh wanted us to uh specifically um what should I say increase our numbers in specific populations such as the Latinx African-American but specifically um the LGBTQIA plus. So, as you guys all know, um we are

117trying to leverage a way to how to how to uh identify students to be eligible for the promise program through this this pathway. Um just so this picture on the screen up here is actually just three weeks ago. This was an event that the Mesa outreach office had with uh the Pride Center at Mesa College. We had a slightly under 80 80 students that that went there. Um it was nice seeing that that the new the students were welcoming into this new pathway. Um so the the goals for this uh for our for Mesa outreach are to to collaborate with the Mesa Pride Center to correct the elig sorry I can't see that part I didn't make the slide. I'm sorry. So to collaborate with Mesa Pride Center to connect with the LGBTQ QIA plus

118students at high schools and host promised information sessions such as the one we did um last month. Um and then our goals are to develop strategies for building support marketing and outreach to increase enrollment at CTE programs. And then the steps that we're taking as as an office and the outreach is to work with the Mark Twain High School in the CTE efforts uh as you guys know the career transfer efforts and then the CTE partnership with San Diego Unified the school counselors and the partner conference hosted at Mesa uh camp at the campus of Mesa College last not too long ago. Um, with that being said, I'd like to pass it off to um I like I mean I'd like to introduce uh the acting director of promise and outreach at San Diego Myar

119College, um Olivia [Applause] Picola. Good evening everyone. I was going to say good morning, but we are well past that. I just want to uh thank you all for uh creating community and space for us to share from our colleges. Um again, my name is Olivia Pakola. I'm currently the acting director of promise and outreach at Myiramar College. Previously, I was at Mesa for 10 years. So, really dedicated to this district. I love everything we do here. Today I'm going to share about Myiar College and how we are taking intentional steps to better serve our historically underrepresented communities and students with a strong emphas strong focus on African-American, Latinx, and LGBTQIA plus communities. For African-American and Latinx students, we are working to expand our dual enrollment efforts through targeted outreach. This is something as simple

120as improving our website. So there's better access, better representation of the students we wish to continue serving, as well as increase outreach to our families with translated materials and community-based info sessions. We also aim to expand our CCAP family nights, ensuring ensuring parents and guardians are playing an active role in their students academic success. For our LGBTQIA+ students, we are looking to increase collaboration with our San Diego Unified School District to raise awareness of Myiar's Pride Center through worksheet workshops, outreach events, and joint programming. We also plan to host an annual open house for LGBTQIS community to foster a greater sense of belonging to improve retention through early intervention tracking. Looking ahead, we are working towards stronger branding for Myiar College, including the development of our first ever U multilingual viewbook to enh enhance accessibility

121for prospective students as well as current students. We are also prioritizing collaboration with our lead office, which is our leading equity, anti-racism, and diversity team, focusing on introducing workshops led by black and latinx leaders in the community to support students with their journey. I also want to share that at Myiramar College next month we are hosting a leadership breakfast with our uh feeder high school principles liaison along with our uh leadership at myar to really continue these efforts and hold each other accountable in this work. So thank you so much for your time and I'm going to introduce Luke Manaka dean of outreach and um at our district office. Thank you. Well, huge thank you to all the the outreach teams here today and just some just some awesome content uh boards. It's it's it's

122great to see you and to share and and I I remember being in this uh this space, not this space, but this space together last year and a lot of things we discussed we took to heart and we move forward on. So, I'm I'm really excited to report on this. Uh we'll start with our LGBTQI students. Um we actually planned a a empowerment session. We're calling it actually for next week, March 26. And we're actually going to be working with the Department of Youth Advocacy at San Diego Unified. And we're partnering to host this session where we're going to bring all of our Pride Center faculty coordinators to meet with students through San Diego Unifi through a virtual session. Um, we wanted to do this obviously when we think back about one of our our

123goals when we're making that transition for our LGBTQI students. Uh, warm handoff, yes, that's great, but what are we doing to really plug them into the pipeline of support before they even graduate? Some of the things we're going to be focusing on this session is going to be about San Diego promise, early college credit opportunities, uh, post high school completion, and really plugging into the center. Uh, we're work actually working with our district-based researcher, Jamie, and we're going to be developing a mini survey/ uh, kind of data collection tool to safely collect that student data to then provide some followup to our students uh, post session. Uh the really highlight of that session that we're going to be supporting is really bringing some SDCCD students to kind of share their experience through the process of

124coming uh to our district and obviously being successful. Uh some of which are actually our project assistants. So students that are working with us while being students at our district. So we're really excited about that session. Uh that's coming up next week. Uh moving our way down, I'll definitely shout out one of our deans in educational services, uh Lilian Garcia, as well of all of our undocumented student and dreamer centers at our at our at our school uh here at SDCC. But again, we're going to be partnering with San Diego Unified to host a knowyour right session. We're going to be collaborating with Jewish Family Services uh to provide some resources and support for students again as they transition to our our district. What do they have to know as a student who is who

125identifies as undocumented? What are some of the resources that are available? And again, really discussing our intentional San Diego Promise pathways, early college credit opportunities if they're younger students, uh as well as our post high school completion and plugging into the centers. Um, one thing I want to note and and I really really think our CCTE team, uh, they're always, yes, let's work with our seniors, but what can we do to start meeting with our younger students so they're plugged in before even senior year kind of comes along. So, that's something we really done. So, big shout out to all them in the crowd today. Uh, we talked about our promise increase and and it's it's not by accident. There's a ton of efforts that are being made. Um the past 3 years we've been

126working with translation services uh through uh San Diego Unifi where we've been able to provide our sessions in American Sign Language, Spanish, Tagalague, Japanese, and even Somali for our students that come through that session. Um the large majority of students are seniors, families, community members that are coming to the spaces. Uh we don't just invite our San Diego Unified partners, we're inviting different programs around the region. Uh and again, we've seen a huge influx of adults being in the room when we presented on Zoom. Uh, one thing I'm really really proud of and maybe something we could touch on in the near future is is the increase of adults in the San Diego promise. We we increased two pathways which are two tracks I should say. One for returning students. So students that left uh

127left left our district at one time and wanted to come back and then even students that identify in our special populations which include some of the the populations you're seeing here including LGBTQI students as well as our undocumented students. those special population pathways to the promise is definitely something we're pushing really really hard and huge thank you to our CCTE team at uh San Diego Unified for supporting with coordinating those translation services. We actually present those together. Uh finally for this slide, I really want to shout out again uh this professional development session. I actually got to meet with Alyssa and Audriana from CTE and we started brainstorming this session that we were going to work with our counseling and guidance team at San Diego Unified and we started thinking about what can we do

128to really make it impactful session. Is it just information or is it collaboration and exploration? So we actually hosted a real brief informational session for our San Diego Unified counselors through a professional development opportunity hosted at the College of Education. Uh this session actually opened up dialogue for us to go back and forth on where are we missing the mark with communication? What are the major pain points of our enrollment process? What are the major pain points in our communication? Whether it be marketing materials, what are we missing the mark on? So we spent about an hour together twice two days in a row and really had some great sessions coming out of there. That dialogue really formulated our counseling uh and community partner conference that we hosted uh just a few weeks back. So

129if we can advance the slide, that'd be great. Yep. Sorry. Yeah. So, um again, this is about our third or fourth year we started this program over the pandemic and it's evolved uh tremendously. Um the feedback we received from for our partners from this conference was tremendous. I won't quote them, but uh I think one of the quotes was this was the best conference I've ever attended and even you you you didn't waste my time coming to this conference. That was like the best compliment that someone gave me even through our survey. So, I mean what what better way, right? Um, so we're batting 100 on that one, right? So really we we we touched on the the admissions process and all the different pain points that folks kind of endure through it. So we

130touched on each and every one. Now the one thing to note is the large the largest majority of uh folks that attended were from San Diego Unified. Yes, counselors but also different practitioners like your TRIO upper bound programs, different services that are offered throughout your your college. We understand that uh it takes several voices from around the student to get to our district and get through the process. So, we we made it extremely extremely inclusive. You can see all the things that we covered specifically, but the one big one that I want to touch on, oops, is Steve right behind me? Yes. Um, what what could we have done? What could we do to make sure that we're taking the time to sit with our San Diego Unified counselors, CCAP leads to see where the

131gaps are and what can we do to address those? And I won't steal any shine. I'll pass it over to Steve for a special session that we've developed for this conference just for San Diego Unified uh staff and counselors. Uh so as we uh shared the gaps in access to college classes before um we see this these gaps in our data year after year and one of the things that we've learned over these years working on this data is that site level engagement is really important. the story that we tell across the district is going to look a little bit different or a lot different depending on the high school that we're working with the counselors from. Um so we developed a site level dashboard that provides the the data that we shared with you

132at to the level of a specific high school and it includes information about students enrolled, access rates, the number of students to proportional participation, units earned, all the metrics that we talked about today um but in a format that's really usable for uh practitioners at a site. Um, so we had a 45minute session where we did a brief overview and then uh provided 30 minutes for the counselors to click through their data. There was this moment of silence where all I could hear was the clicking of many mice and it was beautiful to a researcher's ears. Um, and so this was a really good opportunity for counselors to get hands-on experience with the data that you all saw today. Um, ask really deep meaningful questions uh of it and start to make plans to address

133these gaps at their sites. And then I think from there I think is that okay if I are or you want to take it? Oh, we can open it up for uh discussion. We'll take some questions. All right, round three. Thank you so much. Do we have any uh board comments or questions? Look at that discipline. Discipline. Okay, I see uh Vice President Mgrim and then Baza. I uh I just wanted to say, you know, that how heartwarming it is and how uh empowering it is to see the LGBTQ plus community featured in so many of these presentations. Uh as little as as three years ago, it that it was not even part of the discussion. So, I just want to thank everybody here that that participated in in that inclusion effort. That that just

134really makes me really happy and and that and I just wanted to share that with you. And it's it's unfortunate that the time that we're in now um requires us to be even more um intentional about that about the career community and um so I wish it was different but the fact that we have all these things in place now uh can ensure that that that as much as we can to make that community feel safe uh uh in all of our educational institutions. So, thank you everybody. I appreciate it. All the board members, everybody that participated in that. Thank you. Thank you, Vice President Mgrim. Trusty Baza. Thank you, President Person. And I would like to echo uh Vice President Mgrim's comments um about the LGBTQ community and you know, for too long they

135haven't really been recognized and they really are another word we're not supposed to use, vulnerable population um in our community. So, it's it's important that that we are recognizing that. Um and thank you just in general for all the work that you've done. Um you know I can see you know you each year I come to this I'm always very impressed but um just you know moving our students forward and continuing that work and I know there's just even for this old this meeting just get you know all the work being done behind the scenes and throughout the year. And I I had a question about um the enrollment at our community colleges, like what how much is represented from our um high schools in San Diego Unifi? Just, you know, not to put any

136college on the spot, but I'm just I'm curious because I'm not really sure how much we are represented, our students at the um San Diego Community College District. And also, is there one um particular college where there's we have a higher percentage of students or are they all kind of about the same or um I just I kind of wanted to get an idea of of who's going where? And I think that's also important because are they, you know, obviously I would assume a lot of it is transportation if something's nearby or are they seeking out a certain college like Mesa College for the health careers or is it just kind of like um kind of a similar amount throughout the city? Uh so we do have um the specific data for each of the

137colleges available on the linked resources for on the report card. Um, generally the high school students taking college classes accounts for about 10% of the college's population. Does vary a little bit year to year, term to term. Um, but I would defer to the specific data that's available on the on the report card because it does vary depending on where you're looking. Uh, the so the college level data is available in our linked report. Trustee Nto senior. It's the button right in front of the light there. Yeah. Oh, okay. Um I appreciate the comments that that uh Trustee Mgrim made and and uh around a a particular special population that has been ignored forever. Um, there's another population that I think really needs attention right now, and that's our Arab Muslim students. I've heard many

138reports that that uh that there are kids in the schools that are being called names and that feel uh unwelcome. And I'm wondering if we've done anything to look at that population to see if we've got any programs to give them some support and make sure they have a sense of belonging as well. I know City College mentioned a little bit ago they have a they're utilizing their their Somali counselors to kind of support their their students, but definitely an area that we can continue to grow and uh just like last year, we can we'll take this with us and we'll we'll we'll put some intentional effort into into reaching and utilizing all the resources that SECCCD has to to make sure the students feel welcome and and and supported through that process of coming

139to our district from both systems. the the the public schools, the you know the the elementary schools, junior highs, high schools, and the community colleges. What are we doing for these particular students who really are feeling under threat with Trump? I mean, I hate to bring up that name, but uh you know, we're looking at the other populations that that that uh are targeted, and we're not looking at that one. Thank you, Trustee. Trusty Hassen. Uh so agree um with the feedback and I can say just quick anecdote. I know just today at um UC high school we were we had a program put on by our equity and belonging department specifically um for Arab and Muslim students. So I know it's something that our team is focused on. So really appreciate that feedback. Um,

140I'm wondering, so we're hearing all of these amazing things that are happening and I think we're all excited to hear about it and seeing a few data points that are moving uh in the right direction. I'm wondering um if there are things that are proving challenging as we're working to achieve these shared goals. I know Jen, you described um work that you and the team are doing um with counselors and when you said, you know, looking in the mirror and you know, identifying some of these hard truths about where we're getting in the way of student success. So, I'm wondering as you think about uh the work that we intend to do collectively between now and, you know, this time next year, what are some of the things that we have to work extra hard

141on that are proving uh a little trickier than we anticipated, if any? Thank you for the question. Um I think that uh not I think I know so uh the conversations that happened last year with the joint board kind of set the foundation right for the first time we were able to set goals and um they are uh big goals and that take a lot of I keep using the word intentionality throughout the night um and that's the piece of it right is um we have programs how do you scale the programs and I think that's the challenge that both of our systems are currently certainly um having to address right when it comes to funding when it comes to not only from a financial perspective but also human resources. So um uh these are

142very complex times um not only uh in dealing with the these things and I don't like using the word dealing um because when we were talking about people we don't deal with them right we work with them we support them and we serve them and so I think the challenge for both of our um organizations is how do we scale that and how do we maintain the quality of the programs that you saw today that we spoke to and so I think that's the challenge knowledge that we we're going to have to continue to address. How do we work and how do we deliver the services and how do we increase, right? Um to Trustee Senor's point, right? There's another group that we need to to really look into and this is just going to

143continue to grow um in the next few years. Unfortunately, that's the reality that we're living with. but really always keeping the student centered, student focused regardless of the chaos that's being created around us and within us. How do we control that so that we're able to really address the needs of our students? So answering that question is uh resources, right? It's individuals. it's um having enough time because these are joint board goals and then we have our own realities on our day-to-day operations and how do we do that but how do we continue to grow and move that forward so I think one of the things that I'm super proud is um how close our teams have become over the especially over the last couple of years and so when there's a problem we really

144huddle we come together we we say okay how are we going to address it with the limited time and effort that we have. So, is there a specific answer to that? No. But I think it's a day-to-day situation in which we every day try to do better and best for our students, understanding that it's not just what's happening within our schools and within our communities, but also what they're bringing in to our spaces. Right? We have increased our services for basic needs, unhoused, mental health. I mean the other other one that's huge is how do we help our students navigate through all this when um especially with our undocumented students not only are they not on they're the mixed statuses right so they might have their their papers in place but then their families their

145immediate community are not doing that so I think those are going to be our challenges moving forward how do we continue to keep them engaged and not give up and I think it's that joint effort with our outreach reach folks with our promise folks with the CCT and just really taking it day by day and and trying to continue to reach them because one of our concerns at SDCCD is that they're going to go away, right? And like we saw happen with during COVID, right? we lost students because of the situations. And how do we keep um conveying that message that both San Diego Unified and San Diego Community College Districts are safe places that we will I mean um Chancellor Smith and we'll talk to some of this, but how do we continue with

146our mission focused on ensuring that our students have that feeling of belonging and that our institutions are a safe place? Good. Thank you. And I think it would be helpful so if we're able to come back together in the fall um to think about if there are some you know joint budget priorities that we should be thinking about as we're building next year's budgets. Uh and I think also considering some joint fundraising opportunities right are there is there private philanthropic support out there to support some of this joint work because I think it's really exciting um and probably very compelling to a lot of funders. Thank you Trusty Hazen. Uh, I see Trusty Wyers's pain is flirting with a hand up. My question is, is it time for a sermon? Um, I I really appreciate

147what you said and what you've said also, Craig. Um, anytime any child, any student is harmed, then that's problematic for all of us. And by collecting the data, we can find out which groups because not only is it um you talked about the the um er population, but then you also have the Jewish population and you still have African-American, you still have Latinx. uh my nephew in in um Virginia on the west side of Virginia uh was called the dreaded nword where you know he's the only African-American around um and by a child by an Arab child who doesn't know that we're all in this boat together. We absolutely must teach our young people. We we all of us, we must take it as a personal responsibility and as a collective responsibility to teach our

148children that it's wrong to discriminate against anyone who's different. We must do that. And every time, everywhere we see it, we stop and we we correct it. And then systematically in the systems, we do what you said. We have to to put forth programs, groups, etc. so that we are addressing these needs. It's not going to go away. It's going to get worse. But we must commit ourselves to addressing it personally and collectively as a system. That's my challenge to all of us. I don't care where you are, what you're doing. When you hear it, you see it, you stop it, and you move on. Don't dwell on it. Just stop it. Let them know it's wrong and we're not going to tolerate it and handle it. Amen. Um, we got to we got to

149host the hands now. Trusty Bazo, you you let you let something in the folks trust Bazo. And then Thank you, President. I just wanted to follow up to my previous comment and I think along the lines of what Trusty Hazen is mentioning being able to focus on what we think, you know, we could work together on fundraising or otherwise. I think it would be helpful at the next meeting if we're going to have it in the fall to have that idea of overall enrollment from San Diego Unified and also at each specific school what percentage of students are going to each of the four community colleges. So if we could make note of that to include that information for the next meeting that would be helpful. Thank you Trusty Neta Senior. I just wanted to

150note that I think it's a a very good idea. It hadn't occurred to me before, but that we have another meeting soon, like in the fall, because just think about all that's happened in the last month. The world will look very different in October from it from whatever it does now given all the things that are just every day popping. Uh so there'll be new challenges probably and so I'm really glad we've made this trusty senior on top of it. I'm going to treat that as a motion for a for a fall meeting and I think Trusty Hayen had already she's got a strong second there. So, if we want to take a quick vote for a fall meeting, um all those in favor, show hands. I Okay, unanimous consent with board members concurring. Student

151board members concurring. And uh is that good? Okay. Vice President Mgram There there are one of the most aggravating things about what's going on now is there are uh many empirical studies that show inclusion efforts benefit the groups that are not being targeted for inclusion. So when you make one group of students feel safe, the other students feel safe. They they learn about those other students and we we often talk about a student who's different. Well, everybody is different from everybody else and we just our society and it's being encouraged now is focuses on very particular um uh uh differences. But it there's just no question that that those kind of inclusive efforts um benefit every student there regardless what this is not about favoritism. This is not about doing something special for a special

152a special group. it benefits all the students that are exposed to that because it it builds community uh and understanding between them. So, and I have I' I've read several studies that show especially with uh LGBTQ plus students that those inclusion efforts make the nonLGBTQ zone feel safer. They know who they are and they understand and they're more likely to defend them. they're more likely to stand up for them. They're more likely to to include them. So, um, and with the last survey that said Gen Z reports that I I think 20 to 25% are identifying on that on the u sexual orientated, the SOGI uh uh spectrum. Um, that that group is only going to get bigger. So, we just need to get those folks in elected office faster because the folks that are

153there now are really annoying me. Um, I'll just say one thing. Um, I'll recognize myself to speak and um to say uh it's always interesting in these joint joint board meetings. We all know on our own boards everyone's preoccupation and we can kind of be like, "Yeah, that was a very Hazen remark right there from Hazen or etc." Um and but it's interesting on a joint board meeting to start to get an idea of of your characters and preoccupations and ideologies and values. So I I always appreciate that and I um uh toward toward that end today and I want to thank our presenters today was the first time I think our last board meeting I was like well that was fun but I don't know what the point of that was but I I

154I see now and what the point of that was because I can see um the nature of the collaboration and what it's doing for our students and what it's doing for your students or our collective students now. Um but but the other thing that comes out of a a collaboration is not just that you learn how to collaborate but that you learn something important about yourself. And so one of the things I want to return to and here's the preoccupations. You know the people that I find are most fulfilled in life are the ones that figured out early who they were and then worked to give themselves a life that was appropriate to the nature they discovered in themselves. And so as we're as we're talking about to a certain extent an end of our

155program where you get to high school and then you we do the handoff, you realize how how important the decisions you made without even knowing they were decisions were that created those trajectories. You you realize how important the decisions were made in the beginning are. And so one of the things that like occurs to me as I'm I'm listening to this and about our pathways and and I think um President Aoyo's comment kind of when she was talking about middle school brought it back to this but and I some of this is informed by us having kids and seeing I oftenimes think God can somebody just help my kids understand who they are and and because the truth is is like once you understand who you are it's all easy. It's just it's fun and

156easy and fulfilling. Hard work is easy. I saw a Horus man quote the other day that was like a what is it? Uh a teacher who was not kindling the desire to learn is hammering cold steel. But it's like when you find who you are, it's just a joy. It's a joy to be a teacher of a child that knows who they are. It's a joy to be that child. So taking this discussion about collaboration back to ourselves and for our staff. God, if we could in elementary school when teachers really know your kids, I mean, you get to middle school, they got them for an hour, they kind of know your kids, but if we could start early with a really intentional, I don't know whether it's a coursework or curriculum or instruction that

157is helping children understand their nature, however you conceive of nature, nurture and nature and all together, but what's their temperament? What's their character? What do they enjoy doing? So that when they get to the level of middle school and deciding where to go to high school, if you want to go to a special program or getting into a career pathway, they actually have somebody that helped them to come to a self-standing, not told them who they are, but helped guide and develop their their self-standing so that they could make those decisions and save them out out. I mean, so many of us had an outbound trip of 30 years, and then you get to a midlife crisis and you've got a wife and a job and a, you know, bills to pay and kids and

158you're like, "Oh, dude, I wish somebody had saved me these the 25 year outward outward trip, you know." So, I that's a little bit too, you know, conceptual maybe or dreamy, but if we could think about how we take this conversations we've had tonight and bring it back to fifth grade, you know, to sixth grade. So, yeah, Trusty Hayen and then um Trusty Smith, sorry, Chancellor Smith. Because I like to, you know, tie things up in in nice bows. I I love that idea and also I'm thinking about it and this is for our team to think about it within the context of our guardrail around motivation, right? Um and so how might helping students understand their nature fit into that guardrail um within the context of of this conversation and thinking about how we

159might be able to connect the two. Chancellor Smith. Yeah, I want to come back to the conversation around goal 1A and the progress made there, but looking at goals 1, B, and C where the disparities are actually larger. Not by a huge amount, but they're larger. So, I worry that if we just move 1A, we'll come back and see that we met a higher 1A goal and we have the same or an increased disparity. So, as we go back to work on that, I'd really like to focus on what would happen if we actually achieved par in those rates and what would that do to the overall because that might set a goal of closing those gaps as a way of achieving a higher 1A target and not just perpetuating the disparities. But as I

160looked at that chart that Stephen put together with the 11,485 dots representing our Latina students in high school and thinking about scale, which um Vice President Breer brought up, I think Susan mentioned it as well. You know, as I think about this, it's not how do we add 400 Latina students, it's how do we add 11,485 students. So to the question you asked Trusty Hazen, I did a forum um with a group of faculty who have taught in CCAP to understand what has worked, what have the challenges been. And so I look forward to following up with um Dr. Beula. I received kind of seven key categories of feedback, things that we need to do better or things we need to do more of in order to scale CCAP at that level. And so I'll

161have some specifics to bring back that affect us both towards this, but just want to offer that as we go back to work on this in preparation for a fall meeting that we're very careful about what we do with 1A to make sure that we're actually achieving the full scope of our goals. Thank you, Chancellor Smith. Um, with that, it looks like uh we are only probably a half an hour behind schedule. um but had a have had a very good discussion and it looks like we are now ready unless I'm mistaken we are now ready to move to section F our joint legislative efforts. Um Chancellor Smith um could you please present information on community college sponsored legislation? Yeah, and I'll try to make this um pretty quick. We did bring five bills that

162that um we're supporting. So I'll just very quickly explain why. First, Assembly Bill 323 from Assembly Member Fong. This is a bill that we sponsored alongside Los Angeles Community College District that would expand the uses of strong workforce funds to include paid to include paid internships. We have very few opportunities where we can do that right now and we know it's one of the most effective ways to have a student complete a program and then go get living wage employment. And so, it's a simple change, but it would be a very impactful one. Assembly Bill 335 from Assembly Member Gibson. Um last year a designation for the community colleges and actually for all colleges, universities in California called a black serving institution was created. We're going through the initial process for um colleges applying for

163that designation. This would um bring $75 million in funding to provide grants to those BSI designated institutions. Um, and so it would provide resources to continue to expand opportunities, access, persistence, and success for our black students. Assembly bill 648 from Assembly Member Zur. Um, I'm hopeful there will be another version of this one day that would directly benefit the unified school district. But this starts by expanding community college districts to have the same authority that UC's and CSUs have on being exempt from local zoning regulations when it comes to constructing affordable housing. And so this would allow us to build affordable housing on any district property without having to be zoned for it by the city or the county or any other local jurisdiction. And like I said, I'm hopeful having talked to the people

164working behind the scenes on this bill that there will be a future version that would give you the exact same authority. Assembly Bill 766 from Dr. Sharp Collins does not directly affect us, but I think it's a very important program for our state. What given what's happened at the federal level, it would require all state agencies to conduct an equity action plan to assess does the work they're doing, the services they're providing, the engagement they have equitably benefit the communities they serve. And we know too often government services benefit those that have money, resources, education and leave behind entire communities. And so this would shift the onus to the state agency to be intentional about having equitable outcomes and not put the onus on residents to be able to navigate these bure bureaucracies that we

165create. Finally, Assembly Bill um 1433 also Dr. Sharp Collins would add a definition in education code for a nonredit college and a nonredit center. This is a very important step towards having our college of continuing education be recognized as a higher education institution on an equal playing field with our credit colleges. And equally important, it would immediately bring funding in key programs like our disabled student services programs, um our veterans resource centers, our pride centers to the college of continuing education. Right now, our district takes the funds we receive from our three credit colleges, distributes across four, and so it would close an equity gap there. It would also encourage more colleges around our system to establish nonredit centers and colleges that increase career um education opportunities. So, those are the five bills that we

166brought forward. Appreciate your consideration and joining us in supporting those. Thank you, Chancellor Smith. Um, now I'd like to ask Dr. Beula to virtually present information on K through2 sponsored legislation. Thank you, Chancellor Smith, and thank you, President Patterson, for introducing these important issues and for outlining SDCC's legislative priorities. Our shared commitment to students supporting them from K12 through their chosen college or career path requires us to work together to remove barriers and secure critical investments that drive positive outcomes. I appreciate your leadership in sponsoring AB 323 and AB1433, both of which will directly strengthen student pathways and resources. Thank you for bringing forward these five bills. We will review them carefully and look forward to continued collaboration and our joint advocacy efforts. In the same spirit, I'd like to present three bills that San

167Diego Unified is supporting and ask for your consideration as well. AB629, our sponsored bill, a good governance measure that redirects funding from administrative tasks to directly support students. AB438, a bill that removes barriers to college and career access pathways by aligning minimum school day requirements with other dual enrollment programs. And AB 1224, a bill that ensures instructional continuity by restoring a COVID era policy allowing substitute teachers to serve up to 60 days in the same classroom when necessary. By supporting these efforts together, we can continue to break down barriers and create the best possible conditions for student success here in San Diego. Thank you for your partnership and I look forward to our collective advocacy on behalf of the students we serve. Thank you. Thank you Dr. Beula. So there's some sense that we would

168have a joint motion of support for these bills. Um uh is is Dr. is Sierra Sierra Cook on the call? I we haven't yet received any um we haven't yet conferred with our director our legislative director. I don't know if she's on I I would probably want to get some input from her prior to entertaining a motion or no. So I can speak just briefly. We um did consult with uh Dr. Cook um on all of the recommendations for the joint advocacy. So, I know that we're presenting it here um after having uh reviewed everything um and are putting it forward for the joint board's consideration. Excellent. And on our side, we've reviewed um the three bills and I'm recommending to our board that we support them. Okay, great. That's what I would hear. Do

169I have a motion? Motion on the floor that the joint boards endorse. Okay. Full list of legislators. We have a we have a motion from Vice President Mgrim. uh and to support all eight of the bills and a second from Trusty Bazo from San Unified. Um should we vote separately on this thing as separate boards or should we do we have do we have a recommendation? Go ahead. So, I know both um San Diego College and um uh San Diego um school uh schools um had mentioned AB 323 and so I wasn't sure that was the one it sounded like the internship program like a paid internship if I'm correct remember. Yeah. And is that um so is that for high school and college or I just wasn't sure. It's for any program in that's

170funded with our strong workforce program. Okay. And so off the top of my head, I can't say with certainty if we have any high school students dual enrolled in a program that is strong workforce. Okay. Um but I don't think there would be any bar to that either. So something I need to go back and find out more because that would be great. I know um Assembly Member Ward had passed the bill to allow our student board members to be paid. So it' be wonderful to also offer, you know, internships at the high school level as well. I know different schools are doing that different ways, but having something where they could al actually get paid at the high school level, not only at the college level would be wonderful, but I just wasn't sure

171what the wording was. All right, it sounds like I've conferred with our staff. It sounds like we can if we get a consensus vote on this, it will be binding for for both boards. So that sounds good. Um, so we have a motion um from Vice President Mgrim and a second from Trustee Bazo. I just got a text from Sarah Cook. She's on board. So, um, so with that, is there any further discussion? Seeing no further discussion, we'll move to a vote. Um, we will allow our student trustees to raise their hands as a matter of concurring. Student trustees. All right, we have our student trustees voting unanimously. Uh remaining board members, please vote. Hands. I see unanimous hands. It looks like we have uh we've passed the motion with student trustees concurring. All right.

172You have your uh you have your motion. Let's um Wow. Okay. This is kind of sad. We're like, yeah, we're killing this thing, man. Um all right. Well, seeing no further business, uh, I am about to drop the gavvel on this meeting. Um, it's You have a line here. Oh, did I did I did I cut you? I don't Oh, there there it is in blue. Okay, there you go. Oh, I'll do uh Yeah, this meeting of the San Unified District Board of Education is now adjourned. And I will pass this beautiful gavvel to my colleague. This meeting is now adjourned for the San Diego Community College District Board of Trustees. Thank you. Thank you. That ended very quickly. It's abruptly as much productive. Yeah. Thank you to the audience. Thank you to everyone listening

173at home. Appreciate your attendance and participation.