06/23/15 BOE - Vision 2020 - LCAP - LCFF

001an accountability plan l cap it's our second reading and I didn't know Superintendent Martin you can introduce Thank You president posse so this is a public hearing it's a second reading of our El Cap and we had received significant feedback since the public hearing opened at the previous board meeting not only feedback from the board up from the last meeting but from the community members through our engagement process so what we're doing tonight in the second reading one of the points of feedback that came specifically from you as trustees was that you wanted our El Cap to tell more of the story there I will say that the public hearing there are statutory requirements about what we put forward in the document and what needs to be posted and how long is posted how the

002public here and go so we took care of that requirement at the first public hearing said tonight we want to tell more of the story and we want to lift out some of the strategies that to bring the El Cap alive because we believe in what we're doing we believe in the engagement process that we've had and what students can look forward to students parents teachers can be looking forward to in the second year of the implementation of the El Cap so I'll have the speakers come up to present parts of the El Cap this evening and make it come alive we can you can let us know how we're doing and bring in some of the strategies but before I bring up several of our staff members to be a part of the presentation

003I want to focus on the stakeholder feedback and some of the changes that were made there were four themes to the feedback that we received first of all process and timeline we got lots of significant feedback on the process and the timeline that we used and we agreed with all of the feedback on that and want to incorporate what we've learned we got significant feedback on metrics on actions and services and then on the El Cap formatting and additional resources so let me give you some examples of changes that were made in this in this period where we had the between the last first reading in the second reading so in terms of process and timeline based on the feedback that we heard from many of our stakeholders they wanted additional time to review the

004El Cap and so that's something that we want to be able to incorporate next year not not as an excuse but this year there was an annual update it's the first year so we had the El Cap document and then we also had to produce an annual update that's the first time document and managing what that new tool looked like what the annual update looks like we don't anticipate it will be as difficult next year because it's an annual update it's not the first time producing that document it took longer to develop which is like I said that an excuse but we don't expect significant changes to these templates although we would like to make them as user friendly as possible we can add more additional time we believe next year we also in terms

005of process and timeline we added that actually came from board resolution to represent make sure there's representation of all clusters on the planning team we're adding a meeting and or moving up the planning team meeting days to allow more time for processing we are planning to post potentially post the draft El Cap earlier and we are thinking if we post it earlier it will still be in a developing stage but that's okay we can say developing and posted earlier for transparency we also would like to next year provide a full day board workshop they all kept last blast meeting as we know as it went very late and we had it was a very important topic and we had an hour schedule for the board meeting it really could be a whole day works board

006workshop and when we think about it elk calf next year having six goals we can anticipate or envision I would say a full day board workshop focusing on each of the goal areas and people that are interested in a particular goal area could come to one part of the workshop if they want to hear the whole thing but we're thinking that we were to agenda a full-day meeting board workshop on it next year and to continue with process and timeline we will also continue with the monthly updates which were not a requirement that was part of our effort to continually talk about it not just wait for statutory but every month talk about it so those are some based on some of the feedback we heard specific actions that we're going to take for our

007revisions in the area of metrics we wanted to clear up a couple of things because there's been some confusion about metrics that the metrics are selected for indicators to show progress towards achieving the goals not for each action and service and so there's been some confusion about you want to metric for every action in service the metrics go with the broad goal and we've had dialogue where people wanted to know where the metric was for each service that's not the requirement of the Al Capp but each service per action and service improved or increased services lead to moving that that overall goal and so that's where the metrics are what we've done with just making sure metrics and actions are related to the goal and the expenditures are what are related to the actions so

008next actions you see expenditures but metrics are related to goals and I think that's been confused in the public and anytime something is confused we have to own that we haven't clearly communicated it we want to continue to make that more clear there were some suggestions on the metrics that were provided in some adjustments adjustments were made for example goal one the feedback was to add a metric for long-term English learners which we're doing we know that measuring English proficiency and differentiating between those with continuous enrollment and those with interrupted enrollment moving in and out of the district we want to have an added metric for that for the long-term English learners also for goal one we added a metric for the seal of by literacy and for the fitnessgram that would be new this

009year and part of the first read and then four goals one in three we remove the metrics related to cultural proficiency quality teaching leadership professional learning Continuum's as they haven't yet been developed but we're going to add the corresponding actions to develop these metrics next year so we can put them in the El Cap so why put a mat well I put something in if you don't have a metric we're going to develop those metrics for those in coming year in terms of actions and services the feedback that we had was around goal 5 they wanted we heard that what they want to do stakeholder input said to include clearer more clear actions it wasn't as clear and so we reviewed them and we put some changes in to clarify so for example in the

010goal five parents and community engagement we add clarifying language for additional opportunities for parent leadership training to enhance meaningful engagement we added develop and provide support resources print video online on demand for parents to support student learning on the livin topics so we've got about eight bullets of what we did specifically on community engagement to make it more concrete and specific of what we would do one of them was collaborate with the with SD EA to build on and expand the home visit project that was feedback we received from SCA we have a promising practice why not write that into the El Cap so if we want to increase parent and community engagement that was a really great example in a suggestion for SDA to explain the home visit program and to establish a parent

011engagement task force those are some things that we added to goal 5 and goal 1 support for African American African and Latino students we clarified and added more specificity by talking about the development of a robust mentoring program to engage District staff advocacy groups and other community members that would serve as trained mentors to increase academics social success of those students and we added to support the expansion and development of the student advocacy groups at all secondary schools where students cultures and identities can be explored and nurtured that was direct feedback on specific actions for supporting African African American and Latino students under goal 1 and then under goal 64 communications we heard lots of recommendations that they need that we wanted to see clarification for effective communications so for specific suggestions on that was

012reengineering the district school websites to be more user-friendly added expanding the use of digital communications including web page electronic newsletters school messenger etc we added enhanced communications and information sharing between clusters and we added collaborating with the county office of education and other districts to develop standard targeted messages on student support then in additional changes also included developing implementing IEPs including documentation we wanted to see quality response to interrupt intervention response to instruction intervention that all schools and site administrators in area superintendents would be involved in implementing the RTI process that wasn't called out specifically people were concerned about that developing a program for eighth graders we had feedback around middle school particularly and are there enough services for middle school students so we added to develop a program for eighth grade students to provide

013a personalized college and career experience that will help students identify their strengths and interests and we clarified edited some of the specific actions for national science standards and around the ola office and every one of these additions changes that we made came from specific feedback that we heard and the fourth area was around the El Cap formatting and additional resources we added additional formatting links to the El Cap to make it easier for people to navigate we put in headers identifying the El Cap section area as we started to color code we put the El Cap plan in blue and the goals and the annual update were in green and we started identifying what those parts were we added live links in El Cap section one to connect to the district website and time anything

014was referenced we made a link live and then we put additional resources that we're creating is the 1516 El Cap and user-friendly format the annual update and user-friendly format we made the executive Semin a summary the El Cap highlights page two i don't know what i mean by page see just the El Cap highlights and then we had we listened to the we provided the written response from the DAC and the D lack and then dr. Evans also talked about could we have some sort of document that was really simple that the public could say so what is going on with your El Cap so we have a draft of it it's not final yet but to say San Diego Unified El Cap means good things for students for parents and for teachers and we've

015called out some of the key strategies that there's a major theme to you can I mean I just went through a litany of all of the changes to show that feedback happened and we made specific changes how can people track all those changes but the overall message around an El Cap if you were to categorize all that we're doing our focus has always been on equity and excellence but most of our investments around building capacity and can we have one document that just says everything that we're doing is to build capacity with with our stakeholders with their community groups with their students with our leaders with our parents that all of our investments are around capacity building and we think that's the greatest opportunity to bring to life on the investments that will be making

016in our students because when you invest in people you build capacity that lasts forever more so when a budget comes in a budget goes and you have high times and you have low times if you've invested in the intellectual capital of the people who serve our students parents and community members teachers the entire staff you learn something you know that forevermore so an overall theme when we lifted out strategies you can see each of the key strategies that we know will accomplish our goals for all students those strategies align to the key areas that we know we're going to focus on so that's high level summary one more elk it one more thing that we also did is added in goal five we had feedback around translation and interpretation services we added that to provide

017Trent we increase staffing and resources of the translation department to more effectively serve a wider range of language groups in need so that came from other feedback as well so feedback was coming on a constant basis and we kept me revisions but for the rest of the presentation I'd like to call up my partners in presenting brain let's bring some of these strategies alive we have dozens of strategies we have metrics we have dollars associated with it but what's actually going to happen for students next year that's the story you want to know so in order to do that I'm going to call up five yola bagula Cheryl heel in learning more and I know Cheryl is bringing edited all go and ed by anti with her I don't know if when exactly you all

018want to come but you can decide what I forgot what order we're doing it in is to bring out some of the key strategy so we can bring it to life so Cindy I mean Superintendent Martin well while they're they're coming up in goal one or two I'm [Music] when we're giving the El Cap up accountability updates as we move forward with that we this is is going to sound like a it's not a statement it's really a question or statement disguises a question disguised as a statement but we're actually going to be capturing feedback from the from those that participate in the meetings that happen don't with our clusters with the DAC and all that and I know that in the past it has not been uniform but that is our intention and that's

019what's going to happen going forward I just wanted to give you an opportunity to speak to that thanks for highlighting that President foster week we struggle with what's too much input and what's not enough input and then you have all these input opportunities and then you still a stakeholder saying but you didn't ask me and I didn't have a chance to say anything in the process I didn't get a chance so in December we started a process where the monthly l kept updates were going out to the clusters and going out to advisory group meetings and we at the first september-october meetings when we push our presentations out to the clusters we didn't gather feedback formally in December we started a process for that and we saw that it wasn't uniform in every cluster so

020we're going to that process because we think the structure is the right structure we want to keep bringing it out to the community like I said that's not required that we do that but we think that that dialogue out in the community gives us that meaningful feedback on an ongoing basis of what's working what's not working we also think that we focus our monthly updates this year specifically on data that data is establishes baseline in key areas that we paid attention to I think next year besides just highlighting data we can highlight a strategy so that the story comes alive up more as well so and we want to continue to refine that process so every stakeholder knows where you give input will be very public about it that one of the areas of feedback

021was that community members and stakeholders said we didn't know that the cluster meeting was our chance and they weren't going to cluster meetings it's not something that some stakeholders ever really attended and if that's your chance to give your feedback and you know we actually believe in the cluster model the community based school reform approached that this board is committed to happens with cluster engagement and so the clusters become more and more meaningful and relevant when we bring meaningful relevant topics to discuss and engage in have conversation about and I think people are learning that that's the structure we're going to use and then lastly before the presentation there were some some comments about and when we talk about differentiate instruction differentiated presentations recording the accordion for the El Cap because there's El Cap 101

022because not everyone knows what El Cap is still today I know that surprising that that's a fact that's what I keep on hearing and so whether that is a video that's on our website then when you see El Cap you can click on I hear that PTA has national national but Pete our PTA for the state has this great video that just really speaks to and explains it like in as an exaggeration but 60 seconds or something I don't know but I mean ways to explain you know what el cap is and why it's so important for parents and community to get engaged in that process and I mean I'm sure that you know in the presentation or even after will be able to speak that is definitely our intention to provide that different differentiation

023as well so thank you president foster I think Cheryl hublin is going to begin with highlighting supports and services for our secondary students and what can we expect next year in the world of secondary students that we're investing in has promising practices and services to our students about the pictures okay thank you so tonight I bought a couple of we call them ed squared etta beta and ed hidalgo are here and hidalgo is from Qualcomm and etta betas from UCSD extension and in tonight's El Cap presentation I couldn't not include what I consider to be a huge team and supporting san diego unified and these two gentlemen are going to bring life to a couple of the efforts that we are going to highlight tonight so thank you for letting me have a moment to

024highlight secondary and if i can get to that slide we have quite a few pictures in front of this there we go I was supposed to be using those when I did my part so so on the front of this slide in terms of sharing what we're doing in the secondary office next year I could not put Qualcomm the Moxie foundation the San Diego Workforce Partnership connected California kids eco Club UCSD extension I couldn't not put them here because the work that's coming is so embedded in what these partners are doing with us that there's no way the secondary office could do this on their own without people in the community who are making this happen for us so I wanted to make sure that a couple of our business partners were with us tonight

025so the first item that I wanted to talk about and this is something I've been very excited about to board members I think already have an idea that I've been dying to speak about this but tonight when board member Barrera and Superintendent Martin started talking about unlocking the genius and all students one of the things that's really coming up next year that we're excited about is how do we with middle school students how do we make sure that every single middle school student that leaves eighth grade knows that they have a strength and a place in the future how do they go into high school knowing that make selections about what they do in high school knowing that and how do we make sure that they own that going in so I hope that ad

026won't mind coming up and talking about what this means in terms of our partnership and and how will move forward with that Thank You Cheryl and board member superintendent it's a an honor to be here actually I should have been here anyways to give you an update at the end of the year for think of it lab without board member Barrera and Superintendent Martin listening to some crazy ideas about a year and a half ago you know 3,000 students wouldn't've been served between September and June of this year but this story actually starts probably 20 years ago or further back as a student myself in high school when I wondered you know who would ever want me in the world of work I was so bad at math I mean I was horrible at math

027and I pulled my transcripts about two months ago just so I could make sure that my memory was accurate and there were all the DS and the seas and I think I worked really hard to get those DS and C's by the way and I went to private boys school back in Baltimore Maryland you know my professors were from harvard and yale and princeton and yet I was so bad at math and I remember sitting at my desk wondering who on earth would ever want me who would ever want me what job could I ever achieve when this math thing is so important to the adults you know and it was really you know focus on deficit remediation because that's where i would spend my summers in summer school and i never took a class

028in debate or speech or the things that I thought maybe I could do okay in and I went off to college and lumbered around and try to figure out a place for me and you know finally fell into a major that did kind of suit my talents but on accident really and then when I was 25 my wife was getting her master's at USD and career counseling of all subjects and she gave me this funny little instrument called the mbti the myers-briggs Type Indicator and I can still remember the moment where she showed me the results that red practical service to people and that was the first moment where I really realized that there was a place for me in the world and yet I had made it all the way through high school in

029college without a single conversation about my unique strengths interests and values you know I was just on this conveyor belt this journey and several years later we found this letter that I had written to my wife that said wouldn't it be cool if one day we were working with kids helping them discover their own unique strengths interests and values I was in Miami at the time she was here at USD and and so I fell into a career of HR and that's where I've been for about the last 15 years hiring people so here's the guy who never thought he could get a job now hiring people and my team has hired more than 20,000 people throughout the last ten years I'm actually probably one of the few a Qualcomm that's hired everything from a

030building services attendant or a custodian to an SVP and everything in between and then I had this crazy idea remembering that note back to my wife my first career dream was what if we could start a career counseling practice within a major fortune 500 company to help our employees discover their own unique strengths interests and values to help them drive their engagement in the world of work which could maybe lead to being more productive in the world of work as well because employees are always looking for those greener pastures you know they want to leave the job they're in today and ironically enough most of those employees that I would meet you're actually in the right job right now you just don't know it and you don't know how to develop enroll you've been on

031this conveyor belt of education as well in a stem degree getting your masters at Berkeley and MIT and UT Austin and UCSD but no one's ever stopped to talk to you about your own unique strengths interests and values you know they have just acquired knowledge knowledge skills and abilities after skipping the steps of strengths interest in values what's at the core of the individual so imagine that my boss was crazy enough to support this and now eight years later more than 10,000 employees have sought services through our career explorations practice amazing you'd be surprised with these brilliant minds from top universities are saying to us about this opportunity to go through this practice and understand how to own their own careers by the way the world of work has changed there's no more ladder in

032the world of work right you know this employees need to own their own careers manager no longer owns your career so it's even more incumbent upon us to help young people explore and understand their own unique strengths interests and values so they can manage their own careers so imagine this that my boss was crazy twice and that the second dream was to start this think of it lab and when we did you know thankfully board member Barrera and Superintendent Martin said this sounds like a cool idea let's give it a shot in fact we can't let it fail so we start this stem lab it's all about giving kids exposure to engineering and we kind of threw in this career explorations piece so the first hour is all about exploring the world of work we

033say how does a child aspire to a career they don't know exists when they come into the lab they start to understand not only that there's careers they didn't know about many of these kids have never been on elevator before by the way sixth graders that have never been on an elevator before have never been to the ocean many are homeless thank you for the work that you do right and now they learn that they have unique strengths interests and values that are important to the world like that there's a place for them and they leave on cloud nine they leave knowing there's something for them out there even when lots of folks am I telling them there's nowhere for you there is a place for them just like there's a place for me my

034resume would never been pulled out of a stack of resumes by the way never never so what's been particularly exciting is that there's many school districts that all of a sudden have come and said we want that that stem lab thing but this world of work piece that you're talking about I got to have that that's something special and no one's talking about that how do we get that how can you help us get that and that's what I'm really excited about working with Cheryl and this team Michael good body dr. beta because we cannot predict the jobs of the future we can we can you know push every student into a stem pipeline what if software engineering becomes automated I don't think it will but what if it does we don't know what the

035jobs of the future are and because that we need to help each child understand their own unique strengths interest in value so no matter what the jobs of the future are they'll still know there's a place in the world for them that's my dad's opinion that's not necessarily claw comes opinion but we've been practicing with lots of engineers they've been learning how to manage their careers and a lot of your students are really excited about it so we're excited to partner we're excited to go further we're scared you know scary doing some of these things but we believe that there's a lot of potential here and you have the right team in place so without the right team nothing would happen so so thanks for listening thanks for laughing at my stories and appreciate all

036the work that you do thank you thank you [Applause] no one can tell that story like that hidalgo so imagine 1500 San Diego Unified students have had access to to that world what I'm proposing tonight is that all eighth graders in this city have that experience that they find out an eighth grade or have some investigation in an inventory where their genius is unlocked and they can go into high school have an experience at a world of work which I'm hoping that San Diego Unified might actually have their own version of this with Ed's help as a satellite but that every single eighth grader would have an opportunity to engage with business engage with their genius so they go into high school feeling good about themselves they can advocate for themselves and they can find

037their place a pic their pathway do what they want to do but one of the things that we are starting with is on july second we are going to bring a group of counselors to the think of it lab and we all including myself have taken the strong inventory and we are going to go have our genius unlocked so that we can have an experience much like the one that we're going to implement for eighth graders it's also our hope that and I know that Qualcomm will support us with this that every adult in the system if possible could have their genius unlock so the board could come have their genius unlocked the superintendent could have their genius unlocked the principal's can have their genius unlocked and we have some plans because we think that

038if adults can experience the value of knowing who you are and knowing that you are you have gifts that they might start you know to see and adopt and differentiate imagine you know if you come up as an achiever and I use this because I'm pretty certain I'm going to come up as an achiever small tasks Pat's on the back imagine if you know that about yourself and the teacher knows that the way thank you the way that a teacher might interact with you differently knowing that knowing that that's what you need so imagine that so one of the big initiatives coming out of the secondary offices this partnership with Ed and Ed from UCSD in the workforce partnership to make sure that every student in the system has their genius unlocked and that they

039have and know who they are and they can advocate for themselves so that's item what our second item for you were talking about bringing the El Cap alive that is in the el capitan would tell the story of it well in the end the most important part is that we did see that there were some concerns about the lack of support for middle school students so this particular piece was so important the other really exciting thing that we have coming up is that the Workforce Partnership in conjunction with the community colleges and Qualcomm they looked at the five at San Diego and saw that there are five industry sectors that are driving high wage I need areas and they develop these I guess you can call them factual posters or just knowledge about advanced manufacturing

040information technology health care life science and green energy and as you know we applied for a career pathway trust grant and we won in the area of information technology green energy and advanced manufacturing so one of the things that we're making sure that we do we ordered 50 sets of those posters on foam board and we are preparing an opportunity in conjunction with Qualcomm the Workforce Partnership UCSD extension and Oceanside school district to come up with a way to have a training where people come and have an experience and we unlock this world of career that exists in our own City so we want to have the apprenticeships they're talking about the apprenticeships we want to talk about there was a career fair at San Diego high school this year it was very successful was

041put on by connect to careers with the Workforce Partnership we want to open and have career fairs at our priority schools next year all five of them we want to have this opportunity give them the posters talk to them so they start talking to kids not just about college or four-year college but about all the other things that they can do jobs they can have while they're in college that will lead to other jobs just anything that will get kids excited about being in school and having hope an opportunity and i forgot to say when EDD was up that something he said this morning resonated with me in all these areas he said a student's expectation of self has the largest impact on achievement and it's my hope through these moments that we work with

042adults and students around this empowerment that student self will rise and they'll know that anything is possible from no matter where they where they're at when they arrive the final thing and Ed didn't talk about this when he was up but he'll nod so we are discussing how do we put a think of it lab on a San Diego Unified middle school so where do we put the think of it lab how do we put it there how do kids have that engagement at a middle school so that's a project we're going to work on between now and and and we'll maybe mid next year the end of next year but we want middle school students to be engaged in coding and have that experience and if it's successful replicate that at other places so

043we have some thoughts about where might that might happen and then uh this is slow slow load okay and then we have the the demonstration site at claremont and dr. Roberson was going to be here tonight to present this but Chloe Robertson needed her so I'm going to give us an overview so there's some exciting work going on at Claremont high school and they are engaged around pathway work unlike the Kearney schools that are autonomous Claremont is a traditional high school who's going to use pathways inside of a traditional structure to do what schools in California are questioning can they do can they take a traditional high school and not break it into small autonomous schools and have these rich pathways that exist and this is happening through major partnerships with all the community colleges

044with UCSD with Qualcomm all the groups are surrounding Claremont to make this happen they're going to have a green energy an IT healthcare and that they already have the very successful academy of business which is their model so right now in San Diego Unified the Claremont teams are at the link Learning Institute all this week and next week learning to do design thinking around how they're going to plan what happens for kids so starting in September the ninth and tenth grades of that school will be engaged in the interdisciplinary somatic work and then in the following year it will break out nine through 12 and and dr. Roberson and board member lee evans can can set that up that's just a general overview of what's to come another piece that we've been working on and

045I just think that this is just hugely important in our work is this master schedule in student scheduling work so on thursday at the professional development at USD the site operations specialist at serra high school has built something and i'm going to put a big smile on my face because i think it's going to change the way that scheduling is done perhaps outside of san diego he has built a database that literally when he was watching I was working at Sara with the team there on scheduling and we were doing it from an equity lens we were saying let's look at groups of kids how many English learners do we put in a room how do we look at special ed do we mix what do we do and he watched us working and said

046this is inefficient so he went back and got his FileMaker Pro out and built a database that literally when we show the principles on Thursday you can load all your course requests into it you can tell the database database I would like to see all the English one students in this school and I'd like to know if they have any special needs you can pull it up and you can make sure and assign them in smaller groups when you schedule them so imagine how this tool is going to help the lincoln scheduling where we're not eat we're not even doing cohorts we're doing teams at each level it is an amazing tool it's going to change the way we think and operate about kids and I'm really excited because I think master schedules are the

047philosophy of of our its heart it's the center of our work and I think this is going to change the way we do business change the lives of children so so the database will allow us because one of the things that I think is really important is no school is the same you can't do cookie cutter scheduling and cookie cutter master scheduling so what we do is we sit with teams like today we're at mission bay and Mission Bay has a navy 4 by 4 and an IB program so the entire things pre IB so we were literally taking mission Bay's course requests and loading them into this database and then we are going to sit and and ask ourselves ok how many English learners at what level are in this class because we meet

048with kids one on one and we schedule them right but we're looking at groups how many do we have if we know in a school and i'll use lincoln for an example when you have 428 english learners when i went over to lincoln and we started talking about teaming you have to be really careful because if the concentration of them is in one grade level and you only have 20 sections of something you have to be really careful about what you do how you group and get really strategic and what this database will allow is there to be thinking around what to do should we only have eight English learners in a mainstream class so that the co-teaching or the team can think about language should we have a different setup where where if students

049with disabilities should we only put eight in a room with the co teacher and focus on accommodation like what should we do and I'm not saying there's one way or the other way but just that the thinking around the actions matter and getting it in that it does matter which direction we put kids and it's not just about that one on one moment with a student which is great but what happens when we throw them all up into the loader that matters to its intentional purposeful placement with a theory of action behind it yeah and this is exciting now I hope everyone's going to be as excited as I am about it we'll find out on Thursday but the principles that we have been working with see oh my goodness this is something that will

050change my ability to think about how we do this and then they can batch schedule and they don't have to put cohorts of kids in the same classes all day but they can if they want to do sheltered instruction like they do at kearney they can keep them together and keep them with four teachers if they don't want to do that they can put them in different cohorts but at least the design the artistry of what we do and the purpose of how we organize students and adults in my mind that matters and so I'm really excited about this tool and what it's going to be able to do so Thursday and then finally we are just beginning our conversations around innovation centers so what does that mean I think at this point in the

051conversation it's a structural item it means organizing things like our College tutoring programs our community college programs our credit recovery our enrichment rs.80 prep our Accuplacer prep anything that is an additional exciting support for a student would go in a space on the school that felt positive and I think the most important thing about these centers is that sometimes we have spaces and kids know that they're going there because their credit deficient the idea here is that whatever a kid needed acceleration credit recovery a college course whatever they need tutoring that they would go to a place that was positive College banners up apprenticeship flyers around internship opportunities but just that there was this place that they could go and who knows what they can find maybe they don't know about the other things but

052they go to the center and it's there for them so what a nice way for the Mildred and I talked about the middle college fitting into the center of innovation center at Lincoln and how it would be really cool for kids to see all the possibilities that and so those are the big six that I wanted to share although we have a lot of exciting UCSD things coming up and it'll have to come back and talk about those but those are the big ideas for the secondary office and I really appreciate you giving me an opportunity to talk about how excited we are about this work your next few side slides are on clairmont high school transformation and I think you were going to have dr. Robertson here so I don't know if they got

053taken out yeah you know what so I want to make sure that she has an opportunity to kind of come and do the really deep talk as soon as this officially I think the I think Irwin and Peter's on are going to come and do an official partnership agreement but but but claremont is like i said going to have 44 academies and they're going through the design process right now and then I think she just put in a couple she wanted you to see what you know what the importance of an academy is the student cohorts the teacher teams the curriculum sequences it's just that purposeful small amounts of kids with small adult eyes on them it's the same thing as the teeming at Lincoln but just in a different it's a different flavor at

054Claremont keep going so that the next presenter doesn't have to go through you dr. Robertson gave me quite a bit here he did and it's a link Learning Academy so the the coursework is interdisciplinary and I believe that she had a video but we will skip over that and she can show it next time so so so it's still a comprehensive but these are pathways that the sector pathways you spoke about early Earth right so unlike kearney where they're separate cost centers are unlike San Diego high where they're separate cost centers this is actually the future of pathway where people aren't moving to small autonomous schools really anymore just because of the cost they are moving to how do we build strong pathways so kids have access to core they can share courses and they

055have access to the pathways so I think the state especially the link Learning Alliance is really looking at how to in that way and just out of curiosity are they are they cohort based but then they share not common instructors so in pathway schools and the the cohort is done around the pathway course so the the computer science course the health course the engineering course that is what we call the oxymoron because it's the mandatory elective so that becomes the center of all the interdisciplinary work so the thing that would bring them together all of the schools would have english math all levels advanced but the thing that holds them together the glue are the pathway courses that are integrated into into all of their work in an interdisciplinary fashion I should also say that

056Mesa College has really stepped up and because Claremont is breaking only nine and ten next year they've created an 11-12 experience for them to go through math and English courses so they're prepared to go into college so the 11th to 12th graders have something special to thank you good evening I'm here to tell you about our collaborative Els T efforts and I want to start by telling the story a little bit about how we laid this ground and in really thinking about there's a quote that I love that says that any intervention the success of an intervention has more to do with the internal condition of the intervenor than the intervention itself so as area of superintendents launched into this work there was a few things that we had to make very clear to ourselves

057and then tension we had with this creation we wanted it to really be a creation from a LSTs from a grassroots efforts to really capture their ideas on how to best do the work I know that we called it tapping into a resource that we've had really looking at them and saying what do you think what have you seen you've been doing this work what would possibly work across our sites we also are very mindful about Tuchman stages of group development that is a theory that discusses how groups become and it starts by saying that in the beginning it's it's actually called storming so people are uncomfortable with it saying Who am I what are we doing here why are we together and I'm sure you got some of that feedback too so there was

058a lot of storming but we're in the forming stages now where we're trying we're seeing our identity we're seeing the purpose of our work and so that was that was another thing we wanted to be mindful of and we also worked so mindful of the creative space that we wanted to create for our our stakeholders that we didn't really go into detail about what we were doing and I remember actually say we don't want to muddy the creative waters because sometimes unconsciously we start steering right so we really wanted it to come from them now having said that we a lot of things emerged so now we've started this work a long time ago feels like months ago we created a matrix to kind of compare all of our outcomes across the areas and we're

059very similar there are some very similar strategies that will actually reference when we go further into this into this presentation so with any new group Korea creation there is something that I like to reference called Bart there are some boundaries be as for boundaries so the boundaries were our five district priorities their day oh that skipton know thy skip the slide oh I think it's missing too well I'll just talk about it then and I spent a long time creating this slide because i am not tech savvy so let's just go okay sorry about that okay the five district parodies and so these were set by our superintendent these are the boundaries that the group had to do their work the first the first one in the biggest one of course is a very engaged

060elac we have to engage our stakeholders our parents our teachers our everyone that has it has a stake in the education of English language learners and I've been reflecting so I've had you know a year of area superintendent work in 10 years of principal work and I think about true engagement I think sometimes we stand and deliver information but just true robust engagement of our community and that's going to over be over everything that we can talk about next celt administration of course it's a compliance issue that's the second priority we have to make sure that we follow our compliance and that every school has that service and support that they need because every school site is different we have to strengthen our Tier one instruction are our first time instruction for all English language

061learners is very important so how do we build capacity in all of our teachers and our sites to have this really strong tier 1 instruction and what we would call integrated and designated English language development also response to intervention so if a child is not succeeding if the child's not acquiring a language if they're at risk of becoming long term English language learners or their newcomers at a high school what what interventions are we creating and one of the things in the reason why place the arrow down here is all of those all of those priorities will then lead to reclassification of course reclassification we need to be full of that that it that is the goal that we want to make sure that we advocate for children and we know that the doors that

062open up through this rakossa fication i do want to i captured a couple of the quotes from the LSTs during this planning process and i just too but anyway i'll share if we strengthen designated an integrated ELD and do small group instruction there will be no academic gap so they really believe in these five priorities and say if you truly do this in build capacity across our site you will no longer see this academic gap our goal is to build capacity and our teachers in a supportive way to create knowledgeable instructors of English learners that they are able to designate immediately who needs to be reclassified and then advocate for this student because many times we saw the role of the LST being the sole person advocating for English language learners and they want to

063build that level of advocacy and knowledge and all of our instructors so does this mean I have to go back or does the repeat Oh perfect so I want to tell you about collaboration because collaboration takes time and so there was this tension between collaborating and collective creation and allowing things to emerge and dreaming of all these beautiful possibilities and then where's information what does it look like why haven't you told us and so if there's a tension that we have to hold and I will you know I call myself a San Diego unifier so we need to be able to hold both spaces how do we hold both spaces of the tension of being able to produce this information for stakeholders but also to solicit the feedback in the collaboration necessary so we have

064to do both so I reference the matrix of all of the ideas but I first want to let you know that between all the areas there was over forty three meetings engaging stakeholders and so that's a lot of meetings together and that was because we wanted to really make sure to go and to really engage them in a true way and i will tell you there's of course differences there some areas that only have a few for LSTs other years that have 14 so the way we went about engaging those amount of people were slightly different but in the end it was real beautiful to see a matrix of how things emerged very similarly so some of the things that emerged and that you can expect for next year is so the celt so LST

065said we need to know every single site so every area engaged in a survey of every single school so some areas were with SurveyMonkey and other areas the els tease went and met one-on-one with the principal to ask questions about all of the supports that they have in place for English language learners to thoroughly know what it was at that site and I think you know this this year has sometimes been feast or famine so some schools that could afford the yellowest he had one some schools didn't and kind of may do so we're trying to build a plan and we are building a plan about how we're going to sort of support on a site-by-site basis on a side-by-side basis but also everybody so it's not just feast or famine and everyone what I

066love about this piece is that it came from Els teasing we want to go meet the principal's we're going to serve we want to step on the school's site of what it looks like we want to gather this information to help create these plans so that was one of the things that came out also the tier 1 they said they wanted to build capacity but aligned with the district district efforts so our district it has learning cycles they've heard a lot about and also this Lucy Calkins writing model and so they said we need to marry these things we need to say these are the district efforts but what how is it designated and integrated for English language learners and really collaboratively work together and I think this will accomplish twofold so not only will

067there be collaboration between the LSTs and common core resource teachers but they're supportive measures for teachers as well we don't want them to feel like these learning cycles and this Lucy Calkins is another thing on the plate we want them to feel like it's through mommy and the food you know it's already in there it's on the plate already and it tastes really good when we do that the last one and I read for since before when I spoke to you is a cluster elac model they thought they dreamt the possibility was how can we strengthen a whole cluster and really think about when we're making these decisions in our elac from pre-school all the way to 12th grade and seeing them all the way through and vertically alive and again to fold strengthen our

068cluster but also strengthen our practice of our elac so that's an idea that's all that's on that's a possibility for next year so there is a lot of things in common and so those are some of the ideas and possibilities and lastly there are some very clear next steps we need to continue our lack engagement I have held one meeting but I still have a couple more to do as well as other areas we're still not done so even though we've had 43 meetings we're still not done engaging everybody that we've seen would be good stakeholders to access feedback from we need to think about nitty-gritty work and this is the nitty-gritty I think it's a technical sort of challenge that we can ask right away so timekeeping evaluations I need a computer it's but

069its technical challenges but II LSTs need to know so in order to do this work they need to make sure that we know and how to answer this and i think that i want to thank actually because every time i met with these LSTs and i'm thinking about Maggie and Holly and Kathleen and Michelle and Katya and louder and louder and I'm sure there's more and i hope i didn't forget anybody they're brilliant and I've the meetings amazed with how great they are and how well they advocate for students and so I look forward to having that such a big resource for for my area and for all areas that we have someone that's going to come in and help help support all of our schools and again all of our schools not feast or

070famine one of the things that they've that they requested is that they're paired in truck triads so they could continue learning from each other and help lead us cool so I so at a school say we're developing right now what that plan is going to look like you won't have one ust you'll have three LSTs supporting your site so that that's a few things that you can look forward to with our LST plan those parents participated with invited through elac and everyone handled it a little bit differently because of the amount in area 6 I try to do a traditional and a year round so I still haven't had a year round I was not satisfied with the amount of people that came to traditional so it looks like I'll have to do a couple

071more just to make sure to get more feedback from them so but I actually want to appreciate Daniel for bringing parents to our meetings all the time Daniel who works for our community at Crawford was really helpful in bringing more people to the table at the first elac meeting me and Bobby because of your approach we're already seeing returns on that investment the slow careful way that you've formed you know the the dialogue around the SLT deputies and how we're approaching the reclassification for English language learners and and all that since this conversation centers around giving an example of you know what we're doing with the El Cap have you already or have we thought about this presentation because it's so incredibly clear to be given at the D lack you know so that folks

072can see this is the investment this is where we are this is where we're going at this year you know at that debt level I think that's a really good idea and I actually frankly I wanted to share the matrix as well it's just I'm not a fan of lots of text on a tower program that's overwhelming because it's in all areas with my priorities but it was really beautiful to see how these ideas emerged and how synergistic they work how we're all on the same page moving in the same way to describe with the matrixes again so the matrix has the five district priorities and all of the areas and what what feedback we've received and what ideas they've had on the table and so you'll clearly see that across all areas everyone's kind

073of on the same page result for tier 14 response to intervention for reclassification and free lack it was really and it was really beautiful the way it came out so i think that the investment in time was worth it and but i think we still was there some opportunities and I think engaging d lack with this presentation plus the matrix and a couple of other documents we've devolved would be really helpful and since the matrix came from that process that was organic LED video through each area elac members were a part of it so it only makes sense of elac members then can help present to the wire du Lac because they've all had a voice in creating where we are with the matrix it's a good suggestion thank you thank you good evening Vernon

074more office of youth advocacy and I am very pleased to present this evening if we recall a few board meetings that go back in early March Superintendent Martin accelerated the timeline of introducing the office of youth advocacy and had named me as the executive director of that and it's been an honor of these last few months in getting the office up and going and we are this summer preparing to to launch into a lot of initiatives and so to tonight I hope to offer you a preview of really some of the work that office of youth advocacy is going to be engaged in we begin with with the vision and mission statements of the group and of this team and you'll see that it really dovetails very nicely with of course our districts overall mission

075but with the work that is going on in a lot of our departments and our teams for example I sit on the instructional cabinet with the area superintendents with the leadership in learning with secondary schools office and that's the team that plans our professional development with our principles and really pours over our instructional plans so youth advocacy is a key component of that work and it's it's really kind of the net that's really trying to capture things and bring them together I really appreciate something I heard from Hidalgo during Cheryl's presentation about strengths interests and values and you'll see even in the mission statement pieces that we're trying to open up minds and really consider multiple opportunities to success we're challenging our beliefs as we move towards cultural proficiency involving stakeholders in meaningful dialogue just

076as we've heard in our work with arielle STS and are in our elac and really one of the very beginning things that I be I started to do was really go back and look at our foundational documents our vision 2020 our local control accountability plan are pledged to our males of color that we did earlier this year our cultural proficiency standards in the resolution associated with that we had just recently an ethnic studies resolution a blueprint to accelerate the achievement of African American and African students a lot of our documents and resolutions are coming together and you'll see some of that work being supported by the office of youth advocacy one of the first things and again this was a foundational document from from 2013 was our diversity resolution which was was passed by the

077board unanimously and the the thrust of it was creating our San Diego Unified through diversity committee and so that committee will be transferring it was under our district relations team and that will be transferring to the office of youth advocacy we've we held a meeting with some of the team members to really start to to get that transfer that transfer underway but the resolution and and this committee really speaks to some of our recent initiatives around ethnic studies as well as cultural proficiency in the implementation related to that and so as we work in in in our last board meeting we talked about how r ASEAN relations will be working directly with you the advocacy so that that group I have certainly begun dialoguing with and we are planning a series of meetings with the

078the unified through diversity team as well as these other constituency groups because I see this unified through diversity team as being an umbrella for some of our major constituency groups including the blueprint task force including the Latino advisory committee including the Safe Schools task force and representatives from those groups have a voice at our unified through diversity meetings and really pouring over and leading the work in implementing a cultural proficiency standards implementing of ethnic studies and a lot of the other initiatives that we've been tackling in in recent board meetings one of the carryovers in this work and I work really closely with dr. Fulcher and part of the Student Services team that's prior to office of youth advocacy I was working in direct executive director of student services and one of the things I

079was working on was this a San Diego youth opportunity pathways initiative and we just spoke of it earlier today in our resolution regarding dropout prevention and recovery and this is a very special initiative and in fact the doctor Fulcher is on a flight today to to continue advocating for that up north and a meeting there in the work I have to say has really been directed by our dropout prevention program manager Becky Philpott and this is such a unique and powerful collaboration with a lot of civic entities including San Diego Workforce Partnership including the youth development office and including the Urban League and while it's a very focused effort in some of our neighborhoods to specifically address youth who have disconnected and potentially dropped out of our system the key is actually the partnership that's

080being formed is really looking to be more proactive and using some metrics to identify students who could be on the verge or are as we've talked about some another meetings early warning that they are considering dropping out and really getting some support and services and some targeted areas to those students and so obviously a lot of our work and the work in you that because it will be directed in really trying to capture and bring these students and connect them back to our school so that they can you know contribute and and fulfill their dreams of getting education this is a really important effort and it's already underway and though this particular effort this pathways effort is is a very focused in some certain neighborhoods the idea is to grow our partnership and relationship and

081have more effective with with our district at large we also mentioned mentoring and and that came up in a in superintendent Martin's overall explanation of some of the features in the El Cap and our office of Youth Advocacy will be taking an active role in developing a larger district-wide mentoring what you're seeing pictures here in the presentation is a mentoring program that was really a pilot at San Diego high school the school of business and leadership and we recruited about it was a partnership with the association of african-american educators and we recruited about about 30 mentors that worked at directly with over 40 students and this is the pictures you see here are the celebration we held at the end of May and to hear these students many of them graduating the kids the 40-plus

082kids really talking about what their mentor meant to them and when you really when you think about a mentoring program in making it robust and having student of folks that are trained and working directly with students what we're really talking about is folks who know how to first of all listen to the students that's one of the key pieces of mentoring is just taking some time individual time to listen to students offering inspiration and guidance and then advocating at times when necessary and coaching students really to advocate for themselves and this work is so powerful and the mentors were we were required required to meet with the students twice a month but even in just that little amount of time the relationships and the success stories that came from that endeavor were extraordinarily powerful and

083the testimonies of the students at this celebration event that was held at the end of May was really moving and so the idea is to create this program scale it up identify some schools and some needy some students that need this type of support and really involve not just some select community volunteers but members of our district and other staff members of our partner organizations and say how can we affect student student mentoring on a much larger scale and this is just some very exciting work and I'm really looking forward to it you probably have heard that there's a principal on special assignment that was already announced earlier this meeting that's principal Gretchen roads and she was one of the she's in the picture she really spearheaded this effort at San Diego high and so

084having her come aboard for you with the youth advocacy and working in this capacity it's going to be very exciting also you know that's I that's come up as a large area of need is our LGBTQ supports for for our students and our community members and there's some exciting initiatives again that are that are not simply resting in the office of youth advocacy but really shared by a lot of groups and a lot of offices for instance we will be launching in October and out for Safe Schools campaign we're in and we've been working with a lot of our labor organizations and other groups doing these presentations where staff members can voluntarily where it's a badge that indicates to students that they have received some training and they are very knowledgeable about resources and supports

085for students who are struggling with identity students who may be going through some crisis at home but really directed at our LGBTQ students and there's a safe schools this Safe Schools month against in October against you know with anti bullying and and anti-harassment this is really to coincide with that and so we've got the badges we're planning the training and we're working with our partner organizations the funding for this comes from a CDC grant that rests in our health department which is part of our secondary schools office and so that's why i say again this is a huge collaborative effort with youth advocacy leadership in learning secondary schools all of our labor organizations coming together to let students know that there are safe our schools are safe environments and there are identified folks to go

086to that can assist and and refer students to resources that they need us they're struggling if they're struggling through things and when you when you look at this it's LGBTQ but it's actually larger than that to say are we creating safe spaces for all of our students as they as they go through adult the challenges of adolescence and into adulthood and and so another piece of this as you'll see one of the graphics is about the fair act because we've got to really wrap our minds and around some of the initiatives that the a benign which is which is sus law about anti bullying and harassment the Senate bill of 48 which is which is the fair Education Act which is about making sure we encompass a curriculum that reflects the diversity of our students

087including our LGBT students as well as our students with disabilities as in additionally a b12 66 which is requiring us to make sure that our facilities are our understanding of students that may that are transgender and going through those going through that and part of their life and so we've got to ensure that we are responsive in wrapping our minds around that because not just as legal mandates but also in creating these environments for our students in that and that's a key focus of the office of youth advocacy is to continue to keep those issues and ed concerns at the forefront and fight and and one of the final things that we heard this also in the introduction is this idea around student advocacy groups and again through the work of the race human relations

088and advocacy department that works directly with our ASB s our student government's is specifically at our high school sites the notion that are we need to make sure that our clubs and advocacy and and and and there's leadership opportunities for students to really get involved either through their culture or through their identity and other avenues when we think about student government in ASB and these are the being the elected representatives those are great great great opportunities for leadership well we're looking to expand that and ensure and most of our schools have these but we're looking to expand those leadership opportunities to ensure that students that reflect our diversity get similar opportunities for leadership roles one of the pictures that you'll see in the presentation is really near and dear to me it's a it's a

089celebration of corrine youth at at Crawford high school and Corrine youth are students that are refugee status from from Burma and they have formed a current youth organization on the Crawford campus that has been running for many years and they have cultural celebrations in the sense of pride where they are able to share their culture with the the entire campus and put on productions and and host events and the superintendent Martin attended the event earlier this year where many members of that group were put on an art exhibit but the notion that these groups are able to one serve as a mechanism of self-identity but to also connect to larger community events and organizations is simply a tremendous opportunity for our students to find that voice and agency that we've certainly been advocating and talking

090about and what we want to see in our El Cap and so as in conclusion you know when you look at vision 2020 you look at our local accountability plan and you consider our charge and it sits on the on the placards by us about our students graduating succeeding and leading and participating and then we incorporate the idea of working with our stakeholders and working to develop our students voice and agency our work around galvanizing ourselves around our foundational documents well that's then the work of youth advocacy really becomes essential and ingrained and integral to all the work that we do so I look forward to too many many more board presentations so we can continually update you all and the public around the work that we're doing so now you have some highlights of

091what's inside the El Cap actually brought to life by the leadership some of the key leaders that are behind the work that we're doing focus on secondary and students having the supports they need to be successful in secondary focusing on student English learners and the supports we'll put in place for English learners and across everything is youth advocacy cultural proficiency our African American African Latino students LGBT efforts going across all of them these strategies are in the El Cap but what we wanted to do tonight is bring them to life make sure i'm correct on that yes so we'll bring it for speakers now and then we'll have more board comments the first well we have Lindsey burningham and then we have Norma Sandoval and you can come up in any order listen yeah Imani

092Robinson are you here I don't think so good evening I'm superintendent board members and our district staff who is here to present tonight so I'm here speaking on behalf of our El Cap coalition and the first year of the El Cap last year the coalition consisted of the ACLU Alliance San Diego s GOP educate for the future sde a POA and our day and this year we are proud to have added csca in the PTA we came together as a coalition to focus on three main points in the El Cap and and so today I want to talk to you just about a few of those you guys address a lot of what I was going to say earlier on and we we truly appreciate that um and so just to hit real quickly on

093communications I think for our coalition that was a big piece that people felt was missing this year and a lot of the parents never even knew it was time to give input on the El Cap how didn't receive the information they needed to receive and the site meetings we really see it I understand the importance of the clusters but the sites are also an important place to get stakeholder imp and input as to how the El Cap impacts those individual sites so we would like to see the opportunity to expand it at the site level for input whether that's through site governance teams pta's existing structures that are there and then also the cluster level many of our clusters have already full agenda so if it's an important piece such as the El Cap have

094a separate meeting so that there's actually the time to to give the attention to it and then the second piece we wanted to hit on tonight is also investing behind the importance of community engagement and stakeholder input one of the somebody hit on it earlier but the whole idea of some parents not even knowing what the El Cap is and I'll cab 101 what is the El Cap why is it important that your voice is heard in the El Cap it's something that's been missing and a lot of our parents aren't even aware so possibly starting off the beginning of the school year this is the El Cap something coming home from the principal something coming home from the sgts or the PGA this is the El Cap and this is your opportunity to be

095a part of it throughout the year we know those cluster meetings are scheduled in advance we know principals schedule their site governance meetings PTA meetings all throughout the year so kind of kicking off the year with information getting the parents involved in the importance of it and then finally investing in community engagement investing in training opportunities for parents to learn they all have a voice but learning how to use that voice in the most effective way to impact change at their schools as well as investing in community organizers that are there as advocates for the parents to help them advocate for themselves and most importantly for their students to have a voice in what is going on not just at the district level but also what that looks like at their school level and so

096again thank you for the information tonight was great in regards to what exactly some of this is going to look like and we look forward to working with you moving forward thank you very much good evening dear board members and superintendent thank you very much for having me today my name is Norma Sandoval and I'm the culture of San Diego organizing project in a member of the El Cap coalition formed like she mentioned a minute ago by several community organizations but today and I also want to take this time to give my appreciation to board member Foster board member Herrera as well as mr. MacGarry board member miquellee for coming and attending our meetings and listening to our concerns and I hope that Superintendent Martin and the other board members can value the time that

097we put into this and be able to read into the letter that we gave you today however I stand before you as a parent from the district failed to outreach you highlight the importance of cluster meetings and how these were the means to parent engagement however I as a mother I was never notified of cluster meetings for my son's school even simple coffee with the principal meetings failed to give me timely notice as I'm often informed one day before and it's actually on the evening before the meeting this is unacceptable and it's by no means parent engagement we live in an era of technology-based we're family outreaches was just but an email a phone call or a text away and can be scheduled and informed weeks ahead as a school administrator I am highly informed

098about El Cap and participate in in my own district I'm probably about eight priorities in the process I was actually present at the State Board of Education meeting regarding local control funding whose purpose was to engage as a title state local control had a better dissemination of information have been done I could have been contributing greatly to my son's schools El Cap planning that sadly was a missed opportunity for next year I urge you to the 70 information to families and multiple means and then in addition to cluster meetings host site driving El Cap meetings a parent advisory gatherings conducting at sites on both morning and afternoon gatherings they give your time thank you very much a trustee barira right it's so many comments on what the speaker's has talked about and especially a presentation

099I think I'd start by saying the you know that what we heard from the speaker's well we've heard you know so often through the El Cap process the the work that you just brought to life it's something that so many people in this community have been waiting so long to be a part of so the opportunities I think to engage you know community stakeholders are their number one because people want to be engaged people want to want to have voice but number two because people are going to be excited to engage around this work because it's exciting and it's and it's it's again a long time coming the what the themes that you know kind of really you know stood out to me and that fobby Vernon and Cheryl you all emphasized in different ways

100one this theme about unlocking the genius of every student and connecting kids to opportunities that they probably don't know about don't have a sense of so important so exciting and we know that you know the difference in all of our lives has always been that somewhere along the line we were helped to figure out what our strengths were and we were helped to connect you know our strengths to real opportunities that we had no idea existed so you know when Ed Hidalgo talked about first time kids are on an elevator or first time kids have seen the beach it's also the first time kids know out Qualcomm and know about you know apprenticeships to know about all of these different opportunities that that are out there that we as a school system have the ability

101to make those connections that kids otherwise wouldn't have incredibly exciting work there's also a theme around community and I heard that especially coming out in the father year your presentation this idea that people can actually come together and figure out what would actually work what's important and then be part of implementing on because people are connected to each other and you know that what you talked about sort of the the work of V LSTs working together in particular schools but also I mean obviously that theme of community you know came out and the you know the the way that we would group students you know at the secondary level and everything that Vernon is talking about is based in community so we've got this theme of unlocking genius and connecting young people to opportunities we've

102got this theme of people being part of a community and and and and and making change you know from from being part of the community and what strikes me about the work Vernon that you're leading is it's linked by a commitment to justice and I think what we've seen this week again again you know reminds us that we are in the same way that Ed talked about nobody knows what the jobs of the future look like and and so we've got to equip our kids we've got to build the capacity of our kids to go out and you know succeed in a world where jobs are going to be changing you know a lot of things are going to be changing but the one thing that hasn't changed is the fact that if you're born

103today or you enter school today in this city and the truth is anywhere in this country and you're black you're brown you're gay you're a woman or you're an immigrant or your families and immigrant dramatically restricts the opportunities that you're going to have in your life and that hasn't changed and you know we talk about progress that we've made as a society but we know today that that remains an absolute fact of life in our community the [Music] circumstances that you enter our school system are determinative about where you're going to be when you leave our school system and the circumstances are defined by racism and they're defined by inequality and they're defined by bigotry and they're defined by sexism and all of these things that again when we when we came to school and

104grew up in a generation we thought that we had moved past you know these issues that had restricted us and that had restrict our parents and grandparents generations and yet we look up today and we realize we're leaving our kids in the same set of circumstances and so as important as the work that we do to connect kids to opportunity and the exciting work about you know the future that they can help build is a responsibility unfortunately that once again our generation as adults lead to our kids which is they're going to have to figure this out because we didn't figure it out for them we didn't do the job and so the work of justice you know that you know that Vernon is is leading it's not just about helping kids understand themselves and

105understand each other although that's of course incredibly important it's also helping young people understand they've got a responsibility to overcome these issues that we just have yet to break through and unless we break through the world that they're going to leave to their kids is going to have the same kind of limiting factors as the world we're leaving to our kids so unlocking the kids genius and connecting to opportunity building a sense of community and people can come together and make change but it has to be central to the education of young people in our district that they're gonna confront injustice and they're going to do something about it and so you put all of this work together and we've got an entire community out here that wants to connect to it that wants to

106be a part of it that wants to support it it's not going to people and saying blank slate you know tell us what you want and people just come up with ideas and there's and you know we put things on a butcher paper and then they go into it and to a shell you're creating a sense of moving something forward that people want to connect you and so it makes it not just that we should do engagement it's the work will have so much more life to it as we bring people into it and engage people into it so Superintendent Martin I thank you for bringing this to life I thank you for this vision where we see that we can go and i think you know you know Cheryl and Vernon and Fabiola and

107everybody in our leadership team for four kind of setting the stage for us and now let's pull everybody together and really make this stuff happen and I look forward to again what we talked about a couple of weeks ago let's have the regular reports let's talk about how we implement you know how we take things to scale let's talk about where we are and let's do that together honestly and transparently as a community and where we're making progress let's celebrated and where we need to change some directions let's you know let's commit to it but we've got a community that's ready to be part of this work so trustee of your burro I just have to thank you for speaking so powerfully and so eloquently about what exists and what's possible and what it's going

108to take in terms of the collective to get there and in this process we are going to develop not what comes to mind is this 2020 vision right because it's not about one perspective it's about multiple perspectives and the ability to to develop those multiple perspectives so that we can do what needs to be done for all students in achieving the outcomes that we say that we want that we do want right and part of that is this demonstration this demonstration is key and I think that that's what stakeholders are waiting for so I just this is a proud moment for me to be you know sitting and working beside everyone here because what you've just expressed as what many have been longing to hear and what you've expressed coupled with action invest in the

109trust that is needed to bring about that change so I just at this is a real proud I'm just so appreciative to be here I don't know that and you you and trustee Evans have been here the longest on this board and i would just venture to say this dyess hasn't seen these types of dialogues and use the you know so i thank you because this is what I'm talking about so yes yeah I just want to thank you all for the great work you're doing written for the superintendent and I think we can even see we talk a lot about communication tonight and even the difference from our last presentation which I know is meeting compliance and so forth but in terms of really bringing alive today and I think this is in line

110with what Lindsay burningham was saying in terms of really increasing the participation route of the community one thing she brought the superintendent at the beginning of this year was there were certain engaged parents and community members but we wanted to really broaden the whole ownership of the schools and I think you know we've had these some presentations and cluster meetings I think a lot of it does have to happen at the school like she was saying because that's where that's where a lot of it happens because ultimately parents are concerned about how does this affect my child and the children that they're with and so I think one of the things would be to really look at is as she was saying starting off from beginning the year but really highlighting particular topics at different

111points in the year as you do in the reports here to the board but i think you know parents would would turn out for a meeting that it's talking about great exciting new things happening in high school parents who have english language learners would really come out if they knew there is something exciting going on with way they're being taught and the same thing that various groups that feel that are marginalized in the schools would would come out to meetings to discuss that as opposed to please come to a meeting about El Cap we will just we will discuss goals strategies metrics and district policies blah blah blah blah blah you know I mean it just doesn't grab people and that's the difference I think you know just in terms of the presentation today we

112do have to comply with all those details in the paper but this is this is absolutely what brings in line and I think it really comes down to very much with the work of Paulo Freire a who talked about literacy and the literacy is not just learning to read and write its learning to act upon the world and if we create and work with the generation to creating this attitude we we've gone a lot further than we have before so thank you very much I'd also like to thank panel well presented and also like to thank the the people put it together and then this board I'm new to the board and most of the work is done before I got here but I did hear some consistent themes throughout and for me to see

113an El Cap is is highlighted in tonight's report let's see from e stands for community stands for collaboration it stands for you know working together coming together developing a plan allows every child to be identified every child to be seen as having value every child to be loved and and and and taught and be and to be successful and the El Cap here is that effort to expand services to address the diverse needs of all students within this very large school district 133,000 students 227 schools so we good students as well as the people who are servicing the students and teaching the students so the plan is more than just something about students and identifying students as they are target it also is talking about our staff our teachers the folks who support our educational

114system as well as our partners and parents out there so I believe the plan addresses all of those groups in a very compassionate way in a way that will lead us down a pathway that will move us away from where we have been as trustee brera said we really do need to get it right and we need to end this cycle of misunderstanding this representation of bigotry and an Tobias's and and we need to begin begin that transition to a more compassionate system that addresses the individual needs of students in a way that allows them to grow and to expand so you know accommodations around well done and then and I'm really thrilled to be a part of it and be able to be here to vote for okay well I don't think we have

115any more comments but again thank you for your tremendous leadership and we're really excited about these examples of bringing the El Cap to life and I mean and I'm sitting with trustees that are talking about compassion in the El Cap and justice and the work of Pablo Fieri and so I mean it's just this isn't it I don't know this so this looks like a new day to me and we and I I think we had a second but yeah we did that so now we're just going to vote go ahead thank you so I'll close that hearing and open up another public hearing which is H to public hearing and adoption of the proposed fifteen sixteen district budget and resolution to certify