001so I'd like to welcome everyone to today's meeting on November 10th and we start with non-agenda public comment and so we have have um citizen William tall and Janette Perez so Marty Foster and John Lee Evans spearhead of the town hall to lobby for more money for schools using San Diego Unified District taxpayer money Marty Foster and John Lee Evans views was allowed at the Town Hall calling it information and inspiration lots of employees spent hours of Staff time creating PowerPoints principles and Communications office sending email blasts and sign in from Sacramento to sway parents and the public to support a heavier burden of taxes which will fall on the students of this District this socalled information campaign is just a sneaky sneak attempt to put more taxes on our backs after years of stealing
002money from kids education money is being diverted to pay staff to create a marketing tool to gain the advantage for political issues Richard Barrera said it this is a political issue superintendent Martin said give me more money and I will commit to in the achievement Gap and she knows all the solutions all she needs is more money she has publicly stated there is no onetoone correlation between funding and results and the reports that are coming out from very respected groups bear that out now John Lee Evans and Marne Foster have convinced Martin to use public resources to urge a vote for or against a political issue Citizens need to question why educators are spending so much time coordinating these Town Halls instead of operating an education District why did Barrera State the legislators listen to
003the public and we need to train the trainers it's not about money folks it's about quality teachers that's what gets us quality education and when you state that we only get $9,000 and if you give me $3,200 more we can do it all without presenting the other side the waste of money in this school district by the millions and millions and millions that's not right you don't get to use my tax money against us you're supposed to be using it to help these kids we got kids buying their own crayons because you guys don't provide that money we've got kids buying their own musical instruments because you guys don't provide that money but you've got money for these fancy Powerpoints and making posters and uh paying staff over time to be running these Town Halls
004hundreds and thousands of dollars and it's a scam folks it's a taxpayer scam and you shouldn't be part participating in it you're breaking several laws thank you thank you again for giving me a chance for public comment um I'm going to leave some slips with you um you saw you heard our hearing last week and uh we had all the support of volunteers and and this whole dream um started uh when theres saw one of my videos and we have so many people that are helping us out teachers that have nothing to do with the school they just want to see it happen um a lot of people doing that stuff and um I just wanted to say that um it was a pleasure showing you the the strength of the community that's behind us
005and things like that and and I've heard some negative things come up and I'm not going to I'm not going to um put them as part of my talk tonight but I just want you let you know that none of us are in this and for any kind of a political gain or financial gain it's from our hearts um we've done this the nursery myself have done this for years just to see Smiles on kids and all and so um I just wanted to let you know thank you for hearing us last week and all the all the green shirts and yellow suspenders uh that was really sweet of them and um look forward to a wonderful Thanksgiving break with everybody enjoying it and looking forward to hearing you on the on the 1st of
006December before um I go for my surgery and thank you for giving us this opportunity to present our school to the community in such a way thank you so much thank you good evening my name is Janette Perez and I am the parent of a student at AO charter school and a teacher at the charter school of San Diego which is the same network as AO I would like like to thank you for listening to our students parents and staff at last week's meeting as we shared with you how much AO has impacted our lives and the lives of so many others in San Diego we appreciate your attention and consideration and we look forward to partnering partnering with you in the future to ensure this important School continues to thrive in San Diego as
007a charter school of San Diego teacher I've had the privilege of working alongside the staff and teachers at Odo this coupled with my parent involvement compels me to speak on behalf of Ado I've seen firstand how hard the staff at AO work to provide their students with personalized support services and rigorous coursework to get their students prepared on a path to High School College and the workforce as a parent I know how fulfilling it is to watch your child be excited to go to school and feel like they can succeed at the same level as their peers I must emphasize that there are many unique Reasons Why students are not successful in the traditional setting too long of a list to speak of today my daughter's story is just one of many in the beginning
008of her nth grade year she had negative experiences that made it necessary for her to choose an alternative setting School setting that same year her father my husband was diagnosed with terminal intestinal cancer these emotional strains made it difficult for my daughter to succeed in a traditional setting her flexible schedule with AA was a godsend as she was able to care for her father at home as well as discover a new level of learning before coming to AO my daughter did not have college in her future now she is a senior and eager to go into a four-year College her passion for learning has blossomed at AO my daughter is one of many success stories at Odo these are not just successes for the individual students and teachers but also for the community at large
009thank you president Foster for sharing the impact AO had on your children at the last board meeting the teachers at AO continue to put all put their all into giving San Diego's most atrisk students the chance to reach their full potential I ask you to work with them to ensure these students have a public school option that lets them re-engage with their studies teachers and the school environment because their success is everyone's success AO has been unanimously renewed twice I ask that you continue the commendable history of support and vote to renew AO Charter as the December board meeting December 1st board meeting thank you thank you that concludes our non-agenda public comments and if we could uh please stand we're going to have the um Air Force jrc Color Guard from scrips Ranch present
010the colors [Music] or PE reset good ready begin I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible for liberty and justice for all [Music] right th th right right right [Applause] thank you scripts Ranch High School JROTC that's right that's right I would like to welcome everyone to today's broadcast on November 10th 2015 um Regular board meeting um with all but uh one board member presid uh John Lee Evans is absent today if you wish to address the the board during an agenda agenda item please make sure that you fill out a speakers uh form at one of the exits and uh pass that to our board officer Cheryl Ward uh speakers on agenda items um will have 10
011minutes per opposing Viewpoint and uh will'll have uh 10 minutes per per um opposing Viewpoint and we just remind you to um focus on issues in that individuals uh non-agenda testimony was heard at 508 and we are going to begin with a student presentation from scripts Ranch High School chamber orchestra and uh truste viser would you like to say a few words thank you president uh Foster uh I would like to um uh present the script Ranch High School chamber orchestra uh representing the high school for the administration as vice principal Antonio Gutierrez and of course our amazing Russell shed is the band director and then all of the students come on in and if we could please have the board uh take seats in the audience so we can enjoy um this and if
012we could also please pull up this screen in the back please thank you very much once again the scrips Ranch High School orchestra chamber orchestra so I'm just going to say a few words as they set up so thank you board members thank you members of the San Diego UniFi Community my name is Antonio gutieres and uh I've really had the honor of being part of the scripts Ranch High School Community for the last four months I I am the new vice principal there and um Mr Biser thank you for uh really highlighting our programs um at our school site we had the ability to have our Roc program present here um we also have an amazing CCT program College Career Technical education and uh at our school site we also have an amazing Visual
013and Performing Arts program um and our band director Mr shed he's going to say a few words but he has been at our school site for I believe the last nine years and he has built a program that is actually going to go to the next level of competition in two weeks over in I believe uh Orange County and he has a band inquire program of about 200 people and here he is lifting up this but uh he's really dedicated and I'm very very excited to share some of our music with you so as he sets it up but uh thank you Mr Biser again thank you board and it's been a pleasure serving our students in our community thank you good evening two selections for you the first is one of our favorite songs
014we've ever performed throughout the years uh probably yours as well the Irish County [Music] oh [Music] h I [Music] for [Music] [Applause] h [Music] all [Music] [Applause] in honor originally arm day we're going to play section from Academy War film Legends of the fault this is the [Music] oh [Music] what [Music] than you [Music] w [Applause] [Music] [Applause] [Music] [Applause] you get anything you got oh yeah SC no this listen okay so now it's time to work got it okay so um tonight is the 19th year uh the San Diego Unified School District has presented the board President's Scholarship and so yay [Applause] uh this year's Mission Federal Credit Union and California Coast Credit Union donated $2,000 each to fund four 1,000 scholarships $11,000 scholarships um and the scholarships are presented to monthly uh classified
015District employees who are currently enrolled in college and have a goal of becoming a teacher this year we had many deserving applicants which made the selection process very challenging as you can imagine a screening committee scored each application and I'm pleased to announce this year's recipients Cynthia landro David Herrera chrisy Williams a and unfortunately uh Christy Williams can't be here with us tonight because she's um at home recovering she's a little ill um and then we also have Lonnie Jones and their names have been engraved on a Perpetual plaque that will hang in the Board of Education Office woo woo there there's there's right there um Cindy um Cindy sandbeck and yavon Jones senior Regional Business Development officers with Mission CR with Mission Federal Credit Union and Kathy uh Gil hully uh all right yay
016Kathy Gil hully um manager of Business Development with California Coast Credit Union are here to present the awards so um will uh uh Miss sand back Miss Jones and Miss Gil hully uh please join me at the podium come on forward um can I [Music] have uh Cynthia come up and join me at the podium yeah right here stand right by me so I want to share a little bit uh with you about Cynthia um Cynthia is a special education assistant at Edison Elementary School although Cynthia has not always wanted to become a teacher she found that working with special needs students was very rewarding knowing she could make a positive difference Cynthia States I never knew I had the patience and passion to keep these little ones interested and engaged in all aspects and
017that's huge Cynthia 's colleagues describe her as enthusiastic with a good work ethic Cynthia is currently majoring in criminal justice at National University while earning her teaching credential congratulations Cynthia congratulations let's give Cynthia another hand and Cynthia don't don't go too far um next I'd like to ask David to please join me at the [Applause] podium um David is a campus security assistant at Mark Twain High School David plans to use this scholarship award to continue his education as a math major at National University as it is his lifelong dream to become a teacher David's colleagues think he has already proven his Effectiveness as a teacher through mentoring and tutoring students David's interpersonal bonds with students help make him a great tutor and Mentor for students his colleague say David believes that while working with
018various after school clubs and visiting classrooms during the school day he finds himself more and more comfortable with tutoring and in essence teaching the fundamentals of mathematical problems to students thank you David for your service [Applause] congratulations conratulations all right and as I mentioned earlier um christe is ill tonight and cannot join us but I would like to share um a little bit about her right we'll pretend I know christe is a school bus driver with the transportation department since beginning her career with the San Diego Unified School District Christie has developed a passion to work with students that goes well beyond her current duties Christie States my daily contact and relationships with students especially with uh especially with special education students um that she has transported over the years she has cultivated a keen
019sense of purpose and desire for to teach each one christe's colleagues describe her as a teacher and a learner who always uh uh realizes the opportunity to be the face to be the face and friendly voice uh for students in in the morning christe currently attends National University to earn her degree in education and Christy if you're watching congratulations We Salute You yay this is a big this is a big hug from us um okay mind so um Lonnie Jones can you join us congratulations Lonnie has been employed at Mir Mesa High School as a campus security assistant since 2002 and is a graduate of Lincoln High School woohoo go Hornets um Lonnie has plan has plans to use this scholarship award to complete his studies at Miramar College and then earn his teaching credential
020at a 4-year University Lonnie's colleagues admire his passion and integrity one teacher writes his achievements and compassion are of the highest order and there is no question that he will bring honor and distinction to the profession of teaching Lonnie believes that with with this opportunity he will be able to not only better himself but also show his students that with hard work you can accomplish anything congratulations [Applause] Lonnie as you got a fan it's going in the air too let's have the credit lady stand in the back oh us yeah good hide behind someone one more one more okay I I get the thank you thank you thank you Linda thank you so much [Music] so next we have um the United Way of San Diego pres oh and oh I'm sorry in addition uh
021to thanking our recipients for their current service to our students I'd like to point out that the board president scholarship program complements the work of the teacher pipeline task force a joint undertaking with the district and the San Diego Education Association and developing a plan of action for cultivating highly effective and diverse teacher Workforce so wanted to highlight that great great partnership and um on to B5 at this point in time I'd like to call point of order uh president Foster we haven't adopted the agenda yet and so I believe that that it would be in order for us to First adopt the agenda in whatever order we so desire and then go on to B5 or whatever so so in the order is uh B5 B6 and then to adopt the agenda we have
022to adopt the agenda before we can do any items on the agenda so at so that's my point of order okay all right so with that I'd like to move the that we adopt the agenda moving item H2 to the front then B5 B6 and then following the rest of the order of the agenda that's my motion these two okay all right so we're going to do the the air conditioning before B5 and B6 motion second okay speaker the agenda you need to vote okay um so can we please vote on moving the motion and then we have a speaker on the motion okay oh got you okay well I read the uh posted agenda and I don't understand what B6 is is it a proclamation are we proclaiming a national family day is it
023a resolution is it PTA recognition is it Crawford Parents Day the agenda item does not properly describe to the public what this issue is about to be able to comment to the issue I went to the computer in the lobby and I found out that it's far more um detailed than you are describing this needs to be removed from the agenda until it meets the legally required format I looked on the official copy I looked on the copy in here and there is not sufficient information for the public to understand what it's about it actually looks like people just threw a bunch of stuff into this resolution which is now being moved because it's clearly not well thought out and you can't do it that way you you you can't have this mess of an
024agenda and call it a um legal posting so please remove B6 from the agenda and properly notice it okay thank you General counsil do you want would you like to comment on that uh before we adopt the agenda and move forward I'd like to take a look at it while you're adopting the agenda and we get to that item all advise okay um so please vote okay that wow okay that passes unanimously and we're uh moving on to B5 H2 I'm sorry air conditioning uh superintendent Martin did you want to introduce H2 thank you this is the board had asked us to come back with a plan um about Expediting air conditioning across all of the all of the remaining San Diego Unified Schools currently without air conditioning so I like to invite up uh
025Lee dgov and he will be responding to the request of the board and so we can have that discussion this evening controller president Foster members of the board superintendent Martin this year has left little doubt that the Earth and our region are experiencing the effects of climate change the Statewide drought is unprecedented each year we seem to break records this October San Diego's 74.4 degree average monthly temperature set a new record it was 7.7 degrees above normal on September 15th the board passed a motion directing staff to develop a plan to equip every classroom with air conditioning and tonight I'm here to present the plan uh that you requested and for your consideration and action I'm going to start by providing some background on air conditioning then discuss the plan and the schedule and the
026cost temperature humidity indoor air quality all have physiological effects on the human body many Studies have focused on the relationship between office work performance and temperature there's also been a number of um scientific studies uh performed on how learning ability changes with temperature and humidity uh studies such as those conducted at Lawrence Berkeley Laboratories and Kansas State University found that reading speed reading comprehension multiplication and performance and the performance of school children tend to be poorer at temperatures between 81 and 86 degrees fahit relative to 68 degrees Fahrenheit there are also several journalers put articles published by the Council of educational facilities planners that support those findings studies indicate that students and teacher are most effective at temperatures between 68 and 74 degrees when the room humidity is between 70 between 40 and 70% our
027district thermostat heating set point is 68 de for reference and our cooling set point is 75.5 with an allowance for plus or minus 1 de degree EPA research has focused on the importance of indoor air quality and oxygen levels air conditioning systems need to reduce the CO2 levels and maintain oxygen levels uh using fresh makeup air uh studies support a best practice of 25 cubic feet per minute per person in a classroom or eight air exchanges per hour and the state energy code requires uh 15 CFM per per person this uh this timeline illustrates the history of air conditioning um and and really the challenge that we all inherited um San Diego unified grew significantly during the 50s and 60s when few schools were air conditioned as practice um in the 70s we started building
028schools with air conditioning and then in the 80s uh the district um adal adopted a policy to build schools without air conditioning to conserve energy in the even in the late 90s uh Inland schools like script Ranch High School that performed here a few minutes ago um were opened without air conditioning designed constructed without air conditioning in 1999 we conducted a climate study uh that measured temperatures and classrooms throughout the district establishing three climate zones uh zones uh two and three at the time were selected for future air conditioning when funding permitted in 2001 the board adopted a district policy e e 4 4100 along with a site ranking list that aligned with those uh climate zones but due to limited funds and and proposition mm at the time the board approved the use of
029passive measures such as ceiling FL fans in the hottest classrooms u in 2008 um proposition s passed and that um included air conditioning for schools and climate zone 3 in 2012 uh the voters passed proposition Z that included air conditioning in climate zone 2 in 2013 this board uh directed staff to expedite air conditioning in the hottest 2,000 classrooms and shortly thereafter the scope was expanded to include critical spaces is is important to note that this board and this Administration have increased the percentage of a conditioned classrooms from 40 to 70% over the past two years pretty remarkable this plan will employ uh the successful FastTrack design and proc construction approach that we used um to air condition 2,000 hottest classrooms for over the past two years uh the exped air condition conditioning plan is
030made possible by using a uh template design with standardized systems individual classroom rooftop uh package HVAC units the air conditioning and under this plan the air conditioning installation is going to be separated from the whole site modernization projects and expedited the work will be performed after school hours on weekends and Vac ation to minimize the impact on uh School operation the plan will use competitively bid and definite Del delivery and definite quantity construction contracts uh like just like a the last 2000 hottest classroom plan these contracts facilitate large quantities of work on multiple School sites during a a compressed time frame the schools are going to be prioritized uh based on the climate steady heat ranking that I mentioned earlier um the planned whol sight modernizations that were scheduled to complete before 2018 will continue
031to receive their air conditioning within the context of the wh sight modernization project that were as originally planned the projects these are this slide's really about um the fact that these projects are not simple plug-in retrofits these are this the uh the significant air conditioning requires electrical service upgrades includes Transformers switch gear conduit wiring these the electrical work U makes makes up a significant portion of this of this project these are not um temporary air conditioners these are full-fledged uh air conditioning systems we talk about air conditioning you have talk about what spaces we're going to air condition so this is a list of the the types of spaces that qualify for air conditioning in accordance with our district standards we have about 30 30,000 of these spaces in over 3,800 buildings districtwide I'm glad
032you have that slide in here Mr D because that's a key question people ask is what Spa when you're bringing forward the proposal tonight what spaces are we speaking about specifically talk about classroom spaces and your next slide showing um slide 10 what are the spaces without AC it's important that everybody's clear on what we're the spaces here and the steps involved um I think that's available for for folks to see what are the spaces without AC what steps would be um involved for design DSA bid an award and construction and then if you can go to S slide 12 around when will air conditioning be installed and how much will it cost guys know that's a question everybody's waiting for okay um okay um so so um just to get I also need to
033cover what what um what schools are going to be um expedited um but but yeah we we we'll get to the timeline as as well um so if you look at the board packet attach a contains a list of traditional and charter schools that were designed under the hottest 2000 classroom initiative to receive uh classroom and critical space air conditioning so attachment a uh uh th that list of schools um also includes schools that um received air conditioning as part of their whole site modernization during um that project attachment B are schools that will receive an accelerated air conditioning in classrooms and spaces with this plan um and then um there are some schools that are listed on the attachment b list are there there are some spaces where the schools um were not included
034in the previous authoriz authorized hottest 2000 classroom initiative Or the critical space initiative so all the all the um the attachment B schools will receive either air conditioning in classrooms or critical spaces under this plan if if approved this plan will be implemented between 2016 and 2019 and during that time period 15 schools will complete their schedule whole site modernization uh including air conditioning so attachment C lists all the schools that will receive the air conditioning as part of their whole sight modernization under this plan um as you mentioned the project involves um design DSA review bid and award construction it's a pretty comple complex um plan all of these phases of work are going to be completed concurrently by four teams of Architects contractors and project managers um over the three year period um
035this is a breakdown of the cost uh of this initiative um uh phase 1A um these are actual costs this was the hottest 2000 classroom initiative that the board authorized in February 2013 um these this project is now complete um in terms of phase 1A cost $110 million the critical spaces um are currently being designed and will be installed um uh air conditioning will be installed in 2016 the the estimated cost of this phase is about $18 million and then phase two this is it consists of this plan to air conditioning all remaining schools and qualifying spaces the estimated Capital design and construction cost of phase two is $24 million and if you look at attachment e that contains the list of projects similar to the uh Bond approv plan in in June 2013 it
036also includes the this expedited air conditioning plan as one of the projects um and you'll see that funds have been allocated under an attachment e um in the 2015 and 2017 Bond issuance uh project list for the completion of the remaining uh qualifying spaces in climate zone 3 as well as Expediting air conditioning for climate zones one and two the installation of the projects will be scheduled according to the heat rankings from the climate study now if you compare attachment e to the June 3D board approved project plan you'll notice that that that in addition to air conditioning we're accelerating a couple whole site modernizations um all the all the changes in the June 3 um plan that the board previously approved are are in bold font um so one of the questions I've received
037is you know how are we able to expedite the air conditioning without impacting the overall schedule that was approved in June 3rd well due to increases in property assess valuation that received from the county in July and August we were able to issue about $230 million in additional bonds this year than had been planned when we adopted that um the June 3D uh program plan so this additional cash flow supports the air conditioning plan without delaying any of the previously planned whol sight modernization projects and I to thank the finance team Jenny seld and the team um for their work on the finance plan that helped enable this um with this plan to air condition schools there's going to be a few compromises um as I mentioned earlier props and z um the program did
038not budget to air conditioned schools in climate zone one we talked about prop s um it was climate zone 3 Prop z climate zone 2 so if this plan is approved by the board schools in zone one will need to fund the cost of air conditioning from their wh site modernization budgets so so um consequently the schools climate zone one would receive fewer quantities of other types of renovation and modernization scope in exchange for air conditioning i' like to focus on the whole project so this is this um this we talk about the the impact on uh general fund we're always looking at ways of of reducing impact on general fund so that schools have more resources that they need um um so what we did was because if you if you look at the
039current Blended energy rate which is about 26.4 cents per kilowatt hour our estimated cost of electricity of this project to run this project when it's fully built out is about $2.8 million to eliminate the the utility cost impact we have a plan to install $40 million of solar panels that will generate enough electricity to offset the air conditioning consumption and cost the cost of uh the cost of electricity obviously is going to set be offset by the PV under the current rate structure um it should be noted that the the Pu is also looking at um the the the net energy metering rates and for solar energy producers along with um a lot of other issues so um but under the current rates we're looking at um basically an offset um of with the solar
040that we plann in addition to our whol sight modernization projects we are going to install um through those whight modernizations we're going to install installation and dual pane windows and other um energy efficient uh measures to reduce uh um energy consumption and um the only impact that that this plan will have on the general fund is an annual um the annual cost of Maintenance um and equipment so we we're estimating about $1.4 million per year in annual maintenance costs the initial year is going to require us to purchase about 750,000 in in trucks tools and equipment um with so the the initial year will total about 2.15 million I'd like to thank Drew Rollins and the PO team for their help in developing the the maintenance cost estimates and validating our electri electricity cost and
041consumption estimates that are included in the presentation during the initial phase of the $40 million um solar installation program we plan implement solar at um 16 to 20 schools with then this solar will generate about 10.5 million kilowatt hours per year um and then in um that the eight to eight schools will be U that are listed here will be installed in 2016 and we have another 8 to 12 schedule for 2017 um in accordance with with uh prior board Direction staff's currently also looking at uh we're developing a um Professional Service this contract for a team of exerts to develop a climate um mitigation and adaption plan um that plan um looks at the effect of of electricity use on the environment well um so part of this plan part of this air conditioning
042plan also you know I looked at what what is the impact of environment because obviously the environment is really what's causing the need for this so the planned solar panels actually will offset 4,900 tons of CO2 emissions um that's going to be generated by um the the need to gen need to Electrify the the systems um so therefore the the whole footprint of this air conditioning program is is carbon neutral um and so so that that concludes the presentation thank you very much thank you very much for um your leadership on this and Drew Rollins for your leadership um as as well um do any board members have any comments or or questions well first of all I I'd like to move approval of the uh the second uh item and just clarify that the
043item that we're approving includes the installation of the solar panels and the additional uh uh energy that we'd be uh receiving from from uh from our investment in solar so that that we would have a neutral carbon offset that's correct great thanks you a couple uh president Foster a couple quick questions first of all would um all these projects be under the project labor agreement yes okay so that would be local hire and everybody doing the work would get paid a livable wage that's correct okay thank you the second quick question is that um that uh you you know know with the increased uh tax-base revenue and the buying power of the bond market right now with our improved Bond rating um you had I believe you had mentioned that there's going to be absolutely
044no impact to other projects that will be delayed or no we're actually able to uh implement this plan and move up several whight modernization projects so we're actually able to accelerate some other projects because of the bond rating and the the the the revenue base it's that's correct it's assessed value is that corre assessed value okay that's correct good um and and I'm happy to pay my property taxes um third question um you know you guys have done an amazing job the staff superintendent uh and everybody in getting air conditioning in the in the hottest 3,000 classrooms uh in in the interior of our city and now this is the next phase uh you know putting air conditioning in the other classrooms in San Diego unified and I really appreciate you uh you know putting
045together such a a comprehensive plan uh with such a quick turnaround and the other question that's been coming and that we're all talking about and a lot of parents are concerned about and staff is what about all the other spaces and I think you had mentioned something about critical spaces at script strench High School such as the nurse's office and other places are those uh other critical spaces getting air conditioning installed soon yes um we've we've been designing the critical space um upgrades that were previously authorized and those are going to happen in 2016 okay all right thank you um just two more quick questions first of all um okay one more quick question the you talked about the general fund and the fact that obviously when you put more air conditioning uh units in
046to keep our kids safe from extreme heat that that that will increase our electric bill however this plan uh includes $40 million in solar power panels so that we are predicting a net zero increase in our electric budget that's correct okay and and and then you would also mention that the that the expansion of solar power will prevent 4,900 tons of CO2 offset so that it'll be a carbon neutral initiative that's correct wow thank you very much um I'd like to thank Lee doov and all the staff in the facilities departments and Drew rolands for all his help because once we get them in of course we got to keep them running thank you very much superintendent Cindy Martin and I'd encourage all my fellow board members to once again vote to support this plan
047and to keep our kids safe thank you unless there's another comment I think we have we have a first and a second okay can we please vote that passes unanimously thank you very much thank you thank you and now that the the agenda has been adopted we're going to go back in order to B5 um which is the United Way of San Diego's presentation of Education canvas to the district and announcement of San Diego unified oh do we have speakers on speakers I'm sorry oh okay under air I I apologize we have speakers on air conditioning we have we have Marcy shear and uh bernardet um I can read the B um but bernardet um B you can come in any order um please state your name and you'll have the full three minutes excuse
048me president Foster just as bur Dead's coming to the podium I just like to acknowledge we've got some special guests in the audience with us tonight we've got a uh delegation from Shanghai uh representing the municipal trade Council who are here visiting with us tonight so we'd like to welcome you to S die can you please stand nean Hall nice hi um my name is bernardette buckwitz I represent UA Local two 23 plumbers and pipe fitters here in the city of San Diego as well as the Imperial counties we have a um over 1,700 members um many of which have children that attend San Diego unified I myself am a product of San Diego unified and I have two nephews at Patrick Henry right now so I'm very proud of that um kind of speaking
049from that though really um I would just like to you know reiterate thank you for voting yes on the HVAC having done my own research I've seen the test scores uh the results at an organ high school for example was at 61° it was uh 70 76% on a test 81° a student scored 72 and at 72 degrees a student scored 90 on a test that is a significant difference and I think you're doing a great job I really appreciate your vote today thank you hi yeah again want to thank you guys for moving along air conditioning I actually I spoke I I came here planning to speak tonight because I wasn't sure how this plan was going to jive with modernization if you were going to have to wait you know my daughter schol
050was going to have to wait since it's slated for monitorization but it seems to have been answered um the one question I would still was not quite sure on is my daughter attends school in school in zone one and it seemed if I missed sure I missed this detail or not it seemed like some of the modernization was going to be have to be ramped back a little but to get the air conditioning because she's in school one or Zone one okay then we're good and I'm out of here all right bring on the AC bring on the AC thank you if I could just add uh we've had several conversations with people in uh in in in zone one uh and the concern has been uh when and uh when is this going to
051happen and what do we do between now and then and I believe Lee has been very very sensitive and in taking care of that uh what I was impressed me about the presentation as well as the thinking of both everybody involved um is the linking of of temperature uh as well as quality of air uh to uh uh comfort and learning in the classroom so it's it's more than just dealing with with the a complicated issue of of of heat uh it it has to do directly with how do we improve instruction how do we have a safe and optimal learning environment and I think the U uh both uh uh Lee and uh the department and uh uh and Drew's department has done a great job in in connecting those two and and we'll
052be moving forward uh accelerating uh the package as well as dealing with individual schools and and individual classrooms at school sit so we do have options for for looking at individual hot zones and hot spaces so just wanted to say that thanks absolutely thank you um and we I think we may need to revote is that correct do we need to revote okay so um soon as it's reset yeah can we um see if we can get uh Richard oh track Richard coming back from from sh you're funny oh he with the Chinese delation okay that passes unanimously so again yay okay um moving on on to B5 um superintendent Martin did you want to introduce thank you thank you president Foster this is we got do public speakers first were you B5 I know
053okay it's the resolution right no that's B6 that's B6 oh B5 is United Way of San Diego presentation of Education canvas to the district and announcing San Diego un ified School District's community service association annual workplace giving campaign so I'd like to introduce uh our presenting with us tonight well shayana gross from the United Way and um I think we're going to go down to the podium actually everyone Dr Mike shayer gross is uh senior vice president and chief impact officer from the United Way of San Diego and thank you for joining us tonight um there's a strong partnership with um United Way of San Diego and the community service Association San Diego UniFi Community Service Association and Shane I know you wanted to say a couple of words yeah um so I I just
054wanted to um say a few words about our partnership when it come to microphone sure um United Way is proud to lead the partnership for children which is an effort with uh San die unified as well as many of our nonprofit partners and um business partners government and we're focused on the critical milestones in children's lives around Readiness for kindergarten early grade literacy High School graduation all those things outside of the classroom that kids need in order to be successful in the classroom so the social emotional health the um Family stability issues and in addition to the partnership for children United Way has been partnering with the CSA campaign as well this year which I think you'll hear um a little bit about in just a moment um but in addition to that that work
055we are also helping union members um around family stability and emergency services so this is um a canvas that our kids and City Heights and families painted um along with uh superintendent Martin y she did I watched her mix the perfect color combination um and back in June um on what's called our day of action where we distributed thousands of books to families so that they could um combat the summer reading slide a lot of our families don't have books in the homes over the summer and you lose um a lot of your literacy so it's really critical to us that kids have the tools that they need to succeed and the district has been a really great partner um in that with us so uh this canvas and then here's a little uh book
056that shows some of the photos of um the actual day and all the kids painting in so it's my pleasure to present this um to the board and to the district so thank you very [Applause] much thank you as we one more thank you as we kick off the campaign the campaign actually kicked off on October 29th and it runs through December 4th and it's our annual workplace giving campaign and Shaya just talked about the fine work that happens when we partner in a collective impact approach um with United Way and CSA helping to have our workplace giving campaign um going now through December 4th we I want to show a quick um snippet of the partnership for children which focuses on quality preschool kindergarten Readiness early grade literacy ontime High School graduation and the
057social emotional health of our students including family stability and so just so people understand the powerful work in partnership with United Way and the partnership for children this is some of the impact with students as we work on our annual workplace giving campaign and is somebody from CSA coming up to speak to after the video okay and we have students in sixth 7th and e8th grade about 1,200 of them and at last count we had close to 40 different languages spoken on our campus our students feed into Hoover High School so much of our curriculum much of our program is really teaching students how to become good students getting good study habits How to Think Through problems how to approach things so that when they not only are done here and move on to Hoover
058or wherever they might go to high school then they can go on to San Diego State or wherever they may go to college and have those skill sets to be able to be successful SI yesterday at school oh okay good deep breath 1 two three it's an amazing thing to have a clinic on site um for our families and our students it's it's just wonderful another wonderful thing that we have for our students and families here is our communitybased health clinic it's located right on our campus it's a wonderful program that not only our students and their families but students within the community that attend our feeder schools have access the beauty of our system now is it's right here they can go right next door see a doctor and literally within minutes if they're
059going to return back to class they're on their way back to class that not only has helped with our health situation it's definitely helped in our attendance situation now students are back in class we have a place right here at Monroe Clark within the community where students can be seen they're a little bit more confident about the care that students are receiving Now High School to me is the most exciting part of this sort of K12 experience for kids you arrive here and really you get to start making choices about your path there's something for everybody at Hoover and this is your neighborhood school it's less prescriptive here you get to make some elective choices you get to make some decisions about which classes you want to take and uh which which uh options you
060want to exercise and what you want to do with your time after school and and do you want to go find a job after school you want to get involved in athletics or do you want to try to balance both to test your medal and sort of set a course for what happens after high school this is super exciting for us City Heights partnership coming together Hoover cluster being out there to me it says that our children are important it says that I understand that tomorrow they're going to be making the decisions and we need to prepare them so that they'll make the right decisions that's going to be beneficial to everyone now it's about building relationship we talk about that in the cluster we're building a relationship to do this tremendously challenging job of
061educating all children regardless of their background regardless of their abilities we're going to do whatever it takes to make that happen and we have to build relationships as adults to do that work but we also have to make sure we do the same thing with our children just to give you a little taste of the work that we do in partnership with the partnership for children and the workplace giving campaign I'm going to invite someone up from CSA to say a few words thank you for this opportunity to talk about CSA in our campaign I'd like to introduce a few of our volunteer board members who are San Diego unified employees Cheryl Ward Jim Felix Don Wood myself John ortler and we also have our secretary treasurer Michelle fig here and Don Wood will tell
062you a little bit more about our campaign okay yes I will I'll talk about our CSA campaign um uh my name is Don Wood I'm a teacher at Pacific Beach Middle School and I'm uh speaking for the board of directors of community service Association which is of course our volunteer organization which allows District employees to um contribute to charitable organizations throughout the county through payroll deduction uh we're currently in our annual membership drive as superintendent Martin has mentioned uh we're grateful for the support of the board and especially for the support of superintendent Martin um as we reach out to employees all over the district at all levels in the district um during our membership Drive we've been we have as I say been reaching out to all employees super superintendent Martin sent out a
063a great email to all employees um encouraging membership um for all District employees who are uh capable I guess of contributing to their community of of giving monetary donations to charities in our community uh we made presentations to all the employee bargaining units and we have um Representatives at all School sites and all work sites that are coordinating the campaign at those sites at that level um the CSA was founded in 1956 um by District employees it's all volunteer run uh it's uccess for 60 years is a testament to the generosity of employees in our district and their commitment to the community Through charitable giving um we're very excited about the new partnership with United Way and the partnership for children um especially again given superintendent Martin's uh commitment to that program and to CSA
064um even as we continue to support dozens of smaller agencies and organizations all over the community um through the through the generous support again of um of District employees so thank you board superintendent for your continued support and um as we reach out as we continue to reach out through December 4th to all uh District employees to contribute as they can thank you thank you thank you Don how do we sign up funny you should ask sandy.net CSA or something like that Sandy unified uh.org CSA there the paperwork all the all those um site level Representatives have paperwork or it can be done online through payroll contri uh payroll deductions can be set up through through people soft for all employees um it so it can be done through the computer or through paperwork that
065um the representatives of District sites all have or they can get from the district website it's have did we send out an email or any kind of communication to all the District employees about the opportunity yes I did he was mentioning that email came directly from me to all of our employees talking about the opportunity and this is an incredible partnership when you think about the long history of CSA in this district and now you partnering with United Way to add more support to how we do our Collective impact approach that came from me with the link to the page and instructions how to how to sign up and we're merging the the long established history of workplace giving through CSA and the power of literally the United Way coming together um with the work
066of this district for our students that email went out this earlier this week or last week about a week ago about a week ago and the campaign is still open till December uh 4th and employees can contribute at any time not just during the campaign this is the campaign season yes thank you for bringing the canvas United Way pleasure um I'm going to have our general uh counsel U Miss Donovan um make a comment about B6 yeah I took a look at B6 on the attachments the agenda item is for national uh parent day and the uh exhibits app to explain why what we're doing in connection with that so I think it's fine thank you thank you so uh moving right along um B6 resolution recognizing November 19th 2015 as National family involvement day
067um superintendent Martin did you want to introduce thank you president Foster okay um this is to approve the resolution res recognizing November 19th and National family involvement day and for our board inviting you tonight to recognize the importance of this day and the goal of increasing overall student achievement through parent engagement and you've heard me speak recently about some of our efforts to do have a systemic approach to family engagement and this resolution tonight aligns to what our current work is if you'd like and the resolution is available I'm going to invite up um Allison Roland is going to help present and we have other speakers I know on the item as well um this is um a vote so do I have a motion and a second so moved second okay and um we
068do have uh speakers on this item um we have um uh chelse uh celest uh uh Bob uh Bob Wick oaki and we have w d we have Martha Rosales we have Miriam Ali we have uh Dan naanga we have uh Kathleen Wilson uh Rose Sebastian Alan Tang um uh principal Richard Lawrence um and of course our uh I mean and of course um Alison Roland so and then we also have um citizen Barbara Flanery and Susie uh s Sovereign and so you can um go ahead and speak I have supported PTA but its disappointing decision to participate in the Sham Town Halls is a poor decision the district is Shifting the taxpayers resources from educating our children to swaying the public with inaccurate information the timing of this resolution seems to be uh a
069pat on the back for helping this skin scam on the taxpayers to have people bear more tax burdens this timing is political and nothing else and doesn't belong on the agenda today um it's confusing the agenda item States a resolution but it's truly not um is this a national family day is it a PTA recognition is it Crawford Parents Day what is this really about I think it's just some more sneaky sneak from this school district and its politicking behind the scenes it's very disappointing to find out that um the public was given such poor information at that town hall that the superintendent was stating misinformation that instead of focusing on the mismanagement in this District the fraud in this District the failure to address the sexual molestation of students in this District instead you're
070running around doing a marketing campaign on we need more money we need more money we need more money well money is not the answer to educating kids it's quality teachers we should be focusing on um um having teachers uh be um reviewed every year to see if they're good teachers so this PTA resolution doesn't belong here uh the whole agenda item is uh confusing and a mess and I don't quite know exactly where you guys are going with this agenda item but it certainly doesn't belong here it's smacks of politics do we have any other um speakers a point of clarification um the the first names that I called are actually presenters so they're actually um going to make a presentation about uh n National family involvement day but before you give your uh presentation
071I just want to make sure that uh we don't have any other speakers um Barbara Flanery uh Susie Sovereign either oh is Susie a presenter yes yes okay there's a speaker form so I'm I'm sorry okay all right so your presentation um sorry about any confusion so uh your presentation uh excuse me I'm sorry um I'm Susie we have a whole list of people the people you read off and Celeste is first that are part of the presentation right okay I see Barbara ler you're a speaker and and can can you please come forward we were having the speakers speak okay I'm sorry okay my name is celest Baki I'm the president for San Diego unified Council PTA thank you ladies and gentlemen for the school board I represent 80 PTA units and over, 1400
072volunteers serving as PTA leaders in schools at s Unified School District as stand here before you today to support this Proclamation not only on behalf of all the PTA volunteers but also to the thousands of parents caregivers grandparents community members and other volunteers who make daily contribution to enhance the educational experiences for the students in our schools the council PTA supports the San Unified School District to encourage our schools to acknowledge their contributions made by these unsung heroes because after uh the mission of PTA is to realize every child potential and reality by engaging and Empowering Families and communities to advocate for all children thank you thank you okay it's a little confusion Schoolboard members as our Council PTA president mentioned we have ptas in 80 schools four years ago we at the PTA recognizing
073that we represent or attempt to represent all students in the district port for forth an idea for a program that involved and engaged all schools and All Families recognizing that one of our most important indicators of Student Success as parent involvement we embarked on a program which is nationally recognized program project apple seed which takes place on the 3D Thursday of November it was our intention to partner with the district schools to recognize all things big or small that our parents and and caretakers do every day to make our students successful and we didn't care if you were a PTA or a foundation or even if you didn't have an organized parent group this was about the schools and the parents we would like to recognize our parents our stepparents grandparents foster parents our aunts
074and uncles and even brothers and sisters and family friends that make an impact every day and you may find them raising a student thank you thank you good evening superintendent Martin and board my name is Alan Tang I'm the new principal at Horus man Middle School in the Crawford cluster and I was asked in honor of national family involvement day to share some of the work that we've done with design thinking in the Crawford cluster and so you may ask what is is design thinking I know I asked that question myself and you know I think of the definition of of insanity which is continuing to do the same thing over and over and expecting different results and so you know instead of being kind of a top down approach what we did with design
075thinking was really an event that we tried to replace you know the the no but with a yes and and so it was a collaborative process where we were able to engage in an authentic dialogue log um with to kind of come up with a vision of what we could do when we work together and so it was really you know not is a a way for us to build trust a way for us to kind of erase the titles our job titles um the titles of whether we're High School Middle School elementary school whether we're parent teacher student Community member administrator whether we're from Crawford man F or aara you know was a way for us to get together and work collaboratively and so you know the final part of it was really about
076finding the voice and so you know when I share you know we'll have some other other speakers come and share some of the work that was done on that day but you know I think of two events and examples of the work that happened you know on that Saturday you know one you know earlier today we had our F our second um Refugee immigrant uh train meting in our community room and that community room that we developed at Horus man didn't exist you know prior to the Cluster meeting it's something that was an idea that sprang from the design thinking work that was done at the event you know the second thing I think of is one of our students Tina Tran you know who earlier today you know asked you know when we were
077going to have our next Crawford Cluster meeting because she was going to co- attend and I think you know having students find their voice having parents find their voice was a lot of that design thinking event and you know we have other speakers here that can share more of that but if if I could just pause real quickly if anybody that was at the design thinking event from the crossroad cluster if I could get you to stand up real quickly I know we have some of us in attendance today so as you know you know Crawford cluster is a very diverse cluster um you know have a large representation of different groups from throughout San Diego County and so i' it's my pleasure to introduce one of the man parents Miriam Ali she's going to
078be our next [Applause] speaker good evening ladies and gentlemen my name is maram H and I'm a bar of man Middle School cover and I I really enjoy the design thinking because I learned a lot of different things that I didn't know and a lot of different idea being shared with a lot of different people from different school a lot of different principal different parent our voice being heard and we listen to different kind of idea that how we support our kids you know communication was missing you know you know we have to have a more communication and it was a wonderful workshop at that day we enjoy and we hope to have more design thinking from the board member the Board of Education that they can give us more opportunity to learn you know
079to have those kind of discussion with different parent with different different kind of people because it was a great opportunity that parent who never is Big you know talking to other people and making us a different group and sharing different ideas like what we been doing how we help our kids you know to make them succeed so it was a wonderful thank you we appreciate you we we want a more designed thinking so we can build more relation reltionship and have a selfconfidence to talk to the teacher the principal you know we are a second language English as a second language to us so we scar our parent we cannot talk to the teacher we cannot you know say okay how can I help this where to go what do I do you know having
080and talking different kind of principal teachers it was a wonderful opportunity for for us to have that beautiful opportunity thank [Applause] you um good evening my name is Kathleen Wilson um I'm currently an English learner support teacher for area 6 um before that for the last 10 years I was the elst at Ibara Elementary and um I also participated in the design thinking event um I believe that the design thinking process was a valuable experience I think that the collaboration between the families and the school staff invites us to imagine the possibilities that we do not have to limit our thinking I gained great insight into the parents and students point of view listening to their stories and that gave me respect for them it also connected me to them with on a personal level
081and to build relationships when we can connect with others and have a common experience like we did that day we can create possibilities together I think collaborating with a group of people to design projects and offer Creative Solutions will have positive results thank you thank [Applause] you hi my name is Martha Rosales I have a kids in third grade in F Elementary and I decide to get involved in design thinking because for me like a mother it was a big experience to get involved and education because I want to make sure the education my kids receive in the school is the one he's supposed to get so it's a good start and it's a good opportunity to to share with a principal and teachers because sometime like parents we say oh that's the principal of
082the school and you know we never say hi hello good morning so now when design thinking we know everybody we are people we can talk each other you know and that was a good idea a lot of misund understand to parents to teachers and principal and that day that was a good day for everybody and I hope we see in the future our school more quality education for our kids because I believe our school need more um support and I just want to remind you guys in the future please give you a little extra money for translation because we really need and for parent involvement please we really need a lot of support for parent enrollment thank you hi my name is Rose Sebastian I am an education specialist at iara so at the training
083we had the opportunity to hear from parents their frustrations about about things like not being able to communicate why they want to pick their student up early from school not being able to understand notes that are sent home or sometimes even just feeling excluded from the school process we also got to hear from teachers about their frustrations and Bridging the Gap but what made the training powerful was that we didn't stop at the frustrations there was brainstorming about Solutions and some of the solutions were very realistic some of them were very pie in Sky they ranged from using Google Translate to using student volunteer translators to creating drop down menus of like voice messages that can be sent home to hiring translators what was nice about this was that once we started the brainstorming all
084of the staff that I've spoken with once we left we all started thinking of ideas on our own okay well I'm going to try this I'm going to try that I'm going to reach out like this I'm going to reach out like that so it created the idea in our heads that we can do more to bridge any communication gaps and that we have more resources to work with thank you [Applause] good evening my name is Danang with the S San Diego at Crawford commun connection and I'm so uh happy to be here with this wonderful team H just to share with you uh the power of collaboration and the power of having partnership within the community that we the same goal of making sure that our children do succeed in their academics achieve academic
085academically and U there's this is saying in that goes like basically what it means one finger cannot crash Li you cannot cral one finger you need the other the second finger to crash Alize and that's the power what we're using at C cluster we we we discover that to for me as a parent as a community member I I cannot my cannot make it if it's only me I need the teacher I need the principles and I need the other community me but in order to make this kids succeed and that's why we before the design thinking some two years ago I was so glad to be able to be a community organizer to work with these wonderful parents and communities to bring them together to understand just the basic what are their roles as
086parents in education and what is what can they what role can they play in being the their children's education guides at home and what their role can they do to H support their teachers in helping their children at school and we all know the diversity of Crawford cluster and we have more than 40 languages at Crawford High School alone and for a teacher for for for the teacher to even think of that how do I communicate with this parent or how their child is doing in school it's it's a nightmare and so we came up with this wonderful idea of having our parents and community members who speak certain languages to meet once a month and just go through the months or the weeks and going on like what is CLT testing what is report
087card what is what does it mean what does it mean to have a f what does it mean to have a a in a classroom and what are the steps that you can take as a parent to reach that teacher in order to make your child do better in school and so what came out of that is like through partnership our Crawford principal who uh the former principal now who lived and open the door for Crawford high school for us to meet monthly there and what we saw it's really amazing the power of collaboration and I'm really so happy that now at Crawford class we are not wowing the myma of U doing the same thing and expecting a different result no we are coming together and realizing that the power of collaboration it's really
088important and uh we also have a cord Community collaborative which is monthly meeting where we all discover the different resources that are available Within Crawford area that supports the whole child their family and the child themselves and lastly with the leadership of our new principal and our fabulous the superintendent superintendent Fabby we uh we are thinking of having a small just a small committee for education to support the our principles and our teacher to what is it that is out there that the school district with the limited resources cannot provide that the different Community organization can provide that the teachers can tap into and support our children and we know we have different Community organizations that do after school tutoring and can can a teacher refer a student there to help if the school cannot
089provide that after school tutoring for our our English learner students or any other students that are there so that's why I'm so happy I'm smiling when I see you I know you have very difficult decisions to make every day but a profer classer we discover something that together we we are stronger I think so and then came the design thinking thank you we what came out of that I love it because we got to we we brought like seven languages parents speak seven languages and principles and our teachers to sit in the audience and listen to them talk in their native languages and you can see the frustration is in our principls and teachers eyes because they could not understand what is what the parents are saying and and later on we share what they
090were saying and it was such a wonderful idea and I'm really grateful that we are moving forward with this as a clust to support our children do better in school thank you good evening I'm Susie Sovereign the principality bar Elementary and Dan just said it beautifully but what I wanted to give you a little history of was where the Crawford cluster has come where we were before and where we've come and how much more parent involvement this is providing for us and how we have been working and working to increase the parent involvement in our cluster and this opportunity and it wasn't just one day but we will be moving forward and we've already had a cluster planning meeting for our next meeting and we were working on things that we can do to bring
091the community together and things that we can do after listening to our parents and really hearing what they had to say and um uh all of this is about appreciating our parents and increasing the Imp parent involvement and so we want to really thank them for speaking tonight and for being here and representing our group and um that's all I wanted to say thank you good evening superintendent Martin president Foster trustees and most importantly student Representatives as recently as yesterday the Crawford cluster principles oh I forgot to introduce myself I'm Dr Lawrence proud principal of Crawford high school as recently as yesterday the Crawford cluster principles and Community leaders were engaged in follow-up meetings that were focused on addressing the voices concerns and experiences still resonating with the cross cluster principles and Community leaders who
092attended the design thinking session and the subsequent meeting that occurred last month I am proud of the fact that our cluster of principles leaders and community commity members and most importantly students brought forth concerns and ideas in which our cluster turned into action items for each Cluster meeting following that Saturday session we have been able to bring back solutions to unanswered questions or concerns brought forward by meeting participants as principal of Crawford High School I continue to reflect on the voices that were present at that initial design thinking meeting and I become ever more aware of the voices of Family groups who were noticeably silent and absent from these meetings and discussions it is that concern that has prompted me and my team to begin working on creating motivating means of Engagement for our Latino
093africanamerican and students of African descent as as well as our Caucasian families and gather groups in order to Garner their voice and perspective on ways to overcome the barriers that exist between school and home that have led to unsuccessful experiences for students and families in the past in order to redirect our future this we aspire to achieve through the expansion of workshops parent support networks and digital communication Crawford a high school along with the Crawford cluster seeks to allow and show and prove that the seemingly impossible task of collaborating with families in a manner that will produce success for students within the inner city is both attainable and essential thank you for providing us this opportunity to lead this charge [Applause] so you heard some voices tonight this is the resolution before you tonight to
094the board trustees is National family involvement day and historically in 2012 this board uh send dieo unified Council of ptas introduced the first national parent involvement day back in 2012 and you'll see tonight's resolution is National family involvement day and we have decided as a district we're committed to looking at the multiple ways that we can have a systemic approach Ro to family engage engagement and so we um are looking at tonight's resolution about recognizing November 19th as a national family engagement day we wanted some families to come out and talk to us about an experience they had specifically in the Crawford cluster but the district is looking at a systemic approach of what does a family engagement day look like and who who decides a relevant meaningful authentic family engagement day and the ways
095some of the ways that we have been doing them have been working really well and we learned in the design thinking day out in the community that there are more things that we can do to be more systemic in our approach so as we brought this resolution forward today we wanted to talk about the systemic approach we're taking to family involvement and taking this very important work in partnership with PTA of course the strong mission of PTA and expanding what does family engagement and involvement really look like in our district and that's what tonight's resolution is about thank you um board members did uh you want to make a comment trusty bar yeah thank you president Foster so I want to thank superintendent Martin and and uh everybody from the Crawford cluster for being here
096with us tonight and as superintendent Martin um was commenting the work that you've done uh with the uh design think uh process is actually a model for what we're trying to develop throughout our district um and going through the goals uh for this year for the uh 2015 16 year we asked superintendent Martin to take on a a an incredibly large complicated uh task that I don't think uh certainly has been done in this district and I'm not sure has been done anywhere in the country which is to say you know if you look at our mission statement the first word in a mission statement is all and we're referring in the mission statement to all students uh however what we're asking uh superintendent Martin and and everybody in our district to take on the
097challenges that we have a strategy that actually equips all parents with the skills and confidence that parents need to actually support their students learning every day and I know this is a we're referring here to National family involvement day but we're talking about every day uh and all parents having the ability uh to support their students uh in their process of uh of of learning that's a massive task and it's something that goes well beyond I think anything that we've seen uh in terms of uh what we typically think of as parent engagement we're talking about more than parents participating in the governments of the schools parents participating in uh activities at the schools all of that is important we'll continue to you know to to want to support that kind of work but we
098also understand that you know at best 2% 3% of parents in this District uh are engaged in those types of activities so what we're talking about is what happens with the 95 97% of parents in our district who we all know are the key to making a difference in terms of whether students meet their uh uh their goals meet their uh academic goals so what we've asked superintendent Martin uh to do is to take this year and basically develop a strategy what's our strategy going to look like um going forward uh so that we can equip all parents in this district with the skills and confidence that they need to be able to support their students learning and so the process that you've undertaken in the Crawford cluster is part of our first attempt to
099develop a districtwide strategy and it's so exciting to hear the way you're going about this because it's uh it's it's parents and teachers and principles and people within our district but then it's our Community Partners uh from SE San Diego it's understanding that everybody has to come together to help design this strategy and I'm especially uh grateful to hear that the process that you use is a process that engaged parents who normally are not engaged who we normally don't see that's exactly what this uh what this uh development of this strategy is about so uh I certainly move approval of the uh the superintendent's uh recommendation uh but I really want to thank the Crawford cluster for your leadership in this work because it's work that uh the the work of Designing a strategy uh
100to support all parents uh is is is huge and you've taken the first step and you're leading our district uh towards the development of that strategy so thank you for for for this work and I I I just would would add that what I also witness is that all of our um bargaining units were there and participated in this conversation as well so we're talking about internal and external stakeholders working together to come up with a plan um and what I also was was struck by was um the the comment on how even organically in the conversation you developed um ideas and strategies on how to meet a need that perhaps the district isn't currently meeting that you developed that with parents and community members among yourselves and so um that's by Design right um
101so that that's very powerful and I I look forward to um the outcomes and the solutions that that come from working collaboratively so thanks again for your leadership and um all of the participants um and I know superintendent Martin I I think you wanted to say something I was just going to say this this is a resolution that this board has approved every year since 2012 and we could have gone on autopilot the same resolution the same language every year that we've always done and we're interested Insanity the definition of insanity that like Alan Tang said the principal from horse man and so we um took this opportunity seeing that something was beginning in that beginning stage of what was happening at Crawford something was happening there that was different than what we've done and
102not and adding to what we've done and building from that that we wanted to take this resolution that has continued for several years and add to it and signal that it's more than just a day it's not family involvement day but it's first of all not National parent involvement day we've changed the national family involvement day and then it's more than a day and something happened in Crawford that we think signals how are all of the ways that we will be doing this so the reason why we took the opportunity um to to do it to talk about it tonight is it's a typical it's an annual resolution that the board has always done and we're adding the thinking to it and how we're planning to expand and there'll be a full presentation from um
103further participants as we expand this strategy to be more systemic over the course of this year and I and I have to mention that um you know I'm I'm exceedingly proud and excited that this uh conversation started in uh Crawford cluster I'm just saying okay Crawford thank you you represented so we also just and oh I just was also going to just acknowledge um uh Allison's leadership in all of this thought but you let everybody else speak unless you want it to come up okay thank you thank you thank you um and so we are adopt the agenda oh we already adopted the agenda thank goodness um and so we so there's been a uh Motion in a second and so could we please vote and that passes unanimously [Applause] okay okay and and next
104we're going to hear from our Associated student body ASB president's report and at this time you know we'd like to hear what you're doing both academically and socially all right hello good evening everyone for those of you who don't know me I'm Jesus Martinez and I am the as president at Claremont High School and I'm also the executive um council president um for all the high schools in s Unified School District um so clar's been having a great um a great time we're at the end of our fall Sports season and our girls volleyball football boys water Poole and girls tennis all made it to playoffs with girls volleyball um being the league champions for I think this is going to be the fifth year in a row um they had round one of CIF
105playoffs versus tornado last night and they won in three and they have um round two of their playoffs versus Olympian tonight which actually just started 3 minutes ago so if any of the Claremont parents are watching this uh good luck Chieftain uh good luck to all our Chieftain uh actually we still have um really good chance of getting further in our playoffs and getting the most out of our season um Claremont High School um is participating in bring your parents a school day on Monday November 16th this recognizes parent involvement like we've been speaking about um for the past half an hour now um and you know just great shout out to all of our um PTSA involvement and all the parents that really make um all these events possible next week we are having
106a pride week put on by the ASB to celebrate um in a week of giving thanks right before we um go on our Thanksgiving break Monday is going to be our nationality Pride day Tuesday is LGBT qia Pride day Wednesday is team Pride day um Thursday is Academy slcl class Pride day and then finally uh Friday is going to be Claremont High School Pride day and it'll conclude with a lunchtime pep rally to honor all the seniors in Fall Sports this year um and wish them great luck and the rest of their senior year um another thing about our wonderful PTSA they are in the process of putting together a winter wonderland event which is meant to be a cultural uh representation of our school and Community as we are a part of you know
107the CL clont cluster and we are partnering with different middle schools and elementary schools we want to show everyone um diversity that we have in the Claremont Community and have fun while we do it uh another thing uh the executive Council we we will be having our student Congress uh next Wednesday November 18th here in this Auditorium so I invite all the board members and trustees to please come on by uh we'll be speaking about some very hot bun topics um in our district that's all I have thank you hi everyone uh this is my first time here so a little a little bit about myself is my name is Kenny Tran I'm a senior at Mir Mesa High School um I've been in ASB for four years um things outside of things I'm involved
108in outside of school are um I'm part of the District Attorney's Office youth Advisory Board um as well as the ASB president executive Council I'm the historian and um I'm also part of the youth activation committee which um assists in the the event of Special Olympics which um is held in California southern region um and we just hold like an event where all um the special education kids can play sports and all I'm also in the project unify club which uh and I'm the treasure and then I'm also the Athletic Club vice president um and what's happened in the last two months at our school uh we've had a welcome back Spirit Week can dance and for homecoming we've had two weeks to plan that but it was pretty amazing we saw sold over 900
109homecoming tickets uh we had a laser show after a football game and um we sold over 1,000 ASB cards which is like pretty much half of the school which is amazing cuz we've never passed that limit before um also about 2 weeks after that we had an awareness week which is similar to a pride week um instead of doing like one week devoted to one issue um I decided to kind of combine all the issues so we had an awareness week which um encompassed Suicide Prevention promotion of drug of promotion of being drug- free uh breast cancer awareness anti-bullying and um on Friday we had Halloween that day so we also had um kind of like a dress up day for costumes um and then last Saturday we had we mam High School hosted um
110the 23rd annual field tournament for bands and um we actually got first place for our drum major because she didn't drop her mace which has happened in the past years so she got first place for that um and today we actually had an event um we had an anti-bullying presentation uh provided by athlete Ally and Dr Mike and Cindy Martin was actually this was actually there so thank you for coming um to give a a brief description about athlete Ally it's um organization that um to end homophobia and transphobia and um kind of spreads awareness about lgbtqia um in sports and um how to end bullying there um and that kind of ties in with this week cuz we ALS Al have an anti-bullying week and we kind of uh what's it called uh we
111kind of just kind of combined those um two issues together and then um also sand Dieu County Credit Union is holding a contest where um the winning School gets a performance from Tory Kelly and ,000 and last year our school won um echosmith um during the month of June and this year we're hoping to win I just got news that we're actually tied with scripts Ranch which is our rival school so we're trying to beat them um yeah and we're also playing them uh for playoffs this Friday and um we're hoping to win that and if we win we'll play against RB which is known for having a really good student section so we're excited for that and then for things in the future we're planning to have a winter formal and um a Thanksgiving
112spirit week next week uh and that's about it our school's doing pretty well so okay thank you thank you and now we're complete so um you know at so we're going to uh go back up to um d report of closed session actions and uh superintendent and board information um reports but we do have um a speaker which is uh citizen so if you could come up and please um speak so this is the superintendent's report this is uh D the report of closed session actions I wanted to speak to the superintendent's report is s report of closed session actions and superintendent and board information oh no that was a note I wrote to her that I can't hear when they're announcing it because I have a hearing loss and if they could write things
113so that people that are deaf can hear what she's speaking CU she's behind you guys and she doesn't speak very well so it's hard to understand general counsel when she's making announcements about closed session that's what I was saying I just wrote it on a piece of paper okay okay thank you very much okay so um are there any reportable items uh that you'd like to report out um General councel Donovan yes thank you uh the the board voted 4 Z in close session to authorize a single initiation of litigation with the parties to be announced after the lawsuit is served okay and um superintendent Martin you have administrative assignments thank you president Foster I have two administrative assignments administrator of business operations and payroll and benefits Tim fornier and Director of Human Resources Aaron
114houseon okay and then um I know we have a l long uh board uh meeting tonight but I I don't know if there's any um board reports absolutely yes okay go ahead um yeah I uh I I had some meeting with some gay and lesbian students in our school district and I'm very concerned because I was under the impression that the staff and the superintendent were going to give this board an LGBT update in October but that date was moved back to November 10th and then now that's been moved back again and so there are a lot of concerns with students in our school district that are gay lesbian and transgender that the School District staff are dragging their feet on actually implementing uh items that this board voted 504 last year we still do
115not have any way to report bullying incidents in our schools there was supposed to be and there's been talk about a easier bullying reporting form a bullying reporting hotline a bullying reporting button on the website none of that exists to date yet um there is very a lot of concern that there's still uh we're still in the planning stage here we're in the next school year after the board voted 5 for mandatory staff training on LGBT issues and as far as I am aware there has been zero uh members of this staff trained on LGBT issues per the the charge and the plans of the superintendent and the staff um I think it is phenomenal that the students are taking the lead in the absence of the staff and the superintendent acting on the board's
1165 actions last school year I'm thrilled that Claremont High School is actually having a gay pride day at Claremont High School that is something to be commended uh those students are to be commended for taking this action recognizing that there is a mountain of research and data and evidence that proves that 90% of gay lesbian and transgender children are bullied in schools that across the country over 300,000 kids do not go to school every day because they're victims of LGBT bullying they fear for their own safety I also think it is phenomenal and to be commended that Miram Mesa High School took the athlet Ally pledge that is amazing the athlete Ally pledge is a pledge to stand up for gay and lesbian people that want to participate in sports whether it's in high school
117middle school college or professional Athletics and uh I have I wish that I could have been there at maram Mesa High School uh Dr Mike and I were able to be there when the Padres here in San Diego were the first ever professional sports team to take that Pledge on the field with the owner and the manager of the Padres um and so I I'm really am very encouraged by the things going on at Miram Mesa High School for the athlete Ally pledge and at Claremont High School for the first gay pride day because in San Diego unified we are charged as trustees on this board of education to make sure that we're providing a safe quality learning opportunity for all of our kids including kids in our schools that are gay lesbian or transgender
118and and I so with with that I again look forward to a a time in the future that is uncertain when we might receive an LGBT update from the staff and the superintendent on progress towards these initiatives that some have yet to be implemented thank you yeah I want to report on a couple of events um I attended this weekend the title 7 paow of Alaskan and Native American tribes uh that included the First Peoples also from Guam it was a terrific celebration a celebration of their history culture language their songs and their dances and I understand this will be a first of a series of annual events taking place where we acknowledge uh the contributions and the appreciation of our indigenous peoples so I look forward to that event taking place again next year
119I also visited Kate sessions Elementary School and celebrated the birthday of Kate sessions uh and we also unveiled the peace pole um in the Kate session school garden this is the second peace pole that was dedicated in the Mission Bay cluster and it's the third peace bow that's dedicated in San Diego schools the first one was dedicated at Central when the superintendent Martin was principal and we followed her lead peace BS are um um a symbol um recognized internationally as a location where we acknowledge the acts of kindness the receiving of kindness and compassion so there are about 200,000 peace BS throughout the world and we now have three of them in San Diego School District thank you sure I just wanted to comment on two uh things one is uh this Saturday at the
120uh Logan uh Library uh from 9:00 to I think what we going to 1:00 9 to 10 10:00 I'm sorry 10 10 o00 10 12 10 to 12 okay yeah much shorter thank you 10 to 12 um we've got a important meeting in the community to discuss the future of the U Memorial Middle School campus um so I we've had uh several uh discussions in the community here in the district with uh stakeholders uh in uh in Memorial about both uh develop developing developing a physical uh uh site in Memorial so in other words constructing you know new buildings the potential of constructing a combination of a new Memorial Middle School with a high school uh in Logan Heights um but as important or more important than just simply the the the physical construction that
121we're uh that we've got in in in mind is what's the academic program that's going to go in uh that's going to be important to uh students and to families in the Logan Heights bario Logan Sherman Heights uh community so this Saturday at Memorial Middle School uh we're working with council member David Alvarez uh to bring out uh the entire Community to participate in a visioning session about what the future of Memorial could look like what the future of a of a new High School in Logan Heights could look like uh and how that connects uh with uh with San Diego High School so I'd encourage as many people who can participate in that to please uh come out uh secondly I'd like to uh thank the leadership of President Foster vice president Evans and
122superintendent Martin for holding our first town hall last week in the on the on the uh the question of investment in our schools uh I thought that the uh superintendent did a fantastic job of laying out what's possible uh if we fully invest in our students and we looked at uh several uh strategies that are currently working uh to frankly eliminate the achievement Gap uh strategies around uh supporting English Learners uh strategies around expanding uh career uh Pathways programs in high schools uh strategies around our Visual and Performing Arts uh what the superintendent was able to uh lay out uh first to our community in San Diego but really uh as part of the leadership that San Diego unified is taking on throughout the state of California is if we simply as a generation of
123Californians invest in the strategies that we know work and thereby if we're able to take those strategies to scale to support all of our students we not only eliminate the achievement Gap but we prepare our students to lead us into a future California that uh we as adults you know we don't know what the future is going to look like and we have a sense of the enormous challenges we're leaving behind to our kids but the one thing that we can do is we can equip them with the ability to take these challenges on to to be successful Learners uh and what that will take is simply a commitment of this generation of Californians to invest in strategies that we know work this is not a question of us not knowing what the answers are
124to eliminating the achievement Gap and to Preparing our students for the Next Generation we know what the answers are what we haven't done as a as a current generation of Californians is fully invest in those strategies and what's striking is that if we simply invest to the level of the national average in States across the country the national per pupil uh average of of funding we could take these strategies to scale we could eliminate the achievement Gap and we could prepare our students to lead us uh into into into the future generation um so it's it's in our hands as a as a current uh generation of Californians um we benefited from the investment that prior generations of Californians made in creating a great public education system and now it's our turn and it's time
125for us to step up and what the superintendent has done is not only inspired us around what's possible but challenged us here in San Diego and throughout California uh to do what's right by this group of students and so this has begun a process um it's a process that is long-term in nature um but one of the things that I think was most important about this town hall is we had several people um who committed to moving forward and taking this conversation out to their schools uh to their neighborhoods uh to their families uh so we can create a drum beat you know in the state of what's possible if we fully invest in our kids so I want to thank president Foster and superintendent Martin and vice president Evans for for leading us to
126that discussion last week yes and I just want to Echo what what Tristy Bara said that this is really just the beginning we're just beginning to lay it out but this is going to be a years long campaign to really to really bring Focus across California to the need for funding and public education and and with the results that we came up with as as trusty Breer pointed out with an average amount of money we can do an outstanding excellent job we are really prepared to give taxpayers a good bank for their bu thank you thank you so um we're going to um move on to uh E2 uh which is the district accountability report on elcap go goal number four positive School environment uh climate and culture with Equity at the core and support
127for the whole child so superintendent Martin thank you president Foster I'd like to invite up Vernon Moore and Linda Treesdale to help with this presentation and while they're coming up I'd like to put it in context that the next two items E2 and E3 are connected um E3 after this one's finished we'll be doing our quarterly report that the board requested around an update on English Learners students with disabilities African-American students and counseling services you'll hear that as a item and that was a request from the board on a quarterly update but as we begin tonight this item E2 is um something that we've committed to under the local control funding formula lcff with with our local control accountability plans this district has committed to our goals by students I know are you leaving too
128okay you excused um thank you for the ASB students had to go home for those of you that were watching I think you must have homework to do okay thank you got to see you twice today at athlet Ally and here tonight on the dis thanks for being here this update that we're presenting to tonight is connected to lcap goal number four which is our positive School environment climate and culture with Equity at the core and supports for the whole child as you know our lcap this year has six goals the six schools are aligned to our 12 quality School indicators and the state's eight priorities when we write the lcap we commit to resources we commit to actions and services and then we have data and metrics tied to those actions and services so
129and we've committed to each month providing the board and the public with an update as I update here on the dis with staff this presentation happens monthly and then it goes out to all of our stakeholder groups at cluster meetings at our aaae meeting our Latino advisory committee meeting to all of our stakeholder groups so that we can get feedback on a monthly basis of how are we doing on our local control accountability plan the actions and services in tonight's presentation so we can hear how we're doing and specifically goal 4.1 4.2 and 4.3 providing social and emotional needs for our students providing students health and wellness and additional support for our students and youth in transition you're going to see some areas showcased tonight so you can actually see what's in our lcap in
130action and you'll see the data and metrics that are used to see how we're making these intentional shifts across the district to support the whole child in collaboration with multiple departments the data is our attendance rates chronic absentee rates suspension rates expulsion rates and English learner data as you know if you're having positive School environment climate and culture then attendance rates begin to change because school is Meaningful and relevant so the expulsion rates suspension rates and attendance rates are tied to school climate positive School climate and culture so we want you to hear tonight on how we're doing in these particular areas and holding ourselves accountable for the commitments and promises that we've made as you know the focus of our work is based on the four learning Cycles the third learning cycle we ask
131ourselves how do we create the learning conditions that maximize the potential that lies within each learner and the variability of each learner we also call it unlocking the genius and that's connected to specifically connected to lcap goal number four that we're presenting on tonight at the core of everything we do that slide just changed automatically for me I don't know how they did it but thank you oh good job thanks sind it was like magic at the core of everything we do we say equities at the core to support the whole child and this is a graphic that we use to help people understand visually that equality does not mean Equity we will not deliver on the actions and services and the hope and the promise of our students if we don't do this in
132a way that's Equitable so what we'll do tonight is focus on our promising practices and with that I can't remember who I'm turning it over to First Linda okay good evening everybody thank you for having us tonight we're so excited to share this work that we've collaborated on for quite some time we've been before you as a board board and as a superintendent um to share this and and to join with you as we we've begun this process over the last few years so um I'm supposed to be clicking the slides now so we're starting with our appreciative lens we're really looking at in this presentation what is working that's out there and as superintendent Martin said they we do have the data that back set up and we're going to look at that a
133little more specifically in our quarterly reports but we thought we would start with shining the spotlight on where we are currently thinking about these as our investment strategies these are the things we know that are out there that are our tipping points for what will work for our students for each and every student at the variety of our schools that we have based on the needs that they have um you will have the opportunity to hear other things within that goal four at other board workshops cultural proficiency school safety plans those are coming in a future opportunity we we felt that this was a good way to bundle this today around health and wellness positive behavior supports restorative practices and our youth and transition to narrow our Focus we're going to start a little bit
134with positive behavior supports and interventions um and this really maximizes learning cycle one we spent a lot of time last year thinking about how do we make um the classroom environment the school environment worthy now we're broadening into the social and emotional pieces and So within the counseling and guidance realm within our behavior supports how are we really making sure that we are touching each and every student and that our classrooms are and our communities of Learners have that opportunity to broaden and grow we began and quite a long time ago we've talked about our journey before so we're just putting that in there as a refresher this is the piece that I want to linger on just a moment about the connectedness of the work I think that we often talk about um previously
135we would talk about our programs specifically in in that silo approach and this slide is getting us to that notion and understanding that this really is all connected in service of instruction and instruction is what's at the core for each and every one of our programs our offices and we really are committed to uring that we can put all of these pieces together and help a School site understand where their exact point of need is whether it might be heightened in their behavior support resources it might be through the positive behavior supports where we're looking at school climate and culture it's adding in our restorative practices so this is our layering approach grounded in our learning Cycles we know another piece that we don't have up there that we need to recognize and include is
136our trauma informed care practices because they do all link and connect and at different places and spaces and time for our students and our families there's a lot of great strategies out there we have over 90 schools that are implementing them and so we're so proud of each and every school that has had that opportunity to go through this process with us and continues to build to advocate for themselves for their students for their communities on how do we get more they're always how can we have more and so we thank you for that opportunity for providing more to them so I just highlighted a few of our school sites the work that they're doing when they come to us as a team they come as an entire team so we wanted to honor and
137showcase the fact that they really are putting this into action and implementing and then we looked a little bit at data so this is a variety of our schools it's definitely not an exclusive or extensive or exhaustive list but we wanted to look at some of our schools that have applied their practices over time and to look at the the fact that we do see a shift you do see some of them are going to stay a little bit even you might see a spike or not necessarily A change but again these suspensions are really um it could be one student that's having a a rough time so we're we're thinking about this and we're making sure that what we're seeing ultimately as a district as a downward Trend in suspensions and secondary is as
138we'll look at in a little while in the quarterly updates that is the the area that we have to focus on more because the Middle School in most of our data shows us you know areas that we need to ex explore examine and go deeper on oops I went way too fast sorry now I don't know have to go back but it's okay I know it's like one of those clicker things right um I think that ultimately what we wanted to get to at the end was just understanding you know that we we continue to need to grow this work and we need to continue to have Partners it does impact um our thinking about how a school operates this is a foundational element for us as we move forward and with that we also
139recognize and this is where I'm going to turn to Michelle B our program manager for nursing and wellness that Wellness is connected to the work that we're doing it's not you know that none of these things are mutually exposive and the one slide that you that you just once you passed by actually showed what the next steps were for our PBIS expansion that we're seeing results we're seeing early Returns on it and these are the next steps that Linda is contemplating and you can see that these are systemic this isn't one Silo one Department one individual trying to do this to the schools or for the schools but you see we're coordinating and aligning the efforts with counseling and guidance and Behavior Support resources so that we can develop a system for sites to share
140these resources where we see great investment and and these uh PBIS very well embedded how are we going to share that across the district and then we would monitor the suspension rates and adjust the PBIS strategies that are already out there the ones that are working wanting to replicate them because it's showing promise so that was the slide you had to go quickly on next steps are always important and with that the next very critical strategy and goal for is our student health and wellness Michelle Bell okay so when I was in front of you last time we talked um about the wellness policy the framework and as you know it was approved on April 14th which is awesome um just to reiterate the reason why the policy is required is because we we participate
141in the federal schools and meals program um and what are the responsibilities piece of the district and that is that we have a district level coordinator which is myself we have a district level Council um where all the Departments are represented as well as administrative and School staff parents uh Community stakeholders and our Union groups after I presented to you in April you guys gave me the suggestion to formally invite our Union groups which I did and they have been participating um this year uh we do have as far as the School site Wellness councils that's the piece that we're working on currently we have 17 schools that we've been piloting with within the uh San Diego and the Hoover cluster um they have their Wellness Council set up um it's it's still work in
142progress but they're all working on implementing Wellness activities for not only students but for staff um within the School site Wellness councils uh this slide just shows you who we would like to participate in those councils it's not an allinclusive or exclusive group it's just those people that that typic do participate as far as implementation and timeline this is a very general screen but during the 15 uh 16th school year we're asking that principes provide to the district Wellness coordinator which is myself the name of the wellness lead for their School site and what Wellness um uh meeting where will Wellness be talked about in the current meeting what agenda what will it be on um and then for the 16 17 school year will we we will be asking that all the schools implement
143all the required components and that they complete the assessment tool which we already have I showed that to you guys last year in your packet it's from the alliance for a healthier generation so we're totally ready to to go with that piece in year three which will be school year 1718 we're asking that once they do their assessment tool that they look at one to two activities um at their School site that they want to do to either focus on student Andor staff Wellness we hope they pick one of each um because that's really our Focus within the the district level Council um next steps for the wellness policy and the framework this summer we developed a PowerPoint presentation that's currently um for principles it's being vetted right now through senior leadership we also developed
144uh Wellness uh letters to go out to families and staff again being vetted through senior leadership and in April after the policy passed we posted information on the principal's page we did it again in July just as a refresher um so as soon as we get those uh letters and those PowerPoints approved that'll go up on the principal's page and be sent out to staff and family uh so the goals of the wellness centers um there's been a lot of talk over the last year within student services um regarding wellness centers uh part of the conversations I've had with Mrs Martin over the last year have been that we have eight school-based health centers within the district but we don't have enough Community Partners Clinic Partners to be able to have a school-based health center
145in every Community but we can have a Wellness Center uh in every community in every school Community the ideal place as far as uh conversations we've had with District Partners um District stakeholders uh community members has been at our high school campuses so this year for 1516 even though it's a planning Year we're focusing on six high schools where there will uh wellness centers um and some level of activity happening within those centers um as far as student services goes we'll be working with youth advocacy the mental health department leads and our Community Partners and agencies this isn't a standalone thing for student services this is really a way of us going out and saying uh Mrs Martin has said it many many times um in meetings that I've been in with her and in
146presentations that I've heard her make is that we are not the only ones responsible for making sure that our kids succeed in school we have to rely on our Community Partners um all of those people within the community and every Wellness Center will not look the same it will be based truly on what are the needs of that school Community okay so uh sites that we're going to be focusing on for 156 and you know incorporating hopefully a few schools high schools every year but those are the the ones that we're focusing on this year Crawford Hoover Lincoln Morris San Diego and Sarah those are some of on the right side those are some of the services that between our stakeholders um our Community Partners and our principles and their leadership team those are the
147sum of the things that they say are impacting their school sites every single day so based on those those things that they listed for us um we're looking as far as a branch a student services Branch to figure out how can we get them some of those supports during 1516 even though this is just this is a planning year for us um again I guess I what I really want to reiterate is that a Wellness Center is kind of the overarching support for students and in that Wellness Center there can be a variety of providers whether they're District providers or Community providers um that are there so that families in that Community can come and access the service I can tell you as a site nurse uh for over 18 years um it was very
148frustrating to me to make referral after referral after referral after referral to families and the barrier was getting to the place I was referring them to when I could get those family or those Partnerships to come onto my middle school campus I had much more success with my families because I could literally walk them over to our Family Resource Center so even though Family Resource Centers in the community are are very can be very narrow in scope we're actually wanting these wellness centers to be very Broad in scope um our current state we're holding monthly meetings with all of our Community Partners um we just had a stakeholder meeting too in the month of October we meet monthly with those six principles um we're working to with facilities um to actually identify specific spaces in
149each of our high schools we have those identified now it's a matter of what does the facility need in order to really run a Wellness Center at Lincoln we don't need anything except for startup cost um computers supplies a copier we have everything within that Wellness Center to to be up and running we just need that those small things and then obviously staff and Community Partners uh Hoover for example is a huge open space that's going to need total reconstruction so it's a matter of how how do we do all that in order to meet the needs of that School Community but the spaces have ident been identified by the principles and now we're just working on those next steps um so the next steps for the wellness centers are like I said 1516 is
150a planning year um we're meeting with those principles and those leadership teams and stakeholders within the community um for them to tell us what are the needs uh El there was something else on the side oh we're working to create a business plan uh this isn't something that I learned in nursing school and or either one of my Master's programs was how to write a business proposal um but I did go to a Leadership Academy at rers University this summer and through Johnson and Johnson who sponsors this leadership training we did get a minig grant and I'll be using the mini Grant to help me pay for somebody else to write a very creative business proposal um for funding for these sites and that's me thank you that update the first two updates that you
151just heard were related to the lcap goal 4.1 which was providing social emotional needs needs and the lcap goal 4.2 student health and wellness and now we have also committed to supports for Youth and transition and what we're doing is this that we keep talking about the lcap document being kind of dry and hard to understand and hard to follow and we want to when we do the monthly update to tell the story and I think of the lcap as the place where we make public promises we we work together all year long developing the lcap and then we promise each other something and then at throughout these monthly updates we talk about how we're doing on the promises that we've made to our community and where are we in our implementation so with that
152Vanessa Peters and youth and transition hello thank you um sorry so as you can see these are our goals that we're working on it's really a collaborative effort with a lot of departments to put this forward but the youth in transition is really goal and instrumental in building those School sites to capacity so they have the knowledge where students can go and feel safe and get those resources and support so we really feel that it's a collaborative effort and as you can see we have our um numbers of students that we serve and it's really important that as we look at this that identification is so important because it gives again the access to resources and supports within the district as well as outside and as you can see we've been known to support through
153this office the homeless the military and the Foster and now we've also are branching out to include our Refugee population as well as probation and it's really we found there was a lot of barriers to students um getting access to their education and resources um because we haven't identified students that are Refugee and it's really important that there's barriers for them getting moving along and making academic progress so we're really working on that direct service to those students as we identify them and really what our students identified in probation is once they do return to us making sure that they are connected and re-engaged and feel comfortable to come to school and make academic progress so I know we're known for our events um but events are something that are really instrumental as we look
154at basic needs for students as well as mentoring and supports because not only do we touch students that are identified as youth in transition but sometimes we touch more students at that school site and really looking at that students that maybe are not identified to us really still have those barriers that are impacting them maybe it's shoes or clothing or food for breaks um or sometimes feeling positive to interact with other District departments like our Tru buddies our mentoring that we partner with them and youth advocacy to really bring on some long-term positive supports and again overall it's really important as a department that we're looking at students making academic progress that we want them attending school and being successful so through that we have a lot of academic supports that we coordinate through our
155office as well as working with those School sites to help to um support and help and again attendance is really important because our students are extremely at risk due to their residential and environmental factors and sometimes that can be a barrier for them to even come to school so our goal is to take away those barriers get them to school make sure they feel comfortable and safe and figure out where those gaps are and so we have a continue of supports and resources that the office coordinates or supports as well yeah and I I know you're respecting the idea that we don't like to read slides but I just have to point out that and thank you for not doing that having a dialogue up here I know the board appreciates that but the last
156two bullets are really important the way that your office supports um students who are released from juvenile hall and making sure that once they're released we're coordinating they're not just released then they show up on a campus and we don't know their story what they've been H what's happening in their lives we you support re-enrolling those students so that they're welcomed into a district identified school and we there's a link to you've been released now you're in our hands and we're taking it further to support you and then this the last bullet about collaborating with the juvenile delinquent and dependent judges for Education as well that that's the the type of work that you do and that the way that we partner of course it's divisions are working together the silos are down within our
157district but also the way that you coordinate with outside agencies so that we welcome our students in so thank you for not reading the slides but I had to pull those two out um there is definitely a key one I think that is something that is new that through a law that passed now that we get a daily notification who is being released and so having that information is I think it's vital to knowing that our students and are they reconnected and then if they are reconnected is there gaps for them in their education and how do we support that so it's really tracking that working with the schools and ensuring that they realize also do the records come with them quickly and efficiently so we are doing that as a process and we are
158looking at also expanding that to give some additional maybe check and connect support for those students that maybe wouldn't re-engage easily um and then our quarterly meetings um with the judges are are instrumental and us collaborating around um and then I think a couple of things that we do rely on our Community Partners for a lot of this to happen because I think a lot of times our community agencies do so much on the outside and we have to realize that we need to bring them into the schools and be a Continuum of support um I think as this is one of the goals that um we started through the lcap last year and um I have to say it was very successful for the first year felt very positive and how many staff that
159came out for training and awareness and I know that um Cherokee Point has really been instrumental bringing awareness for trauma informed practices and now it's expanded that we've touched so many staff members and to the point that now we're going on to the next phase and we have 10 schools that have really taken that on to become trauma informed and I Hoover Crawford man mcgomery and I know just to read it so you guys know some things that are happening out there um Carson Ross Lincoln um Bell Miramar Ranch I think these schools realize the importance and there's complete School sites that have been trained and they can see the impact again of how we create a safe positive environment how that climate impacts student attendance Behavior how all that links together and having those
160trauma informed practices is key and it does go hand inhand restorative practices so we are partnering closely with um Dr Moore's office and how do we infringe those tra you know those trainings together how do we come and say you have to be trauma informed to implement restorative practices and ensure that all sites are having access to that and that's going to be ongoing and continuing this year that's inconsistent with what we continually say is that we find these programs that are working and we want to invest replicate take to scale and Cherokee point and Crawford and Hoover had trauma inform practices restorative justice in place and now we're seeing the expansion of that uh a large group of Staff members attended a screening of the movie Paper Tigers recently at the theater here in
161in uh Hillcrest and I know Stephanie Brown principal at um Montgomery has secured the license to do a screening of it at her site to expand the conversation about people really needing to understand the brain-based research around trauma-informed care and what that actually means how the brain is affected and how St when staff members are informed how do we meet students when they've um experienced that type of trauma so it starts small and then people begin to talk at the Grassroots level and through the middle um principles to principles teachers to teachers and the community conversation has started and youth and transition ends up being a centerpiece for that as they connect to all these Partners so we appreciate that work so next steps and I'd also like to bring the papert so a larger
162screening in the spring would be my goal okay um yes so I think it goes on to that coordinated effort again with District departments and Community agencies I think our students are impacted with their suspension and attendance so we have to work together you know second language all those issues special education so again it's continuing on those collaborations together identifying the students that are most at risk and how do we continue to bring those supports and services tracking um and making some impacts with absenteeism and and all those areas as well so those will be our next steps thank you Vanessa good evening board um this uh our piece on restorative practices if I could go all the way back to slide eight where that had the gears I just want you to again um
163picture that because um when we began this work in in 2014 on restorative practices um student services was um a larger department and um then youth advocacy um just this year has sort of separated and inside youth advocacy is our placement and appeal Department which is uh really Felicia Singleton our program manager of placement and appeal is really taking the lead on restorative practices for our district and um and so what I'm going to present uh about that is is that work in addition to all of the partners and work that we're doing within the district and breaking down uh the silos between our departments to ensure that we have a cohesive plan again if if um if you recall um in on July 29th 2014 we put this notion out about becoming a restorative
164district and we had a list of pilot schools uh Morris Hoover Crawford Lincoln San Diego High Madison and cpma that were all directly involved in our initial efforts around restorative folks were trained um we partnered with a partner organization NCC uh the national conflict resolution center and we began doing restorative circles not just restorative circles for disciplinary action but also having teachers try on restorative circles inside the classroom um as a means to build up student voice and address issues at that classroom level and so those schools that participated would meet monthly with our our consultant from ncrc her name is Justine darling and they would uh talk about some of the challenges and some of the uh things that were working well um for restorative practices um the the entire approach really rests on
165this notion of understanding impact and repairing harm that's in the middle of the blue portion of the first graphic and I'm not suggesting here that it's because of restorative practices that in 1415 the the next slide and we'll talk a little bit more about this in our next presentation but the suspension rates have steadily been trending downward and last year we did Implement restorative practices and plus as Linda trusel just presented PBIS and we're working on wellness centers all of these things combined are really leading us to address our students in a different way and look for alternatives to suspension instead of suspension as a first Resort of of disciplinary action I must tell you that the the big piece of our presentation today was going to be um a video that was shot to
166kind of encapsulate the work of restorative justice and restorative practices last year it was a video that was um um featuring some Crawford students primarily it was done by um some KY students students the link to the video is in your board documents and and for the sake of time it's an 11-minute video and unfortunately um we thought our presentation was a little bit earlier I know there had been a um a call from the board because this video was supposed to be shown back I think in July or August of this year um but we're um again in the interest of time I encourage you all to look at your board documents and of course the board and and uh look at the the item because the link is there it's up uploaded for
167for all to see um we will be posting it on our district website as well it's it's a great video that really encapsulates the work and it features um again students from Crawford primarily as well as students and staff from Hoover and Crawford's talking about uh the effects of restorative justice I want to just really quickly pop to our next steps because this is very important it's a capacity build building model wherein um we're going to be working again with our consultant to to uh from from National conflict resolution center to train first train key staff members and that includes some folks from all of the Departments that we've been mentioning student services all of race human relations and advocacy and other key District centralized department so that we can support this effort in all
168of our secondary schools we would like for secondary schools to identify key staff members to be Point persons for restorative practices they can be teachers they can be um uh counselors and others and those key persons will work with with our team that we've uh to to support this work that we've created here um and push this uh out into all of our schools to see how start having schools really try on the work um that so point three is identifying Point persons at individual sites train staff to support restorative and continue to support youth groups one of the very key pieces that we worked on last year and we had a restorative justice Summit run by youth at University of San Diego um last year and again that's a little bit encapsulated in that
169video if if you have a chance to watch that but um the the key is getting our young people directly involved in this work and um there were some students from Crawford that wanted to make sure that I say this and that is to invite all of you um every Friday in the morning um they have uh restorative justice circles um they open up the school day actually with that and uh during their advisory time and it's a student-led restorative justice uh Circle where um they they just bring ideas to discuss in that Circle format uh I think last year the superintendent and chief of staff had an opportunity to participate and see that work and um all all the students at Crawford wanted to make sure that that were involved in that wanted to
170make sure I personally invited you to to that work and that concludes this portion of our presentation so as you heard this evening that's the update on our LC cap goal for positive environments in school cultures and climates that are support with Equity at the court to support the whole child that's something that the district has committed to as an aspirational goal in our lcap but what you see here is that it's beyond aspiration it's the real work that it takes to make this happen for each and every student when you see the collaborative effort we wanted to bring light to what's happening and how we are uh making progress on LC cap goal number four you know just thank you it was fantastic uh presentation uh the um do we have any update and
171maybe this you know a question for Martha Alvarez on the roll out of the Prop 47 money because I would assume it's this work that would be the focus of um that money that would come to schools and how can we put ourselves in position to we can look into that for you I I don't have a current update as I sit here but we can look into that for I I uh I just want to say thank you to the staff for all you guys' work working together uh to try to address this and I think uh the biggest difference for me is looking at the number of expulsions or people we've kicked out of our schools that has gone down by 107 human beings in the last 2 years that is just amazing
172um and so that's 100 7 lives that we can keep in our school and work with and help them to grow and learn from their mistakes um through a different form of consequence and that's really I think the thing that has to be said is that when students are making mistakes they're not just getting away with it there are consequences the consequences are very different with restorative justice as opposed to just washing our hands clean and kicking them out kicking them to the curb because then they have less hope and so I really want to commend the work of the district and the superintendent and the board for really uh going down this path and I look forward to us taking these practices districtwide as soon as possible thank you trusty buzer thank you for
173pointing out the data as you heard tonight the presentation didn't go over data slide after data slide after data slide it's actually attached to tonight's board report in the appendix but rather than look at charts you just brought to light one of the specific data points around expulsion and the the decrease in expulsion what we wanted to focus on the fact that the data is moving in the direction that we want we have the goals that are committed to the actions and services we want to talk about how did that happen how did 10 and something lives get affected in a different way it's through our positive behavior intervention services our wellness policy and framework Our Youth and transition our restorative practices we're talking about the how that happened so you watch the data move
174you watch the dials move and then you talk about how did that happen and the dollars that we commit the actions the services and the Partnerships when we start to see the data move which is attached in the appendix then we know how to keep doing things that are working stop doing things that are not working and then increase and expand the things that are showing great promise I appreciate you pointing out the DAT and and I actually look forward to these numbers getting even better when we start addressing our LGBT youth because there's a lot of National Data that shows that 90% of gay and lesbian students are bullied in school nationally over 300,000 LGBT students do not go to school every day because they are afraid for their lives or they're afraid of
175being bullied or being beat up or being harassed so I look forward to seeing how the things that we can do to help protect those children will help move these numbers even more in the right direction yeah great report thank you very much it's talking about the culture and the climate um people want to see increased test scores and you want to take a look at children and what score did they have at the end of the year and and determine whether we've been successful or not and to to rate our teachers and our programs and our schools based on a single test score we know that that's not true we know that our schools are much more than that our students are much more than that and we want healthy schools we want schools
176where children uh feel empowered uh and where we have a climate of that is warm that's welcoming that is safe um and not only do we see the expulsions going down we see suspensions going down uh which talks to the uh the Improvement of of schoolwide efforts in creating places that are uh that are safe uh that are friendly that are welcoming um so that and and then we're creating the uh the training and and working with staff to know how to deal with issues and concerns in a in a restorative uh in a restorative manner so the the entire fabric is there uh to make a an incredible amount of difference and I too look forward uh to numbers not only getting better um for numbers getting better so that we're uh we're working
177with uh with with all students and and in all schools and so that every child can succeed and we don't have to wait for a lawsuit like the are facing in Compton uh about uh not dealing effectively with students with trauma so we've been proactive on that and want to commend you for uh uh for that as well as the number of issues we can also improve our climate and culture in schools by improving the way the schools look and and and and in the fields and and and and the impression of schools so we've got we have some schools that have grass and trees and shade and we have some schools that we learned this last weekend where students when they go to lunch uh put a book on their head to uh to
178protect themselves from getting uh sunburned uh and so we want to take take a look look at at those areas where we can do um um adjustments in in in in the uh um the effectiveness of the school based on the uh on on the uh on the structure of schools so we want uh and we are doing our Master plans I think it will make a big effort with that as we as we put fields and grass in all of our elementary schools will'll have a big impact on that so that when parents and students walk up to a school they see a school that's welcoming they feel good they feel warm they feel comfortable and then there's good stuff that is going on so not only does the school look good but the
179school itself is is practicing restorative practices where every child is acknowledged and and recognized and and they are they're growing you want the schools to be warm but not too warm sorry president Sor oh I'm sorry um so one thing I just wanted to comment on this and and and maybe kind of ask how how we're how we're going so there was a a a story in the LA Times a couple of days ago about uh the effort to move uh you know restorative justice forward within La unified and you know it's whatever the sort of the angle from the from the uh reporter was you know whether it's accurate or not the gist of it was that the LA unified had um the board had as a policy said we're now about restorative justice
180which means were not about um the way that we used to discipline students and the effect in classrooms was uh teachers and uh counselors and principles and people at the schools feeling like okay now we're now we know what we're not supposed to do anymore but where's the counseling and the support and the resources you know to allow us to move towards what we're trying to do and that without that kind of um you know support it's sounded like there was a lot of frustration you know at the classroom level about well all this really means is now we've got students are out of control in our classroom and we don't know you know what we're supposed to do uh I think that the you know what superintendent Martin and the staff have consistently talked
181to us about is um implementation has to be done carefully and that's what I'm hearing about you know uh starting this in uh identified uh sites where we can bring the resources there we can bring the training there we can Implement successfully and then from there you know we can we can expand and take to scale um rather than just s you know feel good about ourselves sitting up here saying we pass a policy and then not really not uh you know thinking about how that policy what the consequences of those policies are you know without a a strong implementation strategy so I wonder if you know superintendent Martin and and Vernon and any of you guys could sort of comment on how you feel it's rolling out you know here in our district well
182it was clear to us that it's not just about change the policy and take away the 10 reasons to mandatorily expel kids and board past that policy it had to do with what happens when what kinds of tools strategies resources responses do teachers need to have and school sites need to have so exactly tonight when we talked about the how of positive behavior interventions the restorative practices the wellness centers and on one of the slides um on the right side it was all the things that what wellness centers can do to support students what Community Partners can do to support students we just featured tonight the partnership with United Way and some of the counseling services that are um provided by Community agencies that um SH Bell talked about making referrals and as a school
183nurse you would make a referral and then not really know if anything happened and some of the issues that our students are facing will not just be addressed by the teacher in the classroom having five more Tools in their tool belt of course you want to make sure they have tools and strategies but it's not just the teacher in the classroom it's the entire Collective impact Community approach and in in the Hoover cluster we see an example of a collective impact approach where we start holding Community Partners responsible and accountable for the outcomes when they're working on student supports and let's say it's counseling service or Health Services that's an example I don't know if staff wants to comment more about what we're doing to respond so it's not just board pass a policy and
184go figure it out yourself that's not how we've done this um absolutely I I um we came to a point where we were um really considering in other districts had done this including La unified about um abolishing suspensions for defiance and disruption um we as a board and and as a district haven't done that there's a law of course K through3 and it can't be used as an expulsion uh that that particular reason but um so there are schools that are still dealing with that and working through using suspension and using other alternative means of of of dealing with student Behavior but that's the very key that that superintendent Martin just iterated is that it's a been very methodical and very planned and I think when I when I read that LA Times article what
185jumped out to me was that schools were told you know basically what they had done in the past they could no longer do and that was mostly in terms of suspension but weren't given the tools and the resources to to handle students and work with students in a different way and I think that's been probably one of the biggest differences in the effort here is that we're being very methodical plotting very specifically and strategically as to how we're going to push out this effort certainly restorative practices which um a lot there's a lot of questions about and a lot of people it a restorative circle is as good as the facilitator is trained and so the better training we have the better we support the efforts the better we allow a staff and and and
186fact faculty to try on the effort the better the effort will go and I think that's been our major um our major feature it's it's a tiered approach we'll start always start in the classroom and making sure we have support for good first teaching in the classroom tier one instruction when tier one instruction meets students at the point of need then they're less likely to misbehave make choices that would cause them to have to leave a classroom learning environment so you begin with the supports there and that's the work of the instructional team the area superintendence the classroom throughs that I participate in and what era superintendent participate in in supporting principles to say do our teachers have the tools skills strategies they need for tier one instruction or good first teaching in the classroom
187you begin there and then extend past that the counseling services guidance Services restorative practices trauma informed care school level what can we do and then it goes out to The Community level so it's no it's not on the shoulders of one individual at a school set to try to figure out how to meet the uh diverse needs of our students and just when you saw Vanessa and what even in just in Youth and transition whether you're talking about military students or students are just coming back from juvenile hall we have many types of students Youth and transition alone many different needs and different skill sets needed to meet those needs whether it's how do you receive them back in the classroom how do you receive them back in the school are their health care services
188in the community do they have the housing they need do they have the food they need it's a it's a multi-tiered approach with many agencies but it begins with strategic coordinated efforts from the superintendent level and having the divions work together in response to really Visionary board policy and then how do we Implement that in a way that's coherent strategic and across the system excuse me thank you very much for the presentation it's very good and and it's really helped us to be informed about this and at the risk of oversimplifying things I'm thinking about Joe or Mary taxpayer who is you know says we're providing money for the schools and what are we getting and what they basically want to do is as taxpayers is send our kids to school to learn a lot
189of things and become good citizens and they're not aware of all of the different jargon and things that we talk about and so forth I think they certainly get about the environment that we want for our schools I mean we passed these propositions to upgrade our facilities and we've certainly expanded that to the social emotional environment as as as Dr Mike was talking about but I think some other things and I would like to ask and if you can just give if it's possible like a 60-second answer it's more like like an elevator speech but first of all they would ask what the heck is a wellness center and what would you say Michelle you're on do you want to try it go so in 60 seconds I would say that a Wellness Center is
190intended to be a place where families and students come to get and receive support from our community um agenc genes as well as District staff and when you say support what so Mental Health Resources uh food clothing shelter uh information um pretty much anything that student services youth advoc advocacy Counseling Services mental health resources and our youth advocacy program any of those things that we we support Andor have Community contracts with that's what the wellness centers would offer based on what the needs of that school Community is so it would be basically the things get in the way of them getting a good education right okay so so so what's this thing called trauma informed care it's like like a quiz staff is ready trauma-informed care is a basically a philosophy it's a practices that
191we utilize how we interact with each other and with students within our environment and so it's it's how we approach um each other and students in that create a positive safe environment so it's teaching us that our actions can have an impact on how we approach that student how we create our environment how we interact how we identify a student that maybe is not on the path that we want or following directions and how we approach them might be being trauma informed might be that approach might be different than how you know we think as an educator we might approach them so it's giving them it's difficult to explain I'm not sure I'm I me just ask I mean because I might think okay trauma informed care we're we're not in a war what are
192you talking about ter trauma well I think that's that's a great question because I think when we think of our students we think of trauma being like something significant happen so we can identify that with youth being removed from the home that might be traumatizing or maybe a student that's unsheltered or um being displaced from their home kicked out for reasons or something so that is an obvious reason but students can be traumatized from a parent being deployed or a parent having an illness or student having an illness or pet dying so we can't determine a student's being trauma but they might have trauma in their life and different things can trigger it by our interactions by asking a student to remove their hat might be a trigger for them so how do I come
193in a safe way as I approach that student how I interact how I pair people up so again it's having those practices to be aware of my own skill set and how I bring that in my relationships and interactions with others it's really about that developing relationships appr relationships among staff and students and creating a safe environment there's a really powerful scene in the movie Paper Tigers where the teacher puts up a list of um things that may have happened to you and and um he he said what is what was it it's the ace survey that the aces survey yes that was here in San Diego and Aces um study was done here in San Diego that talks about uh what was this what is the acronym stand for again I forgot um well
194now they you put me on the spot childhood exper adverse childhood experiences thank you adverse childhood experiences so the teacher put up the the the adverse childhood experiences on the slide and said to students how many of you have had one of these things happen to you how many of you had two three four five and you look at these adverse childhood experiences that actually change the brain and change the way students able to interact and so when you say trauma informed care you we redef we're educating staff on what trauma is and some of those things on that list are not the things that you would assum it's not a car accident or something major that we consider major it's things like one parent's not in the home the list divorce it's very extensive
195the list it's some things that happen to a lot of our families and students good thank thank you very much and I do one thing to point that is that a lot of our staff that went to the first training when they looked at that survey at the study and the results a lot of them realized that maybe they were traumatized or our staff is and sometimes we have to start there and and having them being informed good so the other thing as taxpayer I want the kids to be you know well behaved disciplined you know all that kind of stuff uh so what's this thing about restorative justice and practices what's that about so I had the benefit of listen you know preparing everyone else but it really comes down to it really comes
196down to um addressing impact and understanding impact and and repairing harm so um in a in a school as a community um when the rules or the Norms of the community are violated um restorative practices is is work in a philosophy wherein um instead of just issuing out a consequence uh related to to the violation it's really uh gathering around um a student or or anyone but in this particular case a student who has committed a violation and understanding making sure that student understands that impact and understands what it's going to require to repair the harm that the impact has created and it's really holding the entire community accountable for what's going on not just issuing a punishment and see the student two days later so if I got traffic tick it from a cop
197could I have a restorative Circle you know ideally that would be yeah ideally that would be a lot better uh because you would understand the impact of speeding through or running through a red light and the safety impact as opposed to you know just saying oh I got pulled over unfortunately okay thank you and just one other thing unrelated which I didn't say during my board report um since we're on TV I just want to say hi to my family and to my to my beautiful wife and my three wonderful children I love you very much thank [Applause] you um well I I I um want to also thank uh truste Evans for his participation in the in the uh board presentation and the report because he summed it up nicely with the with the
198pop quiz so thank you thank you for that um U but it's thank you for your leadership um and and um putting together the integrative um plan and services and I do like with um my fellow uh board members and superintendent um look forward to um that going to scale because we know that each and every school and every classroom um the whole school uh campus throughout the district um it needs to benefit from that um and so we we can't we can't wait and we want to do whatever we can to support it so thank you um so we're we're oh my goodness so we're moving on to E3 E3 oh yeah E3 um E3 is somewhat connected so some staff members will stay here and some um I'm going to invite a team
199up this is this E3 is a quarterly report that was requested by the board when we were making um some changes last year systemic efforts to be able to close the achievement Gap and when you make systemic change instead of side load change or small little changes um it generates lots of Interest noise confusion worry fear hope promise and so when we had a lot of uh people confused used and concerned and fearful possibly fearful as well as hopeful about the changes that we were making would these changes really work for kids are we really engaging stakeholders are we listening to on the ground what's happening um we the board had asked that although you fully understood what we were doing why we were doing it the roll out for it the board was concerned
200frankly about the pace of change and were we was this actually going to work we had lots of um promises and commitments about it working but you said you believed in it you supported the changes as I brought them forward and said great go for it we see how these strategies are going to hopefully deliver on some of the um closing the achievement Gap strategies that we wanted but superintendent come back every uh quarter and let us know how it's going so that's what tonight is it's a quarterly report and specifically you asked us to come back and report on English Learners students with disabilities African-American students and counseling services because we were making system systemic changes so what you see tonight while I was doing the introduction is the entire team has come up
201to join us as we present a quarterly update we have Bruce B Bivens Area 1 superintendent Fabiola bagula area 6 superintendent Linda trusdale our executive director of student services serving in that capacity at this time and then Vernon Moore our executive director of office of Youth advocacy Sonia Picos our executive direct so oh so so executive director of special education Laura Olen our director of special education Sandra saus our director of The Office of language acquisition might be the first time some of you are meeting Sandra back there um recently principal of bethon Teresa Laskowski is our program manager from the office of language acquisition and Francisca Del Carman agular a program manager from the office of secondary schools so as you can see in order to give a quarterly update on these four very
202important um areas it takes a collaborative effort and this when we're making shifts we're not just randomly deciding what to do and think oh that might be a good idea they're very intentional shifts and the intentional shifts that we've made around English Learners around students with disabilities supports for African-American students and in our counseling division those shifts were made in collaboration and in a in a way that the teams are going to need to work together so what you'll see tonight is a presentation around where we are in each of these areas and how those shifts are impacting students we'll begin with um essential question that we asked ourselves to put this board report together we asked ourselves how do how do our current organizational structures support improving the learning outcomes for each and every
203student if we make a shift in our management team in the way that our departments are organized in the way that we're providing services to school we're making that shift not because we just feel like it but because we're planning to impact the learning outcomes not for some students but for each and every student so what happens in counseling in um special education in youth advocacy what has happened in those shifts and so with that essential question we asked the first one is how do we create school and classroom environments that Inspire students to attend school every day how do we create school and classroom environments that reduce the elevated suspension and expulsion rates and then does the data reveal any patterns that may suggest groups of students that are at a higher risk of
204failure with that the first question that um Linda is going to address is the attendance rates by grade level we are going to look at a teeny bit of data we're not spending a lot of time on it but then specifically what is happening for these groups of students these shifts that we've made should have made a difference let's hear about that now from Linda oh thank you um as we're looking at this we're thinking in terms of the lenses of the promising practices and the strategies that we had initially that we shared and then how those then layer into an additional lens of data that we're looking at now and so I'm just going to hit upon a few things that were just interesting and unique as we looked at the data I looked
205at the ninth grade because we're always thinking about meaningful graduation and I looked at the data drops a little bit in terms of the attendance rates in grade n um you know we see a little an interesting movement along the way but that makes me pause and wonder do we need to do some exploration is it that transition from middle school to high school why do we see a little bit of a depth at that particular area yeah oh did I go too far there we go then when we looked at them by cluster we were thinking in terms of where do we want to focus on and again we went to the place of the appreciative lens and we wanted to look at I missed I I'll get this figured out eventually we'll go
206back we'll go back to the cluster slide when we looked at this I was looking at the student groups because that's really important for us to to pay attention to and we see some areas of really significant growth when we look at our English Learners and then we look at our students who are reclassified there's a large percentage of students who are reclassified that are attending at a very high level so that's something we want to pay attention to we want to capitalize on what's drawing them to school it's awesome they're more engaged in school so again that gets us to that engagement that meaningful parti Pati when we've looked at the checks data previously we also wanted to ground our work in research and we know that 96% urg points is where we're looking
207at in terms of absenteeism chronic absenteeism and we really noticed a data Trend in both absentee and chronic absenteeism at K1 9 and 12 so again areas that we want to pay attention to as we're moving forward in our work work is it a specific student group that's creating this is it in our K1 because sometimes in Kinder fames might feel that it's it's an optional school year so do we have to drill down a little bit more as our students get older is it about our foster our homeless our military populations but really thinking about that we're you know our English Learners are at the same rate as our other students and then we started looking at a little more specific around lower attendance and some of our um um other populations as we
208looked at this by cluster we saw some really nice strong gains across the way again attendance it's got a it's got an interesting pattern that we have to unpack and we have to continue to look at it when we look at cluster data I think in terms of it shows you the whole cluster but there's a part of me that needs that story of um Elementary Middle High School and you know I need to see that scope and sequence to determine we have it at the grade level but then I need to see it at that school level I need to take the Sarah cluster and really look at the school specific data so that would be that next level that we'd be looking at I was concerned again at the the increase that we're
209seeing in The Chronic absenteeism so these are our students who are absent 10% or more of the time so that's at least 18 days a year so is this because of an absence is it because of some type of misbehavior uh we have to really spend some time thinking again at that K that first that 9th and that 12th grade year we see in the middle we see a little uptake in that chronic absenteeism but it's not as glaring as those two opposite ends of our Continuum and if we really want to get to that meaningful graduation we have to figure out is it about the participation is it about something that we're doing within our classroom instruction our environments how do we find out more data in this particular area and then we looked
210again at that notion of you know Henry's doing a really awesome job the Henry cluster so they're maintaining their levels and let's think about you know why that's happening let's go there and study do they have certain programs incentives other things that they put in place at the cluster level that makes it more engaged teaching for our students to be there um and truly our problem of practice as we looked at this was that chronic absenteeism rate that's where we really have to shine our little our our flashlight take some time to Dig Down Deeper into the data and determine what are the causes is it something that we could benefit from maybe having some more supports from a Wellness Center or having some restorative practices you know we need to do some more more
211data searching in terms of what are the true causes for The Chronic absence because often we'll find if we start to take case studies in students there are a lot of layers of complexity in some of our students profiles who have that chronic absenteeism so we need to spend some clear time around that [Applause] and in the next quarterly report we gave you some of our solution strategies we looked at some of the things that we want to look at in terms of attendance each and every day we need to enhance our systems so at our next quarterly report we'll bring back some additional information around solution strategies we're looking at I know that our nursing and wellness office is putting in some protocols around attendance so we can share some things like that at
212the next quarterly report and with that Dr Moore is going to share about suspension and excussion Linda could I just ask so I I appreciate the look at the data and I appreciate the um the potential uh solutions that we're talking about but we did see you know a slight move in the wrong direction consistently from 1314 to 1415 so do we have any sense of why that would have been we weren't able to tell at this moment in time when we looked at the data we have to go deeper into more of that student level that school specific data we tried I asked the data folks to try pulling it out do we have a difference between students who are attending their neighborhood Schools students who are choosing choice and we weren't able to
213tease it out um at that initial level to the depth and complexity to understand what's happening so we need to do some more exploration at what point do we start the SAR process sarb process you you mean it's really a the it can be after the third or fourth or fifth unexcused absence but really after the third the school can start but it's a pretty involved process at the site level uh with the student uh attendance review team and some other intervention strategies prior to the case coming all the way to to the sarb office right I'm I'm familiar with some schools that start the sarb process much earlier and find phenomenally better uh intervention strategies and rates for uh the long-term chronic absent students um so that's something that I think that we ought
214to take a look at as a district uh take a look at starting that SAR process um earlier uh because the the earlier you can nip it in the bud the better outcomes you can have for those children and that that needs to happen right away and I and and and um I think it's great that that we have you know some schools could start it after 5 days or six three four days so I mean you know after there's three unexcused absences we need to get in there right away and try to figure out what's what's involved there um you know as a teacher I've been involved in the sarb process at my schools many times because at my school they invite the teachers to attend and not all the teachers can attend all
215the sarb meetings but it really helps to get the connection of the parents so the parents understand uh the legal implications and the weight and the value of their child and their child's education um and then the other thing that I I was thinking about in terms of looking at the the success of the Henry cluster in terms of attendance is that I am familiar with some of those schools having very rigorous Saturday school CR uh attendance recovery programs um to what extent are do different clusters or schools have Saturday School attendance recovery programs with Fidelity to try to get that attendance rate up I know there are a lot of schools that I've I've learned of that have very rigorous Saturday School attendance programs and as a result the School's attendance rate is over
21699% so what um in the last presentation about the lcap update remember hi said the data was in the appendix we put up some of the data at the beginning of this report but I really want to get into the meat of the report so as um Dr Moore can talk about the next set of slides is about suspension rates expulsion rates the the slides are there for you to look at you can see the data you can see where we we haven't seen progress yet where we have slide 18 if we can skip to that quickly you can see the drop in expulsion rates that we've talked about and we can see if you want to talk Dr more about uh slide 19 that the overall rates continue to decrease did you have something
217to say about that one and then I want to get into superintendent Martin could I is there the ability to answer my question about Saturday school credit uh ATT tenance recovery programs or I don't know that this staff here has the exact answer okay I would have to investigate that I would really appreciate a board memo on on those kinds of strategies please thank you a related question I have that is because I believe I ask at some point but as far as the tracking system you know within a school about how many times a student is even absent and even when when trusty visor was talking about the excused absences and versus unexcused I mean I'm sure a lot of chronic absenteeism is is due to excused absences as well for various reasons and
218excused is a pretty broad term in terms of how it gets excused depending on the parents so when someone's sitting at a school I and at what point are they aware that there's an attendance problem with our current tracking system what what what pops up to say this person has reached this point is nearing the 10% absentee point or is there anything like that do you know that you know of well of course uh our power school system is is the where our attendance is kept and um I know sites are developing monitoring teams around looking at attendance and attendance trends it is something that I think we're going to have to take a more Central centralized approach to make sure there's consistency throughout well let me put it in context we can when because
219we started tonight's presentation with attendance data we can come up with some um solutions to go after attendance directly and make sure Power School Flags us put Saturday school to make it up those are solutions that of course are important but the the point of tonight's presentation is the quarterly update specifically on students with disabilities English Learners our cing services and office of Youth advocacy with African-American students and that's what we will see the attendance rates change the expulsion rates change the data that's behind this slide Chang not just because you go directly after it but when you put the services in place through special education through youth advocacy through English Learners so not to say that there aren't direct strategies like Saturday school and and Mr Biser we will get you that information and
220do we flag kids when they have the 18 days or how soon do we get it and how quickly can we put sarber in place those are important but we're talking about the systemic approaches and the quarterly update and so I'd like to move to that part of the presentation and so just real quick on on slide 18 um it's really almost a 90% I mean we talk about about 50 percentage points but it's really about almost a 90% decrease in um in expulsions uh between 1314 and 1415 and uh you know in suspensions and explosions there's an overall decrease for all student groups um I I don't know if you recall when I when I mentioned this the the the sites that were're using restorative practices but where we're seeing that is these same
221sites Hoover Lincoln Morris and the San Diego cluster in those areas those those high schools certainly were part of that initial restorative pilot and they've also been using PBIS so we we're seeing uh again 41 and that should say percentage points um that's the the reduction that we're seeing um really our next steps uh when we talk about suspension and expulsion rates is looking really further in the data because um are a bulk of our students that really fall into these categories students with disabilities African-American students Latino students are they being suspended uh for defiance disruption and let's take a look at that and call that out and and and take it so mining the data is very important obviously imp implementing practical alternative strategies we went over restorative practices and PBIS and ensuring that
222we're providing an equal opportunity and an equity opportunity for all of our kids um we know that grade nine is a is a is a tough year and so I think we're really putting in some transition pieces at grade n certainly um the the the the counselors that some identified schools are working specifically with grade n um we need to really zero in on Madison and Lincoln clusters and what's going on there um and then the next two bullet points about English Learners and students with disabilities I really think that's the bulk of this presentation because this is where we begin to again break down the silos and you'll start to see all of our departments youth advocacy student services secondary schools Area superintendence Office of language acquisition all working together to address these very
223very important issues stay and with that way um I think Fabiola is going to come up and talk about the how the work is changing that impact the data that you just saw um and the way the way our work is changing how we used to organize and how we're organized now to see the impact that we'd like to see good evening um about a year and a half ago I was still principaling at Belo elementary school and I this actually this graphic and this theme is really important to me because I will tell you that every Tuesday after the board report I anxiously waited to see um who was where now you know all those reports who was principal here who has moved to this office not to look at bacon seats cuz I
224love my school but to look at who was in in pivotal positions that would then help me continue to run my school effectively and it was those informal networks that I would rely on of oh good and actually I was joking with Sonia Picos that when she um went into Special Ed I thought yes I have her on text I can use this information and and um and actually but at the same time hold the tension of I can only approach her with certain issues because I don't want to overwhelm her or use that emergency card all the time um it is those informal networks that really continue to um only be reactive measures so I only access the people that I knew when I had an issue when I had an emergency not in
225a proactive way and and if you knew them what if somebody got put in charge of a division you didn't happen to know them and you didn't have them on text and you really needed it as a well now what do I do because it what might not have been the the support you needed when you needed it right and then there was an issue of credibility too right of you know my work at Balo I need your help if I'm asking you for help it's serious and so there's that informal issue that we can't do anymore we have to work in a systemic way in a collaborative way in a collective way of support of being proactive and so that story is changing and we're I'm really aware spec especially actually I spoken um
226speaking to Bruce before this we have a lot of new principles we have a lot of new people in our system not just new principles to principal ship but new people to our district and so to have them try to figure out who to call for support would almost be impossible and so this way of reorganizing our work of collective work of being proactive of seeing things together is really empowering so for example one of the things that we're doing is as area superintendent as we do our walkthroughs that is a bulk of our work we do learning walks with our principles to go and look at um classroom instruction provide feedback leadership coaching that kind of thing we are taking these uh representatives from our different um departments with us so for example we
227just I just spent time with my middle schools at both Crawford and Hoover and taking a a race and human relation counselor with us a special education administrator our two elsts um other principles actually also went on this walkthrough so it's no longer just between myself between the area superintendent and the principal but it's a whole team effort and we set our agenda we we talk about our strengths we talk about what we bring to the table what our lens will do as we do these walkthroughs and how we can support each other and I know that I have um I have left those meetings by stating we are not alone we are not alone you have a supportive Network around you you have numbers to reach you have people to come help problem solve
228but also you have people to come help Pro actively set up structures to ensure that we're ensuring classroom instruction positive class instruction strong cassum instruction for each and every student and so um I know this graphic that kind of surrounds the school so before the school was alone and would just kind of reach out to the networks that they knew now we have like this bubble around the school of support um and so that's really important um for our work because we're we want to make sure I know you've heard about breaking down the silos well we want to be do further than that and be San Diego unifiers and really go out and collectively structure our work um and to leverage all of our strengths and to support our schools you can see in
229the graphic there that the pink circle instructional cabinet of with the area superintendent and the instructional that green team is the team that goes with the area superintendents to support the needs at the different sites and at the different clusters and it's a it's a structural change of how we organized our work but you just described how you as an area superintendent are able to use that instead of different departments going and doing coming up with something to do to a school it's figuring out with the school what is needed and how the team is surrounding them to provide that the tools they need yes and so one of my one of my favorite examples right now for example we have a race and human um relations counselor that's tied to each area and we're
230discussing strategies for um for supporting our students in transitional year specifically from e8th grade to 9th grade I think there's a lot of social emotional work that we need to do in that transition it's a very important transition and so how do we then start thinking proactively on this transition how we support our students so I think that's a really beautiful proactive conversation again supporting each and every one of our students but also supporting our principles and Bruce will talk about how this coordinated team approach on slide 23 is um creates The Continuous cycle of improvement yes so I think U many of these points have been already reinforced today but I'll I'll I'll say a few extras um I switch the slid so you can see I'm in control of the [Laughter] slide all
231right so our theory of action is that um we need to build capacity with all stakeholders and our um area of focus is quality tier one firsttime instruction for all Learners uh the way we do this is through a cycle of continuous Improvement uh analyzing data that's the triangulation of data from state to District to local um assessments at the school level um looking at um how we are defining our goals in coordination with one another as an integrated team and then using evidence-based uh best practices in order to move with a strength-based initiative at school sites um the transfers of learning comes through the coaching cycle and we're seeing coaching Cycles work across with principles and the Green Team and our role as area superintendent is to mobilize the efforts and prioritize the uh
232Direction at the school sites through a collective uh through the collective work with one another we're really making connections and building coherence across the um work together through coaching and collaboration and building the capacity of both principles and teachers and one another so when I'm going through area walkthroughs um learning walks at the school site I'm learning through the special ed expertise through the English learner support teacher expertise through the Common Core U standard teacher expertise through the Ed Tech integration expertise and we're all learning together on how to support all Learners in the classroom and that's really the exciting work of it of of U building agency among all stakeholders not just students but building agency among teachers principles and myself and all and all through the system um principles are also learning side
233on the side with teachers and that's a really critical role because in order to U Move the work forward they need to be Learners as well and um be at all um um be at all um aspects of the uh process um and we just know that more time and more practice together um will build um um the work moving forward I think that um another key piece is that we're just um focused on a strength-based initiative so the work has shifted to where we're not just trying to fill a need but we're actually trying to build off strengths and replicate those strengths across the system and um that's the exciting work and um we're developing a cohesive vision and um cohesive understanding and a Common Language throughout the process so um so thank you
234Bruce so with that the counsiling I Linda trale will come and talk about how the organizational structure for counseling is designed for impact for students which was part of the update we know that there were shifts in counseling last year we know that we heard lots of um feedback about those shifts were they going to work how are they going to work what was going to happen what would we expect and from elementary counseling to secondary counseling um they will describe the shifts that have taken place and how we're doing on those at this point hello back one of the things that we want to talk to you a little bit about is how we have begun this reorganization process we know that there was a lot of interest generated last year when when shifts
235and reorganization began to happen and I want to take you back a little bit further in time than than just last year in the mediacy of that moment and as we think about counseling and guidance Services over time we went through a period of time where there wasn't a lot of money within the district and so we had to think about our resources and and as I've now become much more involved with our school counseling department it's been a department that our secondary has had really truly more resources because we're looking at getting our students to that graduation point so it makes sense we have more students in our high schools but when we look at the elementary model and we look at the supports that we have there because of resources and budgets our
236our counselers were more stretched and so we're looking at this new opportunity in terms of the alignment at really right sizing the supports that we can provide because as we think about the work that we showcased um our spotlights on positive behavior supports restorative practices all the really good work for wellness centers that also involves our counil you know our school counselors our head counselors so we need to be very strategic as we're layering in our investment because this really is about our investment of connectivity to our students to our other supports to our area superintendence into that team approach so I just wanted to take us a little bit back in time as a place for our specific to our counseling and guidance department they do U Melissa janx team overseas our ep10 our
237suicide self harm risk at this point in the year for the start of the school year we've had 155 reports on our ep10 that's a little high right now so we're monitoring that data and thinking about um you know why are we seeing that is there a pattern of you know student groups you know what's going on Elementary Middle High School I had the thought initially that it was more of a secondary concern and it really isn't and so that helped me reframe my thinking in terms of we really need to structure Elementary a little bit differently as well um we've had 10 opportunities to have um a dialogue around the crisis team we've had 10 sites either getting contact that they've had a crisis response and it's important that we're we're recognizing we need
238to be able to as a team which is why our green teams are so important and our work with our area superintendent we need to be able to mobilize very quickly and understand the culture of what's happening at the school level our elementary resource school counselors we have four of them and then we have a fifth one who does Cal so which is more of a secondary are uh Focus they're focused around the areas and here's where we got into a little tricky piece three of them are assigned and they kep two areas to support well many of our school counselors serve across areas so they may be at a school in area 1 three and six so then we had to restructure and Melissa did an awesome job and thinking about how do we
239then align support so that you know you don't have three different support people going out to a school giving maybe different miscommunications so we're really thinking about this in this particular area the trend that we've begun to notice and that we're watching and paying attention to again is our tk1 we're starting to see more behavioral referrals we're having some um a higher level of need of support our Behavior resources from special educations being being called out so we're really starting to analyze that data as to why what is the trend that we're seeing what's causing it what are those root causes um was that our Kinders hadn't had a a TK experience so this is their first opportunity in school or there's some other factors that we need to pay attention to we're also beginning
240to think about um as they had shared in the other slide that Middle School transition we're thinking about that elementary to Middle School to ensure that we have supports and structures in place and then the piece that I want to talk to you most about is the opportunity that we have really in terms of and where we need your support as a board is in the investment of really looking at how do we imagine the possibilities of our elementary school counselors It's critical that we have meaningful graduation as our outcome because that is our ultimate goal but in order to get there we know that so many of the things that we need as we have strategies to focus on you know K1 greeting we we have so many areas that we we know we
241have to focus on at that level so we're thinking about what does it take in that social emotional area so we've begun the dialogue about what do we know that's out there we're going to look at bringing in our school counselors working with our area superintendents where do they have counseling offices and departments at the elementary level that are thriving I know Miller has an amazing counseling office and they've done positive behavior supports they handle you know their students are our military population so they thought through a lot of the structures but they also have a counselor more than one day a week so we're thinking about how do we make that into an investment strategy working with our principles working with our focus groups and really designing something that will put some research-based practices
242into place give our our staff opportunities to learn and grow and also have them support at the greater level the work that we're doing in terms of positive behavior supports restorative practices and you know having them wrap their arms around that and continue to grow in those practices and with that I'm going to turn it over to I think what you just heard from Linda is a conversation districtwide around Elementary counseling what is happening at the elementary level and is there a district-wide approach to that and as Linda starts having conversations with Melissa and the elementary counselors including all voices just like we did with the secondary counselors Franny will talk about that now but we got input from the secondary counselors what's needed how can we expand we're doing the same thing with the
243elementary counselors with the shifts in the way that we're providing our support so what tell us about secondary counselors good evening so I'd actually first like to start with the opportunity that uh Cheryl's team had at the very end of last school year in June we called it the listening tour to just gather everyone's uh needs in terms of the cluster and one of the biggest outes that we received was the opportunity for Prof professional development specifically around our a through G and also the needs for differentiation between middle school and high school that listening to her she was specifically listening to the counselors yes she she held meetings with all of the counselors to say what is needed what do we need and what I remember her saying that some of the things that
244were coming out was coming out from the listening tour was counselors were identifying things that they know need need to change but they can't as an individual counselor changing they're more systemic issues so Cheryl was able to pull out some of the key things that we need to now take on as a system and where did we get those ideas we didn't just make them up in cabinet it came from that listening to our counselors on the ground in the field list of information we provided that in a recent board report but that information then set the direction for what we're doing now to support students in counseling which brings us to um our our really our responsibility has really focused on the needs of each cluster and our head counselors have been able to
245differentiate the needs so between scripts or linol depending on the needs the resources have been provided in those efforts our collaboration has also been with supporting at the Forefront again U is working alongside many Key Personnel to for example today we had a great opportunity to have youth in transition at our PD with all our lead counselors and they were able to provide us their resource in terms of the latest information of the law what does it mean to be an AB 216 student what does that look like um and also having open dialogue hopefully Friday with our Department in our secondary schools and what does it mean to support a student who's maybe certificate bound or diploma bound it can a student be a fifth year student and having those dialogues with easy access
246to all our departments it's been a great and nurturing experience for all our counselors I wanted to really highlight the building capacity model which was something that we're really focused on uh for those of you that got to join us we had the Unlocking The Genius opportunity with Clum which was a great experience and we've had great feedback from our counselors and it was really about getting to know who you are as an individual and what potential you might have for the future so with that we also really focus on navian and power school and the systemic issues that we can support our counselors with so a perfect story for us it has been uh we always hear from our counselors we're having issues with Lo for example and that not reflecting appropriately on the
247transcript so we've been able to work with it to make sure it's getting processed and getting easily labeled onto our example you had it on the tip of your tongue that that the councilors would say if you guys could just fix this this would help so many students it was example after example thank you for giving a specific one and the the event that she's referring to about Unlocking The Genius was earlier this week or last week um where we had every counselor middle school and high school counselor and principal district office staff and Community Partners went through an exercise around unlocking our own genius doing it's it wasn't Myers Bri it was a Myers inventory it was called a strong inventory the strength inventory that we know that when students leave our system knowing
248that there's a place in the world for them based on their strengths and their interests and their values you heard Ed Hogle speak about it at the last lcap update that we just took the counseling team with the principls through that entire process and it was a wonderful opportunity and again we continue to do our listening tours and all the PDS that we host and bring back parking lot and see what things that as a systemic we can approach and what things we can tackle and how we can support our clusters and and with that I will turn it over to Sonia special education thank you so first of all we just appreciate the opportunity to share with you what the special ed uh education department is doing to improve overall outcomes for our students
249and our main charge is really to guide support um our school teams in being able to create really those conditions that are needed for a meaningful and authentic learning environment um we truly believe that this could be accomplished through the IEP process and its implementation through quality first teaching we need to do a better job we think aligning our IEPs to that quality first teaching and that's kind of been our charge and how are we going to to get to that point so uh with the district's overall focus and change and having more of an instructional practice and the change in the academic standards we we knew we needed to rethink our department and our previous structure which is why we kind of went through this full reorganization um within that reorganization we know we
250brought on new staff so it was in essence we were building a new team so it was critical that everyone on that new team knew and owned um and truly believed in our Department's Mission Vision and our department goals and therefore our outcomes which is what you have in front of you um so these are just some very specific outcomes that we wanted to be very transparent as to what is it that we should start seeing in schools um what is it that that our parents should be asking and seeing at at their children's school so um so just as an example um we actually laid this out by the different uh age groups as you know we serve birth to age 22 uh so our early childhood would be birth to age five our
251elementary to high school and then a clear focus on graduation and adult transitions because that is a a big goal for for us um so an example would be developing quality IEPs for authentic participation and learning um so what does that mean this is through the IEP process is where we believe we can address attendance issues chronic absenteeism suspensions expulsions instructional needs um everything can fall really under that one bullet of providing quality IEPs um in addition to to our work uh we continue to collaborate you with our San Diego Education Association and with our community advisory committees because we learn from each other we collaborate we share with what is working what is not working so an example of that I think later on today will be um this idea of the special ed
252study that will take a closer look at the special ed services that are currently happening and hopefully through those findings we'll be able to adjust and refine our services and CAC is actually presenting to you tonight as well so you'll be able to hear a little bit more about our partnership with them and how we're moving this work along and now Laura is going to share just a little bit and briefly kind of um where our professional development plan and how from our department and how that is uh then taken into the school site so for us to best be able to figure out how to serve our students and schools better we ask ourselves a question how can we best support schools in order to bring our vision our mission and our goals to
253life in order to improve overall outcomes for our students across the district so with that our our first answer was we need to invest in Partnerships with our schools that with that partnership we can begin to address and um problem solve together and build capacity as we learn and grow together the result of that partnership will be systemic as we calibrate and in our knowledge and our skills so so that we can work alongside our school teams to realize the goals for our students uh the you have in front of you our professional development plan we're working from the inside out and I'm going to very briefly describe that plan because our professional development plan is essentially designed around the continuous instructional cycle for adult learning and we wanted to really figure out what is
254our brand and what does that mean for students and for schools and for services for students with disabilities so we're achieving that primarily through three team Retreats this school year from there we're again you've heard other folks speak about the walkthrough study we're doing that within our own Department to sharpen our our team's lens on how to lead instructional Improvement for students with disabilities additionally we're going to be conducting case studies action research and lesson studies and that will help us to serve our goal to connect general education and special education so that the experience for our students is Unified across our school district lastly we'll rely on professional development I'm Excuse me professional reading so that we can Implement uh research-based uh strategies for best practice we understand that school sites as school leaders
255and their teams have various uh experiences needs as well as expertise so we wanted to customize what does that service model look like for each school so that we can support those schools both instructionally and operationally so that our schools our students can achieve at higher levels some examples of what those supports would look like at a school level just to name a few we would develop quality IEPs alongside those school teams we would customize the PD around the school and the students needs we would support the actual scheduling for the students the programming and the development of the service model aligned with the students attending those schools we would alongside teams focus in on instructional planning with those appro appropriate supports we rely on data analysis and then develop together action plans of course
256we would need to problem solve specific student needs at each of the schools we look forward to sharing student progress with you as the year progresses I'll share I'll turn it over to Vernon next as he works as he shares his work in leading with you key part to what they just presented was a study that we had committed to with sdaa and CAC around getting real feedback from teachers in the classrooms about what's working what's not working the walkthrough studies the articles that we read at the research the um you can do book clubs you can do Retreats you can do walkthrough studies you can do action research but we also know teachers have really critical feedback for us and that's part of the study that we'll be engaging in so that we're changing
257the system uh the major changes that Sonia made going forward in this year is Shifting the team to make sure she has administrators that have instructional practice in mind and those administrators are able to be part of the Green Team and support changing instruction in the classroom and youth advocacy thank you um youth advocacy has a direct role in in the um in the achievement of our students uh particularly our students called out in our quarterly report um um we work with our constituency groups primarily um with our African-American and Latino students uh with regards to our African-American students the blueprint task force is uh in partnership with the association of African-American Educators is one of our primary ways to get in touch with that community and this year we're implementing a a a new
258strategy with the group um around four implementation teams academic achievement cultural proficiency parent Community engagement and student celebrations and concerns and really the Highlight here is that there are teams of folks that are gathering around some of these strategies that can really uh be the differen makers for students for example in the African-American um excuse me in the academic achievement group for African-American and African students um I've got four principles at Four elementary schools that are really working very uh closely at look monitoring their Dr scores and doing some qualitative research with uh their students and their parents and families to find out where are the achievement pieces is are students beginning the school year at the elementary school um with a lower Dr score do that's a direct reading assessment score do do we
259need to uh Implement some strategies some key strategies as the year progresses but keeping a very key focus on that and that group will be reporting back to the larger group in January um just around paren and Community engagement you heard um already the design thinking group that talked about um the work at the Crawford cluster well on dece November 16th I should say next Monday um we're going to have a design thinking experience in the blueprint task force group where we're going to talk about um how can we engage our African-American parents and community members to really gather around the students particularly in the Lincoln cluster but we're going to we want to expand what we learn there districtwide in our Latino advisory committee just so not to interrupt but the office of Youth
260advocacy you know when we open that up specifically this update was on African-American students but his office addresses all of our student groups and in from an area view so he's going to just throw in a couple thank you thank you very much I know I I really could it but particularly uh for Latino advisory we're we're really focusing on if you look at that middle bullet around parent engagement around the LC cap that was our last um that was our last Latino advisory committee meeting last uh last week and in that meeting we really talked about how can we demystify the lcap at the site level where we work in supporting with principles the going through the the six lcap goals and really explaining to parents and in a variety of languages and a
261variety of modalities what our efforts are in approving achievement and reaching meaningful graduation and how that can really look over time it's not a one-time one shot openhouse experience but it's a graduate experience that was the major topic of discussion in in the Latino advisory committee so it's informing us on how we can engage our parents there's also that piece on cultural proficiency you'll see that it exists in both but you'll be getting a board report on that um next next week next Tuesday work word Workshop thank you and I couldn't resist and I couldn't leave this out but there are some other strategies that youth advocacy is is wholeheartedly engaged in including lgbtq supports and I'd like to report just very quickly because I know trusty Biser called this out but we're uh on
262Thursday in the process of conducting interviews for um for a resource teacher for the position to ensure that um the lgbtq spans all of our racial identity cultural identities socioeconomic levels all of our student groups and so it is a primary uh feature for youth advocacy and in the work of all this of of all of our departments are really focused on on all the student achievement pieces you see ethnic studies there you see diversity in Staffing student mentoring and other efforts that we are undergoing to really make a difference in and and and move the needle on academic achievement for our students I'm going to turn it over now to uh miss sephus and miss Laskowski regarding um the office of language acquisition and their work with English Learners and as you know we
263had significant shifts in our supports for English Learners with our elsts and one of the charges that we put forth was a district overall Vision around supporting English Learners and the charge that we gave to our area superintendent in realigning the work to support English Learners we said that we wanted to specifically focus on selt on reclassification on high functioning El at every school on strong good first teaching in the classroom um tier one instruction and on response to intervention so this particular quarterly update um all five of those areas are important but specifically we want to tell you how's it going with Sal and how's it going with uh with reclassification the ELA and the majority of the presentation is on goal four within the realignment of the work of the elsts is on
264good first teaching tier one instruction what are we doing with that how are we making sure that tier one instruction every teacher becomes skilled and skilled enough to meet the needs of English Learners and it's not just knowledge that's owned by a small Elite group how are we getting that into each and every classroom and supporting teachers for tier one instruction or good first teaching so those five goal areas s reclassification high functioning Ela um tier one instruction and RTI would be the frame for the update the quarterly update and tet you'll hear specifically how we're doing on S elax and the bulk of the presentation on tier one instruction and I thank the board for this opportunity to um come before you and highlight the work of our elsts I know there was um
265some concerns and questions at the end of the year as how that we would utilize their expertise with this new model so I appreciate the time to um share in regards to selt I I'd like to report that selt testing um was complete and um all of our elsts along with principles and El coordinators and even the teachers um helped in advocating to get the cell testing done and there was only a handful of testing irregularities reported and according to Aron Gordon 70 of our district schools did an exceptional job of turning in their materials all the materials were turned in on time but 70 um district schools did um turn in the materials in an exceptional um exceptional manner so that means that all of the forms were filled out correctly student booklets were
266um completed with the the little bubble uh correctly um penciled in and um that all the required field uh Fields were intact and then um to update you on elac uh District trainings began October 15th the 27th and there was an additional date added uh for November 12th to accommodate principal schedules and the schedules um the people who couldn't make those two addition those two dates that had was significant because we wanted to make sure that principles were engaged in sight El that it wasn't something that was delegated to the to an elst and so we train principles and we expect principles to be present involved engaged in leading sight level elex at every school yes and we know that there is that transition going on for especially for principles who had an elst at
267their School site now they're going to have to take on um not have to take on now they have the opportunity to engage with their parents in a different way and I think that that's really important as we've heard tonight the parents really would love to have their voice heard and really forming those relationships with your principal is really important and crucial so the area superintendent were instrumental in helping us distribute uh an information guide created by the office of language language acquisition to all principles to support the implementation continuation or creation of a site-based elac the lsts have been available to kind of Shepherd the way and there's one um elst that I talked to who talked about actually handing the torch over to her principal and she's like handed him the binder and
268talked to him about the different agendas and ways that he could work to engage the principal so I was really happy to hear that there's also a Wiki a wiki space created um that the elsts can access and and if principles would love access to they can guide them to um sign up for that wiki page where it has model agendas um the different legal tasks that they can um use in um also forming Ela and memberships and different opport unities for them to utilize already some supports that are there so there's an online resource available you have a couple schools I would say there's been some cluster um models there's been School sites that have so the one um school where the LST contact we were talking and she she was saying that she
269had this you know ritualistic uh passing of the binder passing a binder and I was like oh my goodness how amazing was that that there was this actual conversation and a guiding and a you know I guess um that collaborative effort that you're not alone that we're here as a team I'm still here to support you but I trust over the years that we've been working together you can take this on so you don't want to say what school that was oh I can name the school that was at Marshall Elementary and then I know that um the point LMA has been doing cluster models and talking about that so they have their own way of providing site-based support as well as cluster conversations for the pathway so so it's different it's growing and we
270we're loving the fact that it can be tailored to the to the different areas and this of area superintendent has been amazing at um helping us work in collaboration to get this new model um out and running that's could significant that it's the area superintendent working with them it's not it's not just all office trying to tell principles to do things it's through the Green Team and through AA superintendence leading and having the expectation and the accountability that goes with it yes so um and the support that goes with the and the big support So if you notice the slide before you I'd like to just um share that you've heard about building capacity this slide represents that continuous cycle of learning and it's a coaching model and a visual representation we um had our
271elsts go through a a long like six-page document about the coaching cycle and what that looks like at the school site as you're engaging in these walkthroughs and so this visual representation you can see highlights those different things like relationships and just the cycle of learning so I I love that that's there and it was created by our elsts that's one version um at a PD we did last week to introduce them to this model and it's been supported um I um want to say that there's been a variety of ways that elsts have helped in supporting the work they've gone on walkthroughs with the area superintendent and the Green Team I also want to mention that the green teams also meet together with the area superintendence and discuss the plan of action and who
272they are and that Collective single Vision so that it happening on different levels multiple levels so it's not just that they're hearing it from us or they're hearing it at the school site it's actually H happening in each cluster in each area um the elsts have also been working on school site PDS around the Lucy ckins Writers Workshop also the El D Ela um standards doing some supports with that as well as um something that I'd like to highlight is doing case study work um during writer's Workshop so one of the stories I bring before you is um Susan Gutierrez who's an elst in area 5 and um along with her sister elst there's three of them who work together right now they're kind of working as a team to gain understanding of this new
273model and so nobody's working alone and feeling like they're out on a limb so they're working together and they um had gone through a walk through at Garfield Elementary and um along with the principal and the um grade four teachers in this PLC model decided that what they really needed to work on was this um uh well conferencing the conferring with students and that usually takes part it's like a four part uh design in that conversation so there's the research the teaching and then you de the research the decision of what you're going to teach your teaching and then the student links and the student supposed to really I guess um lead that conversation so it's how do you coach this child to lead in that conversation about their writing and um so they did
274a public conference and Susan LED that conference the student Sebastian was a fourth grader who's an El learner they brought him before this team in a fishbowl model where Susan sat side by side with his student student and work through his his writing he shared what he was working on as a student and as a writer the ideas to open this up to not focus on just this um one inter one little moment but as a writer what are you working on so we're not coaching to the writing we're coaching to the writer and how they can grow their understanding in writing so once they had that initial conversation he was sent back to class and as a team they decided what those next steps would be they decided on what that would be Susan
275taught the into that and then had the student um be able to articulate his writing plan and set some goals the idea was for his link he went right back to the classroom and during the share out he shared what he had learned during that conference at uh the next day when Susan checked in with that student he was able to articulate his plan of action and how that helped him uh grow as a writer so um with that I'm going to the most important word on that slide is agency that is exactly what we want to grow with all of our stakeholders with all of our green teams with our students principles teachers and um support staff so it is one of them thank you good evening everyone um I will be highlighting a
276few um actually a small portion of the districtwide data uh with the focus of course on English Learners so this first slide um highlights uh five major trends that emerged um from our from our uh District data So based on the data we know that um reclassification rates continue to improve slightly each year um we also know that students continue to improve at all um proficiency levels on the S um except for the intermediate level um we also know that clusters with the highest enrollment of English Learners um are Hoover San Diego and Lincoln um 55% of our long-term English Learners are at the intermediate and early Advanced levels and um and 61% % of those long-term English Learners are um students with disabilities so as um Teresa mentioned earlier our goal is U to
277start addressing these areas of needs um is to train our English Learners um um support teachers to help improve tier one instruction um and that's through coaching and lesson design to build capacity at the site level um this second slide um gives you a picture of the number of current and former um English learner students by proficiency level and by cluster and you can clearly see that the greatest um uh needs lie at the intermediate levels um or proficiency levels um this next slide it went too far no oh yeah okay this um next slide highlights the English language proficiency and redesignation uh Trends um with um as you can see the greater um gains start at the seventh year of um enrollment moment and um finally this last slide highlights the upward Trend um
278in the reclassification over the last three years that we have seen we think that the best way to impact the reclassification rates is tier one instruction um we are also engaging at the state level about the criteria for reclassification knowing that we want to make sure the criteria is one that that is accurate we've seen some Trends and patterns and there's an opportunity right now to look at the reclassification requirements by the state of California now now that there's no longer the CST that used to be one of the components we're working with wanting to put our advocacy with luren and Gonzalez and that was interested in reclassification rules at the state level we see the TR we saw an a slight increase we know that we're going to increase reclassification rates with tier one
279instruction bottom line yeah and I just want to point out those you know those rates cuz sometimes it's hard to that that's a 10% rate from uh 145 uh over uh the the prior year and then going back to 1213 that's a 16% increase in those rate so that's you know that's significant Improvement do we have numbers by the way on the the total number of long-term English Learners because we called that out a couple years ago no we I mean we we can get that for you for our next absolutely you want to know absolutely yes thank you because the previous member was around 6,000 6,000 yeah we keep tracking that yeah okay and I think Bruce is going to summarize the last slide all right so I'm going to ground this in our
280essential question again on not testing one all right I want to ground us again in our essential question around um how our current organizational structures are improving learning outcomes for each and every student um so we're building a cohesive team and we know that the old practice of working in silos having expertise only lie within a particular department or the particular individual is not how we're going to build capacity across our system and through a coordinated effort and cycle of continuous Improvement um we know that we need to recognize the expertise at every level in the system and that that expertise needs to be shared and known across the system so through a coordinated effort that expertise is being shared we're cross-pollinating ideas we're developing a collective intelligence and wisdom across the Departments and we're
281developing a shared singular Vision on how to build capacity um we're also doing this through an adoption of a common approach you heard about the coaching Cycles today and um all the Departments are also engaging in a book study around the art of coaching as well developing a Common Language and look looking at how we lift up and replicat replicate strengths across a school um so when we go on learning walks together we are um learning together on what to look for um we're sharpening our lens we're lifting up the strengths we're asking wonderings with the principal we're talking about just right next steps on how to differentiate engage all Learners and then we're determining patterns across a school to how to then professionally develop um those capacity Builders identified at the school site not
282just the principal but the um resource teachers and department heads and teacher leads and other identified individuals on a site so when the Green Team area support leaves the site the work continues on the site and the principal learns on the side with them as well and helps lead that work as well and then we're just coordinating that effort and that's the area um superintendent's work is to help mobilize and integrate that work and keep that work moving forward um so that's our Collective work and we really believe believe that it's not just about the essence of each Department's work but it's really about the strengths of each department we're looking through that appreciative lens of the strengths that everyone brings and developing that Collective expertise together so what you see is that the work
283that we've undertaken is not simple and there are not there are not silver bullets a lot of people have quick fixes easy answers if you just do this to every school then all of a sudden African-American students will find students with disabilities will soar and English learn there the answers are not we already said we already have the answers it's a matter of do we have a systemic approach to do it in every single school every single day for each and every child so each and every adult has access to the learning they need to give the students the learning they need it's the solutions are they don't happen here at the dis they happen with this coordinated team and so what we wanted you to see today is how are we working together as
284a team to deliver a um complex in a complex system without simple answers and the it's quite elegant in its design and it's hard for people to understand specifically how that's organized you see Green Team and they talked about the pink team and the green team but how is that actually making a difference at SES tonight was the first of the quarterly updates I can hear um I think the the stories that are probably most meaningful to you are the specific stories I heard you know when Teresa told the story of the one student at our next quarterly update we can make sure that we're bringing more stories and examples from the field from teachers experiences counselors have stories around how this this is impacting their work and their ability to deliver service so it's
285a beginning of um helping people understand how we're designing um complex work I I I I do have um a question when you're talking about tier one instruction and improving um you know the instructional strategies um with the training and the supports and all in the the integration of um you know all the efforts that you've mentioned here tonight for these special populations um I know that I S DEA I think has um a a program for veteran teachers where they come back and they are mentors um to teachers that need um additional or just teachers that want support in some some way I'm I don't know the the the particulars on how that works but I just wondered if you if you had thought about or something that we would consider to to to
286help support the the efforts are some of the veteran teachers that have actually retired that have had great success um with our students they're not done yet they're not they're you know they've they've um they've retired but you know once a teacher always a teacher and you don't you take all that wisdom you don't want to just take that wisdom and just and and and not give it back and not share and not pour into um you know our our our our teaching Force so I wonder if there's an opportunity to bring some of those um veteran teachers back or invest in in that um so that they can work alongside or be in the classroom with teachers because I know that um especially new teachers right um they take in all of this um
287training and supports and then they have to apply it and if they had someone who was right there alongside them where they could trust and practice and um would give them that that feedback that they need um and then help them to develop uh plans outside the class and just I think that that would be um an invaluable resource and support for our teachers um you know because it's one thing to take all all this training and then to have someone there to to kind of observe and give you feedback I think would U make all all the difference so I just wondered if you had um thought of that or if you're already doing a little bit of of that and yeah I think that's what this model highlights so um when I talk
288about a PLC I don't know if I mentioned a PLC a professional Learning Community that's where the principal and a grade level um and a support teacher usually comes in um and that would be something coordinated through the area superintendence after a walk through and you would decide on what are those High what are the capacity Builders or this High leverage who or it might not even be the capacity builder in the team it's might like who's eager who's ready to take this this work on and then how do we support them with that feedback and this idea of continuous learning there's a lot of collegial work and conversation that happens and I think that that's your right you have the veteran teacher and the new teacher all sitting at the table as as well
289as the med you know the teacher who's in the middle who's been teaching for five to 10 years and they're all sharing and wrapping their arms around a classroom an approach and um and working together and then the principal can go on after that and give feedback and support or release teach ERS to do that again to walk through each other's room and give each other feedback so this is a collaborative model and you're right there is wisdom in every each and every one of us and I think our veteran teachers as well as our new teachers come equipped with similar wisdom and and opportunity from their new learning so yes we have but not that particular way you described it but I think it is embedded in our plc's right thank thank you for
290that because I I I do understand the um the plc's um very well is just that I I guess I was kind of thinking about so many teachers retired you know we just had the um the the the ser and so many teachers retired veteran teachers um that had contributed so much to this district and what percentage of them um you know come back and are able to um give back in in in that in that way and are are we utilizing them or is there opportunity to utilize them and does that you know make sense in how we might be able to incorporate that it's not a systemic specific strategy that we're currently using it doesn't mean that we don't have retired teachers coming back and doing work some of them were involved in
291cell testing I know that but systemically I understand what what your point is but something a suggestion around being more systemic about it thank you ex so much I mean it's evident that so much work um went into this and um you were very systematic um and thoughtful with data at the core um you know with Fidelity um making sure um that that you have um the right strategy and careful approach so that it would be long lasting um I I I I see what you've put together and it and it is very impressive and so again um the the um the challenge is to be able to take this um to scale and of course everyone's you know impatient um but I see the the down payments and I see um just with the
292data along we've seen some key shifts right so we know that that it's working so thank you very very much for your leadership um you know on this um and superintendent Martin thank you big team okay so um for so for the board consent agenda can I have one motion for F1 through F5 okay uh can we please vote and then um for operational matters um the it's it's G1 is information only so we're going to have um are we going to have our super going to stay but uh this is the community advisory committee for special education semi annual report and Mina thank you for waiting so long you got to hear a lot about instruction and specifically update on spe students with disabilities and um Sonia is is not staying up here to
293respond but I just want her to be here to listen to the report I know she work with you oh Sonia and Laura Li both sorry Laura come back up as well um but not meant to a dialogue it's just U Mina is delivering the semiannual report to the board on from the cic on special education good evening my name is Mina Kar I am chair of the community advisory committee for special education this is my first of semi semiannual report for this school year um go over the CAC process a little bit um parents raise concerns and questions during one of our meetings District staff staff is there on site um to deal with more acute problems the CAC then mors that original question or concern into a broader issue and continues that discussion
294with the special education department and then that conversation now continues with this board and superintendent with a focus on the district as a whole rather than on specific School sites so these are a few of the areas that I'm going to discuss this evening I just highlight the fact that your process and the way that you do that it's it's very helpful to us the way that you take feedback from individuals and turn it into district-wide issues so that we can then um address it in a systemic way and I really appreciate your leadership on that I know I'm not supposed to be talking back and forth but that slide on process isn't just a form there's meaning behind that and the way you can take an individual concern and turn it into something bigger
295I know that takes a lot of work on your part to really think that through and that helps us as staff be able to better serve and thank you well we we we just want to honor that just because one parent comes to our meetings and says something that usually indicates that it's happening at other sites as well so first up um is audit of the special education support and services uh this is actually an agenda item for this board to vote on I6 later on um so this stems from a contract negotiations with sdaa and the district um so um the CAC executive board has met with um Sonia Picos and um I'm sorry Laura Olen and um to go over the two proposals that were submitted by Hanover and westad um and we
296have been asked to participate U through focus groups working on um The Who and How to for those focus groups and then also the interview and survey questions for parents so developing those Concepts and then I have also offered to um give the first half of our January CAC general meeting as a source of information gathering for West dead which which is the company that um The Proposal that is is being put forth this evening for approval so then carrying on um I'm in my May report I had requested that there also be an audit of the trace program um and we and the CAC has been in discussions with special education department and I wanted to highlight some of the data points that we have requested so it's it's not an audit in just
297the fin cial sense but also in Services sense as well just like the um previous audit I was discussing so we ask for total budget of Trace total dollars spent at high school level for credentialed and classified employees number and percents of students in Trace who are registered with the Department of rehab that have competitive employment who are placed in day programs with a regional center once they age out number and percent of students in traes who have earned a high school option two diploma when they exit from their idea obligation um Trace students who are are still receiving related Services who are um receiving community services this is all over a three-year time span we've asked for all that data for three years back uh and then workability the budget number of Staff number
298of students served districtwide and at specific School sites and then how many students have been offered employment at their job science once workability is over and that's that's really the big goal of trace and workability is employment once you are finished um so there there's been a breakdown because it hasn't happened uh so we are trying to figure out where is this breakdown occurring that's why we're asking for these specific data points um and then how can we improve the program to increase the benefit to the student so we we just made this request a couple weeks ago so I'm just reporting that we have made movement transition plans so the district average for compliance for indicator 13 is 26% as of May this is um individual transition plans must occur by age 16 uh
299indicator 13 is a federal guideline um a little checklist of yes this happened no it didn't so the special education department is doing a monthly viws of high school individ IEPs and also um itps with um a 30-day fix for corrective action so they they go in review it and and give them 30 the School site 30 days to um fix what needs to be done and they're not just working on um quantity of checking off the boxes but also quality by um meaningful go goals which is person-driven planning and I mean person-driven Planning by actually sitting with the student figuring out what is the student good at what does the has does a student have interest in and and basing their ITP off of that which is really critical because then it it's more
300meaningful for the student uh side by-side coaching so special education side administrators and project resource teachers work with School St staff on um implementing these I coming up with these itps and implementing them and then link ties between graduation requirements diploma options course of study and transition plans so professional development with head counselors regarding the trans uh transcript audit so not just um reviewing the master schedule but also um making sure that students are in the classes that will get them towards a diploma or what their um course of study will be after their um uh age out can I just say indicator 13's not 0% yes I'm not saying that 26% is the thing like it's not several times Zer I know believe me I know and and that the goal is to double
301it by the end of the school year and there's very specific things that we're doing to get that indicator to move we brought that into instructional cabinet that's this is an example of the Green Team and the instructional cabinet being able to have Sonia and Laura be part of that team speak directly to area superintendence directly from CAC and feedback in the field to get things to happen at the schools where it doesn't you can't have a department doing something to a school it has to be in that coordinated team so we know we have work to do but it's not 0% right is this compliance uh percent um related to that new program we were going to implement so we were getting away from paper processes sort of oh the new IEP Software System
302yeah is this is this Improvement a result of the new IEP Software System no because we haven't mented the new system so actually with the new system it should even get even better so this is without it okay so I'm hopeful for the future the reason absolutely so are we yeah the reason why it improved is bullet number two there that the team is having ongoing monthly reviews of the IEPs and the itps and there's a 30-day fix for corrective action we made that a monthly process yeah so uh in terms of the in terms of the software for the new IEP program you know we've talked about this two years ago go and then we we actually acted I think I don't know exactly the timeline I'll get fact checked if I say anything
303so sometime sometime in the distant past um and so I was under the impression that we'd be implementing it this year like this September um but that that hasn't happened yet so what what are we looking at in terms of implementation of the new software for IEP comp we've had unfortunately a few setbacks nevertheless we're now on right on track track uh but we did have to push the timeline because the developers actually were developing for us what they are considering the Holy Grail I guess we asked for a lot um because we want to make sure that we have a system that's actually going to work for students and not get in the way of students so we rather kind of go slow and take our time but get it right so the pilot
304is expected to be in the spring and then full districtwide implementation in the fall so the we've worked with them to refine it so that it will meet our compliance needs and the needs of our kids so then they'll take that refined version and sell it up and down the state do we get a percent of that cut that's what we were asking me back to your report okay sir I'm just I'm Hur to ask I did actually on my last slide report on on the IEP software so um my my one point I wanted to make about this slide SL was um this all came from the 2011 Dr David nanho report when the district was at 0% so it's taken four years for us to get here um and and that's a long
305time so I'm excited that the goal was to double the percentage by the end of the year but at the same time that's still only 52% on just on indicator 13 so there's still a lot of work to be done but I did want to acknowledge that at least there's movement forward I now it's oops I go back did it okay don't skip the bully I know I'm not skiing bul I keep going I know I keep going back and forth I'm sorry okay so bullying is a very hot topic um with all student groups um so how um the quarterly report um centered mostly on African-American and Latino student groups I would like to make a plug for the student students with disabilities to be reported out on the next time um then adult
306on adult on student bullying is and when I say very prevalent if we the CAC hears uh reports of this several times a year and a lot of times it happens to our non-verbal or limitedly verbal students so they are not able to express for themselves what is going on it's witnessed by another adult and it's reported or it's witnessed by a parent um and part of the frustration the the issue is um a lack of a definitive process with a specific timeline um parents are file a complaint uh and all they are told are okay we'll we'll conduct an investigation if they hear that an investigation has been conducted then they're told I'm sorry it's all confidential that's all you know is that an investigation was conductive so I'm I'm urging the board to
307respond to transparency over value it over confidentiality I I understand there are some issues but it is a significant problem and um and it it really impacts families and students and when you talk about students not showing up to school that's a big reason why um professional development so put mandatory in question marking because when I say mandatory I always get the skunk eye of well you can't make someone do something and that's true I can't make I not me you cannot make someone go you cannot make them learn but you can embed it into what's already being taught part of the PD which I know the Sonia's team is working on and they have a lot of information but it must be embedded so that it's not a separate it's already there included you
308you can't get away from it because it's everywhere um just says like during principal's Congress if they all could read I'm not necessarily plugging this book but it's a principal guide to special education and the first chapter is on special education law which is so important that everyone staff especially principles because we know it starts with the principle and works its way down even area superintendents to have a cursory understanding of what special education law is if you go on special education law and implement the IEPs that the team spent the time to put together there would be a lot more student Improvement it's my it's a little slide but it's so very important we agree because it if if you look at the pink donut the student is the center and then the IEP
309is the first Circle and then the idea social education law is the outside Circle it's like layers pink donut going okay I pay attentiona you're doing great we're so proud of you sub recognitions this is that our executive director um and and director of special education program managers and other staffs do attend our meetings and give parents an opportunity to interact oneon-one it's so important to have FaceTime um and when uh we do have forms for for parents to fill out so that the district is able to contact the parent directly and uh the CAC has copied on that and then the district also keeps the database uh and Records when the response was and what it was um so that we we can U have U follow follow up uh and then myself and
310the other District advisory leaders gate uh daac DAC and uh that's it yes we meet with superintendent Martin on a regular basis so it's like I don't know if anybody's read the book team of teams by um retired General Stanley McCarthy um it's about not it's it's the breaking down the silus of it's not just this group this group this group but that we all are similar and um we has we have um it's it's a nice dialogue and I'm able to um be all the same I I'm totally sorry I'm sorry okay so I'm going to go on so monitoring we were talking about the new IEP software uh the CAC participation we still want to do the user acceptance training when it happens but now that's been pushed back to the fall of
3112016 um and then the other I've had this discussion with uh superintendent Martin about sces tutoring which is um we've had reports of students being students with IPS first they're being requested to submit those IPS along with their SS tutoring applications um and then they're being denied because potentially um they're they're receiving specialized academic instruction in either math or English and that's being seen as additional help anyway so they don't deserve this the tutoring so we're just um calling that out right now okay that's end did I talk super fast I'm sorry thank you very much have any questions any question okay good job thank you thank you Sonia and Laura move items G3 and G4 okay perfect um please vote okay thank you I appreciate uh no can we uh clear that vote again
312please okay there we go and that passes unanimously and then uh moving on to H1 oh thank you president Foster I'm going to invite up Midori Wong and this is the our annual report to you on the multi-year transition plan to implement the common traditional calendar as we transition year round schools to traditional and um the Outreach that we've done and where we are in that process and um because of timing it's really important that we start this process early in the year I'll move item H1 and what you have before you oh sorry is that it okay and what you have before you is the plan um going forward for the F for um 201617 the Kerney cluster Lincoln cluster moris cluster and then 1718 Crawford and Hoover with San Diego cluster in 1819
313and there were several objectives that we were needing to accomplish all at the same time and you know as you know we looked at um cluster alignment making sure that we had um continuous Pathways if a middle school was on one schedule for example in cerney one Middle School was on one schedule and another one was on a different schedule it's very difficult to do our neighborhood schools approach when you have a a cluster that's not aligned um we also looked at schools with high military populations and we looked at for example the Lincoln steam pathway making sure we're in alignment there so Midori I don't know if you have specific things you want to address or here for questions okay the item has all of the detail and Outreach that she put together in
314reaching out we had some success stories in the first year implementation um back at the schools had already made the transition for example the jerbec principal reported that there was an increased enrollment that could be due to schools uh to school returning to the same schedule as in middle school and high school in that cluster and it's it's difficult to completely find the data to validate that but that was anecdotal from the principal there principles were commenting to us that the consistent ongoing communication and the informational materials that we provided were very helpful we have one year under our belt of transitioning so now we're going into second year we also heard back that it was helpful that the following year school calendar was finalized early so that families would know how to plan for
315vacations and travel that's where we're bringing this to you now so people know when there's a transition like that they can plan for it we heard that there was great support from our custodial staff to make sure the schools were cleaned and ready for the new school year over a shorter summer break our our instructional facilities and planning department said that in 20145 there were around 8,600 students attending year round schools that would convert to 20156 approximately 2,000 of those students who lived at the same addresses is those 8,000 students who are on traditional calendars or attending charter schools which may have traditional other calendar types we were able to estimate that the transition may have assisted these families who were previously on two different calendars getting families on one calendar was really helpful um
316so military leoon also told us that they gave us anecdotal comments that the military families moving into the district appreciated knowing schools that were previously on year round calendar are now untraditional and they said this makes it a lot easier we heard that over and over again we're going to continue to work with our Operations Division Food Services special education leadership and learning to make sure when we make a transition like this it goes smoothly from many different perspectives so do I have a motion to move goad oh right okay I want to thank madori and her staff and uh superintendent Martin on listening to the concerns of uh the parents um we've seen a phenomenal difference in the families in tier Santa and scrips Ranch and other communities um where you no longer do
317they have you know their their younger children on one schedule calendar and the kids in high school on a different and and it's just it's so healing uh to the to the families that have kids at different ages in their cluster and I'm really really happy that we have the resources to do this at this point in time I know when I first got on the board I brought it up again and again and again and it was you know we were in having to uh just keep the door open to the schools then and so now we're at a point where we can make these kinds of decisions um for our students and I look forward to you know we've talked about the the potential cost savings to the district uh we've never been
318able to kind of identify what that monetary number would be um so after we are all on the same calendar I think that that would be a real interesting opportunity to look at the savings from the transition and then putting that back into the summer programs uh for that summer learning loss prevention we do have a little bit in I don't think it was actually in the item but staff does know that the board's interested in tracking the cost savings so um staff has informed me that we we're not positive if there will be one but PO is is tracking the the energy and utility team from PO is going to look at each school's utility costs every month to see if there's something because the first group of schools that moved to traditional calendar
319took effect in 20156 we don't even remember full year worth of data yet but we are tracking that monthly because we did note the board's interest in that and we'll be also tracking any potential cost savings or boost to Ada through this um school year realignment maybe we can measure attendance in the summer months and any impact to school en enrollment so we can see if there's any cost Savings in that right way I just like to underscore um really thanking you for your leadership madori um in all this and um in our students and Families get to benefit big time and I know from so many families who've said that I have a student here here and different schedules and to be you know better aligned just really helps with attendance and everything that
320that we're trying to achieve in consistency so thanks once again thank you the total cost of the item in a four-year plan was $12 million and so we tried to our attempt is to break it into four years and it's about $3 million each year and we staff continues to um contemplate this in our first interim report but we're needing to take action tonight so we can move ahead with the plans so that it's timely informing the families getting staffs involved so that's why it's coming forward tonight as the second phase of the plan please vote that passes unanimously thank you okay so um can I have a motion for I'll move item H4 it's a public hearing okay open the the hearing and huh n none okay um if there's no discussion can we
321please vote okay I'll move item H5 the public hearing open the hearing and okay uh no speakers um can we please uh vote passes unanimously okay I'll second um okay before we move the consent agenda I want to report on I2 so I don't know if I'm allowed to pull that when I have something to say about it okay um i12 is a resolution approving the official statement for issuance of the are General obligation bonds including the new prop s bonds and I13 is the resolution approving the official statement for issuance of Prop z General obligation bonds and I just wanted to highlight as this goes forward tonight that San Diego Unified School District's management team is very pleased to share with the board and the public tonight our very successful rating outcomes that we
322um were made aware of last week the district received positive news and very high ratings from all three rating agencies Moody's investors services upgraded their rating of San Diego unified from a A3 to a A2 Fitch ratings assigned the AAA rating and highest possible and croll bond rating agencies assigned a double A Plus ratings to our new bonds Fitch and croll have provided their ratings for the first time and they are the highest or the near highest respectively and I couldn't let that go without actually highlighting that tonight right the in the audience today I should uh Miss seld and our dream team is part of the mark and Victor part of our financing dream team so we appreciate you being here tonight and this P the two POS is going forward and what this
323means to our students and what's happening and we also have to thank Martha up in Sacramento because of the law that we were able to pass in Sacramento will save taxpayers quite a bit of money in San Diego we'll expect headlines tomorrow yes Morin said it'll come out later on in the week okay thank you to our Underwriters and the whole team working together on this appreciate it there are no non- agend have please vot please yeah please vote after all that we have a 10:00 curfew for board meetings upstairs no non-agenda board um we convene upstairs they'll convene up upstairs no