Board of Education LCAP Meeting, April 22, 2025

001um four of our trustees and and our student trustee as well uh for a grand total of five. So we are going to move forward now. I'm about to strike the gavvel. Is everyone in their positions? All right. I would like to welcome everyone here in the chamber and those watching via live stream and call the April 22nd, 2025 special meeting of the board of education to order with all board members. No, I'm sorry. I just explained off camera with five of our seven board members present. Um, uh, Trustee Boso is running a little bit late. There's a lot of traffic out there today and we are still seeing if Trusty Cruz will be here or not, but he may not be available. So, uh, we'll keep you posted on that. Uh, as this is

002a special meeting, please note that child care is available just off the main lobby. Uh, and as with all board meetings, Spanish translation is available here in the auditorium. We will now move to item B, adoption of the agenda. The topic of tonight's special meeting is development of the district's 2025 2026 local control and accountability plan, the LCAP as it's called. Uh, do I have a motion to adopt today's agenda as published? Uh, Trusty Wers Payne with a motion and trustee Baldis with a second. Um, okay. We have a tr we have a motion and a second. Uh student trustees please vote or trustee rather. All the board members please vote. That uh motion passes unanimously with all members present. Okay. Miss Staltz, can you please provide information for public speakers about today's meeting protocols?

003Yes. Today's meeting of the board of education is a business meeting that is conducted in public and board members will not engage in dialogue with members of the audience. Board bylaw 1025 sets the time limit for public comment on agenda items at 10 minutes per side pro and con or 20 minutes total. Speakers will be able to at the end of the meeting to provide testimony on agenda items only. Please listen for your name to be called. Speakers are listed and called in the order received. When your name is called, please come to the podium to speak. Please follow along with the agenda so you know when your item is coming up for discussion. When you begin speaking, the green light below my name on the dis indicates that the timer has started. When the

004light turns yellow, you will have one minute remaining. A buzzer will indicate that your time has expired. If you have not yet done so and would like to sign up for public comment, iPads are available in the back of the auditorium and in the lobby. Thank you, Miss Douls. We will now move to our LCAP workshop. Dr. Bula, please introduce the workshop. Thank you, Dr. Person. Welcome everyone. Today's local control accountability plan or LCAP workshop represents the culmination of ongoing work to realign how we develop and track goals from our school sites all the way to central office. As you all know, the adoption of our goals and guardrails gave us the opportunity to think critically about student focused outcomes and how our work would be interconnected in support of our students, families, and schools.

005That alignment work has helped us streamline our school plans for student achievement, our SPS, so they are clearly tied to student focused outcomes and directly support our district goals and guardrails. We now have the opportunity during year 2 LCAP revision process to better align our LCAP goals to the district goals and guardrails, which were not officially adopted by the board prior to submitting our LCAP plan last spring. Together, the evidence-based practices and strategies in our LCAP plan forms the connective tissue of our school system. They are what link our daily work to the bigger vision, improving student outcomes while supporting student wellness. And just like with our goals and guardrails, we approach this work with a learning mindset. I want to acknowledge that we're not at our ideal state yet with our LCAP engagement process

006and alignment to our goals and guard rails, but the process we will take part in today will help us get closer to that needed cohesion in partnership with our school community. I want to publicly state that I know that this is not the best forum for this LCAP workshop. We're just leading and working through two important transitions as we continue to align our work. And I also want to thank all of the team for continuing to think, design, and plan ways for community engagement. The last workshop at Claremont High School um took in all of the ways we've received feedback from timing, central location services, translation, child care, etc. So, I want to make sure that um to thank all of the team and all of the players here. Um and also want to introduce

007um our colleagues that are here to guide us through today's conversation. Um interim senior executive director of thriving school communities Marissa Allen and executive director of nursing and wellness Susan Bardoller for goal one wellness director of literacy Dr. Shauna Codrington for goal two effective communication senior director of STEM Julie Garcia for goal three problem solving and senior director office of graduation Dr. Jennifer Robersonson for goal four, college and career. We have built in 15 minutes in between each goal for dialogue and to keep us at a time certain. I will now turn it over to the team to guide us through the workshop. Thank you. Thank you and good evening. Um tonight's workshop is not just the compliance measure. It's our opportunity to ensure our local control accountability plan reflects the real work happening in

008our schools under a unified leadership. This workshop is more than just a review. It is a checkpoint in a long-term strategy that has only been possible through consistent leadership and deep system alignment. As the LCAP leads review the goals and actions, consider how they reflect priorities that the board has supported and how leadership has translated them into tangible actions in each of our school sites. Our outcomes are not just aspirational. They are aligned. They are measurable and they are actionable and achievable uh because they are rooted in strategic coherence. And this evening we look forward to hearing your your feedback on each of the goals. The mantra we are centering on student outcomes don't change until adult behaviors do has come through life through the systems work level led by our superintendent. This alignment across

009departments, schools, and leadership levels didn't happen overnight. It reflects years of relationship building and system design work and we are still in the midst of it. Every student deserves a system that prioritizes growth and the infrastructure that supports that growth and that starts with district leadership planning, executing and holding the system accountable. We've made it a point to not just set outcomes but uh to create conditions where achieving them is possible. The alignment between our LCAP goals, board goals, and student outcomes is no coincidence. It has taken deliberate and courageous leadership to stay focused and resist distractions. This plan is a reflection of our superintendent's team's deep commitment to aligning resources, personnel, and strategies in support of student success. Every element of this plan is centered around creating a choicefilled life for our students. And

010I'd like to draw your attention to the circle in which you see there. The the previous LCAP that we re we reviewed at our midyear had um goals especially around goal two that that read as uh broad and challenging curriculum. In order to realign the work, our team separated out those goals. So what you're going to see in our conversation this evening is goal one is going to share wellness. Goal two is going to share the literacy goal. Goal three is going to share the mathematics goal and goal four is the graduation uh also known as the college and career preparedness goal. And so our team this evening will be presenting on each of these as well as um goal number five. And we're going to transition now to our goal number one wellness. Is

011the mic on? Yes. All right. Good evening, board members. Thank you for having us here. As we begin our discussion on the local control accountability plan, we'd like to start by focusing on wellness, which is a foundational element of our district's vision for student outcomes and student success. Over the past several months, we've gathered meaningful input from students, families, and staff, helping us gather a better understanding of the community's needs and priorities around student wellness. This collaborative feedback has shaped the development of a comprehensive districtwide wellness definition and framework, which you recently adopted. While this wellness goal is still in its formative stages and is anticipated for potential board approval in June, we believe that it's important to align our LCAP strategies with our broader strategic priorities from the outset. That's why we're bringing this

012concept to you now for your early input and guidance as we continue to define the specific objectives and actions within the plan. So your feedback at this stage will be essential in ensuring that our wellness initiatives are not only responsive to the needs of our community but also thoroughly integrated into our larger educational mission into our wellness action LCAP action plan. Susan will now go over the LCAP wellness action plan. Hi everyone. Before we delve into the feedback around our wellness action plan, I want to briefly resi re revisit a foundational element that underpins this work. As you all know, in February, you our board adopted a comprehensive definition of wellness for our district. This adoption established a shared understanding and common language which has been instrumental in developing our action plan. Building upon our

013long-standing commitment to the well-being of our students, families, and staff, we also want to acknowledge the significant and impactful wellness initiatives that are already underway this year across our district. Dedicated individuals and teams have been implementing programs, providing resources, and fostering a culture of care within our schools and departments. This foundational work guided by our existing district wellness policy has laid the groundwork for this exciting step. Integrating a wellness board goal with signific will significantly strengthen our LCAP by explicitly including wellness as a board priority. We ensure that our LCAP goals, actions, and expenditures directly align with this fundamental commitment. Also adopted in February at the same time as our definition, the wellness framework encompasses the interconnected domains of body, mind, relationships, and community. This serves as the blueprint for shaping our action items within

014the LCAP. Furthermore, this framework provides a comprehensive lens through which we will analyze our current efforts and develop new targeted interventions to support the holistic well-being of our students, our families, and our staff. By using this framework as our guide, we will systematically review our LCAP actions and identify areas for improvement or expansion within each of these four interconnected domains. This will ensure that our LCAP is not only aligned with our board's commitment to wellness, but also provides a comprehensive and holistic approach to supporting the well-being of our entire school community. Okay, this takes us to slide number nine. Given our limited time tonight, we want to be very respectful of everyone's schedules while still gathering your crucial input on the wellness components of our LCAP. Therefore, as you briefly review the proposed wellness action

015items, we would like you to focus your discussion around these two key questions. Knowing our wellness framework includes body, mind, relationships, and community, which of these areas stands out to you as the most critical for us to prioritize within our LCAP actions? And two, in your initial scan of the action items, is there anything missing that you feel is a fundamental aspect of wellness that we haven't addressed adequately in our LCAP proposals? We understand that this is a brief overview and we don't expect an indepth analysis in the next few minutes. Your initial reactions to these targeted questions will be incredibly helpful to us in guiding our immediate discussion and informing our next steps as we develop these actions further. So, thank you for um we have Marty. If I can just briefly say um

016I think what's I think what's implied in what you just said is and and then correct me if I'm wrong and then I want the board to sort of correct me if they think I'm wrong which is we did have our we had a wellness workshop it was very lengthy in depth and I think a lot of us were pretty happy about the outcome of it so in a certain sense I mean there's really not much to this right now these four things so I'm interpreting this as signaling to the overall product we created collectively with the community and with the board. These are sort of indicating that body of work we we have. Is that is that accurate? It's part of it. Yes. And and also the input sessions that we had with the

017community. Yeah. Um has also drove some of the changes that we made and adaptations. We need your feedback. Okay. Further feedback. Go ahead. Yes, please. Um, for example, the part that I still think we I would love to get into a more deeper discussion is this notion of collective wellness, which goes into relationships and community. I think that there's a lot of cultural elements that are there. I think it's an opportunity to build deeper relationships with the children that we have and the families, but also across multiple avenues. And so that's that's one that's that I find that's really important, but I also think it it in my opinion it needs a lot more development and what it actually means and what we're trying to accomplish, especially alongside families. So I always pay attention to

018that collective one. That's that's one for for me. That's helpful. Trusty Henry. Um I guess see um one of the things that stood out to me um and this isn't as most critical but I'm just going to share a variety of questions um is around expanded access to nutritious meals. um particularly because my understanding is we're already providing nutritious meals to all of our students and so why um what is the intention be behind expanded access and what are we aiming to do there that was a surprise to me um because I think we always tout the you know our our farm to school programs the fact that all students have access to free nutritious breakfast and lunch so you can speak to that and then I've got a couple others speak Mhm. So, I

019think as we look at the um school backpack programs, the um oh, I can't remember what they're called at high schools, the food pantries at high schools as we expand our wellness centers. Um more of that is is being taken on at site. So, I think that's the type of expanding um I think to clarify that because I think that's incredibly impactful but didn't wasn't clear to me. So, I think to specify um right because it sounds like what we're talking about is so that students have reliable access to nutritious foods outside of school hours um which I think is incredibly important, right? That we're really thinking about students holistic needs. So, appreciate the intent there. um and and the clarification um and I wonder um in terms of a metric for that might and

020I don't know if we collect this already or if this would be part of um the wellness index um but I wonder about collecting data around food insecurity as an indicator um that we're being effective in providing the that access to nutritious food outside of school hours that rates of food insecurity um would decrease I would also suggest if that's the objective um to think about um increasing access to CalFresh enrollment as well, not just um food distribution. Um I think to superintendent's point around the collective wellness, um I'm wondering about um if we might call out something specific there around positive parenting. I know later on around systemic barriers to wellness, we talk about um partnering with community organizations. Um but talking about how we can support families um in terms of the collective

021wellness I think could be really meaningful. Um and this is just overarching. So I think there's a lot of there are multiple references to cultural responsiveness, but I don't know that it's ever defined. So, if we could provide some clarity around what we mean by being culturally responsive and not just culturally competent. Last one. Um, so this was around um the equity driver um under um systemic no not systemic barriers wellness. Oh yes, under systemic barriers to wellness, um it says um ensure transparency and accountability and resource distribution. And I'm not quite sure what that means. So I think just adding a little more clarity, it's pretty vague to me what we mean by that. Thank you. That's helpful. Very helpful. Trust Bowen. Thank you for this opportunity to share our feedback I guess again

022um on these issues and looking at these I think obviously they're all very important um but for me looking at this I mean if we're talking body are we also talking about um health care like that bottom of the hierarchy um I know some of our students have opportunity to have like medical clinics I mean in their in their schools but there's a lot of schools that don't have that that really need that especially now with the concerns around um Medicaid possibly being cut because if our students aren't healthy but you know their bodies aren't healthier and also obesity issues. I mean, I know we can't address everything through school, but there's a lot of health concerns. I think um when we would do the um physical exams for football teams every year, I would

023help with those because my husband was overseeing them and we had kids that had hadn't been aos a doctor in years and some of them had underlying heart conditions. It was really scary. Um so that I think is really important because that's almost like you know a life or death thing that we can you know protect our students um but having more uh I guess encompassing more in terms of body meaning um just getting making sure their basic health care needs are being met. Thank you. Thank you Trusty Bazo. Uh Vice President Barrer. Thank you President Person. just love how far we've come and I know we've got an update, you know, coming next week. Um, but just really terrific work and as we know it's work um a lot of it that we're having

024to build ourselves because we don't have these sort of established you know frameworks and metrics that we can just pull from. um one thought that um you know comes as a focus so again on collective wellness relationships and community so I know there's a lot of research around well-being that talks about purpose as such a key you know aspect and so I'm just thinking how we can you know kind of emphasize that and then um look for opportunities in everything that we do to help students find some purpose. Um, and whether it's just purpose right now in my second grade class that, you know, I'm gonna um I'm going to help the class, I'm going to help the teacher, I'm going to help my fellow students, or whether it's, you know, high school students really

025starting to identify where they can make a unique contribution, you know, to their community, to the world. But I think focusing in on um is is our experience does is is does the experience that our students have in our schools bring out opportunities for them to uh contribute what they really um believe in and what they really um think that uh you know they uh they can bring to the table. Um so it's sort of again in everything that we do are we focusing on creating opportunities for students to find uh purpose. Trusty wire. Thank you for saying that, Trusty Barrera, because for me, this whole business of wellness and well-being, I go back to the experience this Saturday at the radio shell where Lincoln High School went from eight students in the band orchestra

026to 150 students. I mean to see that many students there in their uniforms, black and whatever colors they had on, black and gold or whatever it was, white, they were there. They were overflowing. And to get their four bus loads from just eight students three years ago, that says to me that something is going right, that there's some pride in those students, that they feel a part of community. and they want to support their school. As I was walking up, I ran into the administrator. He had his his son was in the orchestra. His grandmother, I mean, Abu Alita was there. The mother, I mean, several generations were all there to see this. And that's the kind of well-being that we build in in not only the the child itself, but also in the family,

027in the school, in the community. That's what we want. And that's why we fight so hard to keep VAPA in our curriculum because that's something that you can't buy. It's not purchasable. You cannot purchase it. you only can experience it and feel it and the excitement and as we continue to grow so that Lincoln is not the only school but all of the schools come together with excitement for what they're doing in their schools and how they're representing then we'll have some vicarious data um inadvertent data I don't know how you're going to collect it but that to me was so telling because I felt like all of our work was not in vain I I don't know what that teacher did. I don't know what is going on, but for him to get those

028students there and they at least knew the notes enough to play the notes right for the songs that they played. So, they've learned something and that's what I want for all of our students, that kind of excitement and well-being. Thank you, Trusty We just Baldis. I was wondering with individual wellness in terms of body and mind if we had looked into substance abuse and if we were committed to pursuing that. That's actually part of the feedback that was given at the community session with parents as well as one of the asks is to increase those sessions during through our family engagement workshops. Okay. But then I'm wondering if as a board we want to explicitly say that under individual wellness so that it's not just implied. I think that that is something that's very important

029for wellness and that should be defined. Well done. Including about the vaping EP epidemic. Thank you Trusty Baldis for bringing that up Vice President Bar. Yeah. And I, you know, I can't hear Trusty Baldis without also immediately thinking about uh social media addiction, technology addiction. So, it seems like, you know, we have to build this into our, you know, our wellness action plan. Yeah. I just have I know we're on at the at our timer point here, so um Oh, there it goes. There we go. Okay. I don't I will not I will I will yield some of that back to the body. Um but so very briefly, thank you very much for this. I was reminded sitting right here about god it must have been a year time just is a weird thing here

03015 months ago or something and we were having this debate about social emotional learning or social emotional or wellness and I and now now when you see all this you see what flows from the focus on wellness rather than just narrowly on learning had we been on learning we would have been like we'll teach resilience and it like boom this is I'm very excited to see the way this opened up So, thank you to the staff for for doing the work. Um, and then you know I um I my my I think this breakdown mind body relationship community is great. Um I'm a little concerned and I mentioned this already about the word mind. Um I understand you have to break the world up into you know at the joints to try to make it.

031My concern about mind is that it is in our society, I don't know if it's common, but certainly in our society, mind tends to be cognitive and and lead us away from feeling. And maybe that's just me. I'm projecting, but um I just want us to preserve in this word mind. This is not just about mindfulness. It's about just how you're feeling. Are you sad? Are you happy? and bringing our students back to the core of we all have these like we're proverating all the time. We have very high achieving students. Um and you're thinking all the time but just helping our students to get back and a lot of our student our our student input both on the panel and our trustees came back to this the body side of the mind of you

032know so that that the emotional the feeling and and encourage our students and our staff to return to how they're feeling. um is important. Okay. Wow, I took over two. Um very briefly here then. Brutal. Brutal. Now I know how our audience feels. Man, that's a bad feeling. Um and then so then very briefly, she's going to double tap it in a minute. I'm now I'm very concerned here. Um uh and and in terms of what Richard said about this um purpose and we had talked about mattering at the last thing and how do how we give students a and so I think this community thing for me is is helping students um understand their place in the whole for themselves. Not teaching them what their place is but helping them to to discover their

033place in the whole. And um for me that that um that brings us it it allows us to to focus on on not just on you know we in our way of cog our cognition we focus on the nodes in a network. We talk about the nodes without but then we sometimes lose track of what connects the nodes you know so it's like mind body but then we lose track of what connects the mind to the body or or and in this case I think about our preparedness goal and the way that it feeds back into our uh into this community goal your place in the whole it's really essential in terms of understanding being prepared for the future to understand what your place in the future is and and my final thing I'll say

034about that is this thing I' I know I'm like a broken record on it. But this how do we save our children the outbound journey away from themsel. I call it the outbound journey where it's like nobody stops to tell you you have a nature and if you provide yourself if you prepare to provide yourself with a life that's appropriate to who you are, it makes life really fulfilling and really much easier than when you're trying to provide a life for yourself that's has nothing to do with who you really are. Um, so I guess I would in relation to that, I don't know. I don't know that it fits really on this, but I have a dream that we have that we have a an explicit focus on on fostering selfdiscovery and self-standing. I

035mean, especially with talking to a parent the other day saying we need to do this on math or something. The future you're going to need to do math. I don't know that that is true. I mean, AI's I see what my son does with with the AI stuff and the chat bots. Like, whoa, bro. I cannot imagine. It's not AI is not going to eat up a lot of these even math jobs and programming jobs and writing jobs and comm's jobs. It's going to be all the more important that kids are able to understand in that context. It's going to be all the more difficult for them to provide that life for themselves that's appropriate to them if if they don't know what it is, you know. So the premium on on self-standing and is

036is going to be so high and even higher than it is now. So sorry I went way over. You can double beat me if you if you need to. But um trusty Ber you can vice president Ber you can double to violate one one more time. Another thing that just seems to be we know so much about uh is physical environment and especially outdoor education. you know, just creating opportunities for our students to be out and connected to their environment. We know the impact that that has on on wellness. Yeah, that's great. Okay, so that's all I think. Can I? Yeah, Dr. Bula, you're pushing us to the next. I will um I thank you so much. I kind of captured some of the things that you said because I think we hit all different

037elements. So, I just want to repeat them a little bit. I really appreciate the question of how do we how would we measure food insecurity? I think that's actually really important. Collective awareness wellness I wrote where is purpose mattering. Do we have opportunities for students to participate as their whole self and also learn who they who they are and their place and contribution to the whole. I wrote to own thyself be true um in self- understanding, health care and access to medical care, wellness connected to student motivation and generational care support in Apo, body and mind, substance abuse, vaping, social media and tech addiction, consideration of mind and feelings. And I really appreciate that because I always say I I experience anger in my stomach. Um so I'm my emotions are connected to my body

038and if my anger's in my throat, someone's about to be trouble. So like I know I check myself in my body like where it is and so that's what I've taught like I have time to think if it's in my stomach if it's in my throat it's going to come out considerations of mind body emotions thoughts but also physical environment outdoor education and I want to push us that when we think about outdoor education and our wellness that we that it's also rooted in indigenous knowledge um because they are the original caretakers of the land and I think we can learn a lot from them. So I appreciate all of the feedback on goal one. Thank you very much. Oh yeah, we got a new new team. Thank you, T. Let's see here. We go

039deep. We have a deep team tonight. That's good. Good evening everyone. Good evening. So I'll be presenting this evening on goal two of our LCAP which is advancing literacy and effective communication. We'll start by taking a look at our literacy goals on statewide assessments which are the CASP and the ESPback. And on our goal for these two assessments is to ensure that our students are growing three points every year until we are 24.9 points above standard by June of 2030. Now we'll take a look at key outcomes from our most recent state assessment in 2024. And what we did notice is that San Diego Unified outperformed the state by 20 points. Overall growth was very modest. But we are excited to share that 70 of our 175 schools had significant growth or some growth of

040at least three points across our elementary schools, middle, high, and alternative schools. Although that's worth celebrating, we do want to acknowledge that 105 schools did not have any significant growth. Which is why we have strategic, intentional, and specific action plans and steps in place to ensure that we are increasing literacy for all of our students at all of our schools. And this is what we're going to be prioritizing with our current LCAP. First, taking a look at learning and teaching environment. It's really important for our team is prioritizing and implementing our state approved benchmark ELA curriculum which is why we will be providing consistent and ongoing benchmark refreshers for the 2526 school year focusing on foundational reading skills as well as writing. Additionally, we'll be providing targeted professional learning on evidence-based literacy practices, also including

041culturally and linguistically affirming practices, supporting teachers with student agency, as well as encouraging and working with our teams on professional learning cycles and teacher collaboration. Moreover, we'll be providing direct coaching and support to the 22 schools that are receiving the literacy coaches and reading specialists LCRS grant in areas D and E specifically. Additionally, we'll be building capacity among our principles, our teacher leaders and educators using evidence-based literacy practices. And that will look like making sure that we're applying we are supporting teachers with systematic and explicit instruction in foundational literacy skills and phmic awareness, phonics, reading comprehension, fluency, and vocabulary. We'll also be working specifically with our middle and high school teachers on supporting our adolescent readers and learners with foundational skills as well. Additionally, we are going to be providing weekly literacy support to two

042elementary schools and one middle and one high school every week. Moreover, we will be partnering with our amazing data analysis team with Eileen and Roman and we'll be working with them to ensure that we are using our data to drive our instruction and our decision making. Specifically, we'll be using our new reading difficulty screener, the MClass Dibbles 8 assessment, where we are going to be working uh to identify and diagnose reading difficulties and dyslexia and also using our ID assessment in grades three through eight. And we will be working specifically to make sure that we're using that data to provide interventions and support to all of our students. We'll be working with teachers to group our students by need and then we'll be adjusting and modifying our instruction for targeted support and providing our teachers

043with that additional professional learning on how to access and use the data. And finally, we're going to be prioritizing to increase and strengthen our communication with our families. Um, it's very important for our team to make sure that our families are understanding of our California content standards and grade level expectations. It's also important to ensure that our families have a very clear understanding of the reading dyslexia screener and our I Ready assessments. Additionally, we'll be supporting our families with um learning and supporting their students with literacy strategies that they can use with their children at home. We've already partnered with Project Eugima and Pam King as well as the school and community literacy network to make sure that we're uh supporting our families with literacy strategies that they can do use at home. So, um

044that concludes our action steps for LCAP goal number two. And right now, I welcome your feedback. And the question that we posed to our our board today is what suggestions do you have to strengthen or refine LCAP goal number two? I will entertain comments. Trusty Wyers P. Well, I I want to thank you all for uh actually getting the schools out to me. on the names of the 70 schools because I always want to look at whether or not it's across the board or is it concentrated in one area or do we have some spotlights in district D and district E also and um the data are fascinating because I see Lincoln High School is there in the 70. Uh I mean for me uh if I were doing some analysis on this and really

045seeking I'd want to know what is it they're doing why how I mean what's generating this kind of uh success on their part to see if it's something that can be replicated uh among the schools. I'm also excited about uh and I've shared this with the superintendent, the fact that now we're moving to the cluster model again so that we have an area superintendent for each of the clusters instead of three people and it's very difficult to have accountability like that. But when it's all self-contained and you know you're connecting to the middle and you're connecting to the high school, it makes a difference because then we can work together as a team. I know in the Morris cluster we had like four area superintendent and it's like, okay, you're in K5, but you're in

046K8. No, but you're in the middle and then you're in the high and who's your boss? Uh what are you guys working on? um versus uh it was just a nightmare. So now we're all together and I'm sure if there are idiosyncratic questions or issues that the middle schools need to deal with, the superintendent will facilitate that. The same thing with the high schools. But I want that connection so that like Knox is doing, we're we're doing something to help Lincoln. We're showing that connection between those two schools and the product that comes from Knox MTM has to connect up at Lincoln and we all have to work together as a team and um that structure will allow us to do that. So, I was just trying to see, you know, I see we have

047some uh increase significantly uh for Lincoln High School and um five or six of my other schools, but we want to know why. What are they doing? Share it. Don't keep it in a bottle. Let's work together to figure out what's working and make it work more than at that school or in one segment. So that's not something you can probably uh excreate. You can write down, but at least it's something that we can get together as a team and start thinking what can we do to facilitate this across the board. I know that's preachy. I'm sorry, but thank you, Superintendent Mula. I want to make sure that um we also have are working with our departments around special populations. So I'm actually paying attention to English learners, all our dual language programs. Um I

048was at Sherman recently and really looking at their Spanish data as well as we develop their literacy. So I think that's important to to be be monitoring um and special education. I'm really excited, but I also know it's in the beginning stages. we need to focus on writing like writing is really important for the future for college acceptances for essays for how we communicate in the larger world. So I'm really excited about that work. Um so I look forward to hearing more about that and developing it together. Thank you Trusty Baldis and then Trusty Bowser. I think it's really important with this goal to ensure that we are educating students about why they're taking these tests and the effects of these tests. We were actually speaking about this at last night's student advisory board meeting

049and we said junior testing, does anyone actually know what it goes to? And we had one person raised their hand. So, if we could form some sort or create some sort of video districtwide that gets played before these tests that explains the rationale behind it, I think it'd really help us in the school. Thank you. Can we put that as an action item? Because you've said that before. Maybe something the students can even work on for next year to help to ensure that it happens because that's very important. Trusty Baza. Thank you, President Person. Um, one of the things, and I know I tend to harp on this, but along the lines of what, uh, Trusty Whitehurst Payne is mentioning is what's working is also when you talk about strategies to support literacy at home.

050Um, specifically, what is that and what I'd be really interested to know what's working, what's not, because we can say, oh, we sent this kid home with resources or, you know, but are they using them? you could send them home with a book in a bag, but how do we know like I guess how are we measuring that or determining if that's helping um because I I you know I just feel super strongly that if we can get the parents on board I know all we all of us do but um you know and I know that's a tricky one is community engagement. I know a lot of schools have, you know, people coming in working with the kids one-on-one volunteers. Is that something that we're measuring to see if that's helping? Um, I know

051a lot of, you know, schools are doing kind of individual things, not necessarily all as a district. I was at what schools I get at Claremont Canyons and they have a group of senior citizens that come in and work with the kids in the library and it was amazing. Um, but you know, is that happening everywhere? and you know I'm guessing not and is that helping? Are we looking at that compared to other kids? So just really kind of being able to zero on that in on that would be helpful. Thank you Vice President Barrera and then Trusty. Okay, thank you President and and I just wanted to absolutely pick up on Trusty Bos's. So the I think the challenge that we've talked about, you know, up here for a decade has been how do

052we take these high impact home strategies to scale. Um, so it's not just if you happen to show up at a workshop at the Ballard Center, it's how do we equip every teacher with, you know, strategies and resources to build the capacity of parents. You know, I just think um so Bill Freeman uh used to describe in his classroom when he was at Porter Elementary, uh he would not just make home visits, but he would work with parents who felt so distant from what was happening in the classroom because of their own experiences in school and just lacked confidence. and lacked any sense of their ability to actually help their students learn. And that's where he would focus. And and after working, you know, with parents about again very simple but clear strategies and parents

053starting to feel effective in, you know, um in supporting their kids, then those parents would start coming in and volunteering in the classroom. You know, then they'd feel they'd feel connected. But it's how do we how do we do that especially with our spotlight students? How do we make sure there's a plan with each of those students um with their families? So, and and I don't know, you know, I I appreciate the um wanting parents to understand things like content standards and I don't know that's where we need to be putting our energy though. It feels like if we know some simple things that every parent can do, even if it's as simple as have a conversation, you know, with your student about what they're learning, um but but but trying to take that to

054scale, which I think is Trusty Boso's point, is that that feels like um you know, a goal that's been elusive for us. Yeah. Yeah. Thank you for that. Yeah, Trusty Hazel. Yes, I wholeheartedly agree with both of the last bits of feedback in terms of family engagement um and thinking beyond these one-off workshops we do, but what are the things that all families um need to know and how do we get it to them? Pretty much everyone has one of these, right? And so, how do we connect? How do we get information? And I've seen some of our principles um in in my area. Uh I was actually I think at Hardy Elementary during ReadAcross America week. I think that that's when it was she was reading a book on I don't know it was

055like Facebook or Instagram to students and families could tune in, right? So thinking creatively about what we have access to, what costs us nothing and every principal doesn't have to read, but you know, can we do that or have you we have a partnership with the Padres? right? Like how do we leverage the things that we have that cost us nothing that bring literacy into the home? Um and I think also thinking about families uh that may not be literate themselves, right? How do we still provide access to that support and those homebased strategies? And so I just love what everybody's saying about how do we scale it? How do we make it accessible um to everyone? I also had some questions um in terms of family engagement. Uh it says increasing communication and engagement.

056I'm just curious if we can think a little bit about how much we want to increase communication um and how we'll measure that increase in communication. It feels um a little vague. Um and trustee or vice president Bura mentioned um home visiting and um I'm curious do we do that for literacy? And obviously you can't scale that. We can't do that everywhere. Um but is that something um that we could think about um maybe for Spotlight Students or for others because we just know it's such an efficacious strategy in a variety of areas um whether it's around attendance or around literacy um etc. Um, and I'd be curious, you know, so once we figure out how to scale these things and bring them um to more families, you know, is there a way, maybe it's

057not next year, maybe it's the year after, but can we measure um parents reported use of whatever strategies or practices we're encouraging them to use, right? not just, you know, how much did we communicate with them, but did they find it useful and did they use it and what things um did they use and and how often? [Music] Um, let's see. Um, I'm wondering on here, so in terms of um prek, TK, does that include preschool programs? Yes. That's great. [Music] Um, and we've talked a little bit about this, Superintendent Beulo. This is specific to dyslexia, and I know when we've talked about students um being referred to non-public schools that specialize in dyslexia. I'm wondering if we can call out um building internal capacity so that we can do the work we are paying

058others to do. Now, um how can we build that internal capacity around um targeted support for students identified as high risk for dyslexia? Um so, not sure exactly what that looks like, but I think that's important. [Music] Um let's see. Oh, I was wondering um for the literacy curriculum co coherence and the use of evidence-based teaching practices. Um it mentioned says early learning will explore and pilot curricular options and I'm wondering um if we've identified any um or if that's just very prelim like if those could be named. The state hasn't um approved one yet. So we're waiting for that information from the state and then we'll make sure to include that. Got it. Um, okay. I think that's everything for me. Thank you. Thank you, Trusty Hayes. I'll I'll yield my time to to

059the body. Um, I Dr. Thank you so much. That was a wonderful presentation. And, uh, Dr. Bug, would you like to introduce the next team? Yes. Thank you for all that. I took notes of everything that was said. I really appreciate um this team and thinking about the coherence as well. Um tomorrow actually I'm going to talk a little bit about curriculum coherence. So this will be really important. Thank you. Thank you. Thank you Julie. Go ahead. Okay. Try that again. All right. Good evening. My name is Julie Garcia and I'm going to be presenting on goal three, mathematics problem solving. As we all know, our goals for our smarter balance assessment and CASP are to improve our distance from standard by three points each year, so that by the year 2030, we have gone

060from 24.1 points below standard to 6.1. Our 2024 data showed us that we did make some modest growth and we did have 59 schools achieve that threepoint increase. We also outperform the state by 24 points. While this is great, we still have a lot of work to do and we're very excited to share with you our actions and goals for our LCAP goal three so that we can continue to make these improvements. The goals and actions are outlined here and organized under the four dimensions of leadership from the center for educational leadership. Let's go ahead and start with learning and teaching environment. We know that consistency is key. We believe that every student deserves access to a rigorous standards aligned curriculum that prioritizes hands-on learning and problembased learning. We are in our third year of

061a middle school math adoption and next year we will be adopting an elementary curriculum for grades TK through 5. Embedded in each of these curricula are the standards for mathematical practice which tell us how students should think and act like mathematicians. Teachers facilitate learning with conceptual understanding, procedural fluency, problem solving, reasoning, and mathematical discussions. We want to do more than just teach math. We want to help build mathematical identities with our curriculum and our new assessments for progress monitoring. We want to work in collaboration with assessment services to make sure we're we are building a culture of data literacy. In collaboration with other departments, we want to work with teachers on how to use those formative and summitive assessments to provide students what they need when they need it. This will look like teachers using

062data to help students if they need reteing, extra practice, or that above and beyond project to go past the standards. None of this can happen without our amazing leaders at our school sites. That's why we are going to work to support principles, teacher leaders, and teachers through a train the trainer model. What we've done is identify 32 teachers in our district, two per cluster to serve as cluster leads for our UTK to5 math roll out. These two cluster leads will work with teachers from their cluster who the principal has identified as site leads. The collaboration of cluster leads with site leads will support school sites with resources, professional learning, and how to connect with their school communities. We also plan to support what we consider our students second teachers, and that's our caregivers and our

063families. Through that cluster model of cluster leads and site leads, we will work to host workshops, provide resources and strategies to teachers, our site councils, and our district advisory groups in helping teachers support math instruction at home. Excuse me, helping parents and caregivers support math instruction at home. Our LCAP goal three um is grounded in the belief that all students can achieve in mathematics when provided access, opportunity, and support through a common curriculum, datadriven instruction, leadership, and support by caregivers. We're working to close gaps and improve problem solving for all. I would like to go ahead and ask for feedback for specifics on LCAP goal three problem solving mathematics. Thank you. I'll make some comments. I usually wait till the end but I don't see any hands right here. Start. Oh, I'll start at this

064time. Okay. All right. Good. That way I won't get the double beep. Um, so I will say mathematics is I wasn't particularly terrible at math, but it was not natural to me and I do not have a mathematical identity still. Um but as a consequence um you know with regard to literacy it's very hard for me to think about teaching literacy because it's just been a natural thing and you just as long as you want to get at want to get at the story behind the words you're just going to grind the words and you'll eventually get good at literacy. So as a consequence I'm horrible pedagogically at literacy even now with my son it's just like hey just read the book a bunch it'll be fine it'll come. and um and so my but

065on the on the contrary I never had a math identity and I didn't take it through calculus I got to pre-calc or something and it's just now the good news about math is you can pretty much you don't have to be a genius to dominate first grade math it it so but I will say the journey the journey Enrique bra that's that's tough audience Um, this guy I'm going to speed it up. I already lost my audience. Um, so what what I will say is what? Oh my god. Oh, when he comes, we'll do happy birthday. We'll break and do happy birthday. Okay. Is he really gone? Oh yes. Okay. Can we sing happy birthday to you? Happy birthday to you. Happy birthday, dear Enrique. Happy birthday to you. All right. He'll see. Yeah. All

066right. Can you give that back to us that time? Thank you. Um, she's so Okay. Um so but as a consequence it has been a real journey for me seeing seeing our math instruction, seeing um both of my children go through it and learning along with them and really gaining an appreciation for common core math for numerousy for coming at four three or four different strategies and getting a feeling for numbers and spatializing numbers and I mean the it's just like number timelines and all that. It's been a journey for me and one of the things I I really in terms of I am a super big believer in parent engagement and I know that that is there's an inequity there because a lot of students may not have a caregiver or a parent that

067can provide that and in that case I'm a believer in high dosage tutoring whoever is providing it but with regard to parent engagement this is really my only thing I'll say here and then peace out peace out in this conversation but um I I really one of the ways for me that that I don't know, five years with my daughter and six years with my daughter and now my son's in third grade is part of the secret for me is and I get choked up about it. Math time is quality time. You know, when you're a parent, your your time you I'm so sorry. I don't know. It's strange that it's affecting me so much. You don't have that much time with your kids. They're going to school. Everyone rushing around. And I had a

068daughter who is hard. She's a tough cookie and she will demand a lot of stuff and she demanded every single night. I would want to do other stuff. You're sitting with me doing my homework. I mean, she forced me to engage until the point where I was like started to look forward to it. Okay, I know she's going to make me, but if she doesn't, I'll ask her, you know? And so one of the ways I really want to and and and it's now that she's in middle school and she doesn't need my help anymore and I'll tell you she's very good at math. I will she I did not think she was going to be good at math. I mean she was not good. She wasn't into it but she was competitive and wanted

069to get good at it. I learned a lesson. You can start out not very good at math and spend a lot of time thinking about it and get a lot of high doses tutoring and you can turn out to be very good at math. She is very she doesn't need my help anymore and it makes me a little sad that we don't have that quality time but I have with my son. I don't know what I'll do when I don't have with my son anymore. But one of the things I think it's important for us to emphasize in terms of our parent engagement is this is quality time. It's when you look back it's going to be the best time you ever spend with your kids. I mean it sounds strange that m but you

070learn you learn about their minds. You you navigate adversity. They're angry at you a lot. You're angry at them. You're managing your emotions. It to me it's was such a journey doing that for an hour hour and a half every single night for the last six years has been one of the great journeys of parenthood for me. So if we can emphasize that with parents that it's not just about you know tutoring them. It is a wonderful opportunity for you to build your relationship with them. So sorry got a little heavy there but no that's okay. I'm glad you started out trusty wire. You need you needed to share that. Um for me in looking at this one of the key pieces is this group of teachers the trainer of trainer models and the folks

071who are going to be leading. You're talking about emotional being emotional. Uh at one point I was a um supervisor at Cal State San Marcos supervising teacher candidates, special ed teachers and I was in Rancho Santa Fe, one of the richest areas in this county and there was a child who was defined as special needs and I was observing that day and the child was just asking the teacher candidate How do you know that worked? How do you know? He was trying to um divide fractions. And he was just asking her a simple question about how do you know it works? You're telling me what to do to put this together? And I'm sitting there looking at her thinking, "What are you going to tell him?" And then she said, "You're being oppositional defiant." Oh,

072o yes. I won't tell you the rest of that story, but it made me realize that there are a lot of folks who don't know themselves and they're trying to teach others. And that's why we go down this pathway of students not understanding. You press through your pain. You press through to try to understand what was going on. But if we have leaders, the leaders that you're defining here, who don't understand themselves and they're trying to teach others and then they're labeling kids as special needs, is defiant and going like, he's not being defiant. He wants to know. And so I don't know whether or not we've gotten a lot of children identified as special needs because we don't know ourselves what to do. But we've got to find a way to teach those who

073will be teaching what they need to know. Okay. Thank you. Trust trusty B. Thank you. Very good input so far. Um just wanted to add to that. I I I was not good at math. It was never my thing. And my parents were both school teachers and they tried really hard to get me to like math. But I think it was just never fun for me. So going to like the scripts, the new steam lab, if you guys haven't seen it, it's amazing. Um they had drones flying and we had 3D printers and kids were making their names with the 3D printers. I mean, it's something we really need to duplicate throughout the district, but I was like, if I had this and like gardens and it was all I mean, I know some of

074it's not all math. It's like combo of everything, but it was just so fun, you know, and the kids were having a blast. And so the more I guess as our superintendent likes to say, we bring joy into it. And I think the other thing with math and I, you know, um, Trusty Baldes can probably speak to that is a lot of kids are like, why do I need to take calculus? Like what's the point? So I think there's that too, like to me, you know, and I thought that way. I mean, like why am I taking this? So we have to make sure I think just the long game maybe they understand why they need to you know to take some of these things like what they're going to be using that for um

075is I think is also helpful that would have been helpful for me. Um I was just interested too if there's any data showing like if you do have higher literacy scores is that related to math scores like your math scores higher and vice versa you know because is there any kind of pattern um and finally I know just because I'm a daughter of a of a a a music teacher um about all the there's data a lot of data out there talking about how music and math a lot of students that are very good at math are also very good music because to learn music you have it's math you know it's like quarter notes and half notes and and and how we're getting more students at Lincoln High involved in the band it would

076be really cool to see if there's any kind of like correlation between more of the kids in VAPA more kids reading learning music that is that helping them because then that would also help to strengthen our argument to keep VAP the VAPA program so thank Thank you. Trusty Hen, thank you. Um, I was thinking uh as you were talking about doing math homework. My experience hasn't been as positive with my child, but we do it. Um it it got me thinking about my own experience as a parent who for um one of my girls we had went years without any math homework. Um and I bring that up only to say if we think so there are many people who don't think it's a good thing. If we as a district think that practicing math

077at home is important for skill building, it would be great to reflect that in the LCAP and to make clear to educators how that should show up um in terms of what expectations are for students and then how do we support families in doing that because I don't think it's a common expectation um of our kids. we don't see homework um being assigned consistently I think particularly for math and my experience both as a student and a parent is that when you practice math it it makes a big difference and so um I would be interested and I don't know if you know if it makes sense to the team but even getting a little data on that um to see are is there a correlation are we actually not assigning math in certain schools

078and then seeing poor for um results. So, just flagging that if we think homework is important, sorry students. I know math homework is not the most fun, but that like let's call that out and make it explicit and then work to achieve that. Um also, you we've talked a little bit about um connections between literacy and math and I'm wondering if we can call out um using dibbles. So we talked in literacy about new use of the dibbles. Um but because uh dyslexia identification is correlated with challenges in early math, how do we use what we collect from that early assessment to inform how we're supporting young children um in terms of math, right? if we understand uh that you are at high risk for dyslexia, does that how does that change what we're doing

079um in terms of math? Um and maybe that goes without saying, but I think calling that out because we're going to have this new really meaningful data point um that we can use across content areas. Um and to the point that Trusty Boso made earlier about why does it matter? Um, I'm wondering if we can describe how conversations about math and math course selection can be part of some of the work I know that we've heard about in terms of college and career planning that we're hoping to start in middle school, right? But if we're talking to students um and you know in sixth or seventh grade they talk about wanting to say be a doctor, how are we making sure they understand what they need to do in terms of math um and and

080how we can support them um and their families to make them successful with that. [Music] Um let's see. I think same thing goes, we don't have to say it again, but the family engagement stuff we talked about with literacy, how does that show up for math? Um, and we talk in terms of our actions and services about providing access to a curriculum, students engaging with the curriculum. Um, and I think it's really important maybe to rethink like not just providing it, but how do we use it and how do we use it meaningfully and make sure you spoke to this, but it's not quite reflected here. Um, the fact that we are going to provide training for educators so they can use it effectively. Um, that's all I've got for math. Thank you. All right.

081Oh. Oh, look at you at the last second, bro. last night. Vice President Barrera just got it in. No, to be quick, but just building on um Trusty Bos's point, uh so Super Bul and I were just I just on Friday was out at Hoover looking at the tiny homes project, you know, that they're doing. Um so it's students in the, you know, what in our day would have been called wood shop. Um, but they're they're building homes. And when you ask the in, you know, instructor, what do you do? He says, I teach math. And it's so obvious that, you know, you know, it's this point, you know, uh, applying reasoning to real world problems. Um, and that gets, you know, to trusty Whiters Payne's point about how do you know it works? Well,

082in this case, you know, because it fits, right? Yeah. Right. You did it. You did it the right way. Um, so, and it I think it comes back to, you know, our it's all about integrating all of this and there's a wellness opportunity there because if a student is using math to um contribute, you know, to solve a problem, it's going to it's going to impact, you know, the the student's wellness. So, it's it's always looking for those opportunities um to not just do it the way that we've always done it. Um and and then there are u you know benefits uh to all of our four areas, you know, when we when we think about this creatively. So, thank you. Yeah, great article by the way on AI. Yeah, I appreciated that. Yeah. Thank

083you. Um, Superintendent Bugo, would you like to get us to our final goal? Yes. Thank you, team, for goal two and goal three. Now, we want to welcome up goal four. Um, I'm still thinking about um when I tapped out on math homework with my son, I was like, "Oh, it's I can't help you anymore. It's with dad." And I overheard I heard his dad say, "The point of math is more math." And I said, "I'm out. I'm out." So, thank you, Dr. Robersonson. I'm really uh excited to talk about college and career preparedness because much of what you all mentioned this evening ties directly into it. So, I I am a very uh appreciative of that. And I want to go back to something Richard just brought up about tiny homes before I launch

084into this. I'm often reminded um by one of our colleagues from connected, Rob Adterbury. He used to work in our CCTE department and back in the day um the math teachers at the campus that he worked in um he was an auto body teacher and so he worked in our automotive program um there were students that were struggling in mathematics and so um but doing extremely well with the mathematical um elements in the auto body shop and so the te the mathematical teachers went to um the CCTE teacher and said what are the strategies that you're teaching And what it all came down to is the approach, the real world um connections that were being made, the application, the hands-on experiences. And so um I preface that because much of what we're talking about in

085this goal is really that those elements, real world connections, ensuring that our students graduate with us, both college and career prepared, that they have those meaningful experiences. and we want to broaden those and we want to ensure that every student has that um TK through 12 and so I too um Sharon brought up that I'm sorry Dr. Dr. White Payne brought up that the importance of um we are shifting to K12 um area superintendence and I think that is extremely powerful with regards to um the alignment within the clusters um not only as it pertains to wellness literacy mathematics but also for our college and career preparedness goal. And so I'm going to launch into um the fourth goal. We actually have one more goal after this um but but I'll I'll go through that.

086So this goal is about um preparedness and ensuring that every graduate walks across the stage uh with real options, not just the diploma. We've already seen a 3% um increase this year and outperform the state by 17.6%. That's the absolute difference, but the relative difference is 38.9 that we exceed the state. These early wins um reflect coordinated alignment and int intentional focus of our district. Um and getting to 74.9 by August of 2030 will require sustained focus and strategic leadership by both central office leads and our site principles K through 12 TK through 12. As you'll see here, over half of our high schools achieved at least 2% gain in college and career preparedness this year. That kind of progress doesn't happen by chance and speaks volumes about h how deeply the vision um for

087college and career preparedness has been embedded across our systems and how principles have embraced and led that vision in their unique contexts. So, we've worked with site leaders in middle school and high schools to really look at the data for college and career preparedness, the courses students are taking, how they're enrolled in the courses, what meaningful experiences they have, and then apply those to their unique contexts. Every school is different, and every school's students passion and interests are different. Um, the results aren't random. They are uh signals of a well-led system uh through San Diego Unified where central leadership builds capacity and powers site pr and empower site principles to execute with clarity and consistency. And this is what leadership and system uh alignment looks and feels like. What you notice here is much of

088what we spoke about this evening. We are being very strategic in aligning our pathways CCTE vapa early college credit by clusters. So that is more of a reason why we need to be steadfast focused on UTK TK through 12 alignment within our clusters. Um so that students have equitable access regardless of the cluster that they're in. We are um going to continue to engage in and and expand upon regular family engagement sessions where um to help families uh see college and career not as a distant goal but as a daily achievable steps. that is through the experiences that our students um go through in elementary, middle, and high. We're investing in our counselors um and staff, not just to schedule classes, but really to guide the future of our students. when we had our um

089input sessions from from the community, what was lifted in that space and what we've heard from the board continually is the need to uh pull up alongside our counselors in elementary, K8s, middles, and high to really um start to work with our families um to ensure that our students at a younger age then see the path towards being college and career prepared. Professional development is also at our forefront and it's very focused and will continue to be focused on college and career planning tools for our families, for our students and for our staff. And then dashboards. Um I'll give a shout out again to our data insights team. Dashboards are changing the game for our sites especially at secondary um level with with middle schools and high schools. And soon um I'd like to share

090that we're going to every site will have access um where they can track through a dashboard graduation and preparedness in real time. So we don't have to have the lagging indicator upon graduation. So that's really important to note. I think the word is beta. It's in beta. Um and so we're exploring that right now. And then um it's really important to note that um in order to ensure all of our students are college and career prepared, we know we have to invest in um ongoing tutoring, whether that's peer-to-peer tutoring, whether that's um we have college interns that come in and tutor our students, whether it's virtual t tutoring, but we're willing to explore any and all options because we do see the value in tutoring. Um acceleration, of course, course acceleration, and then credit recovery.

091Those are um really important for our students and we've heard that time and time again both in the middle school area of acceleration and credit recovery and also in high school. And when we talk about the um in terms of that alignment, it is really important for our students to be literate when they when they graduate high school, but more importantly, what are the literacy skills they're learning in elementary that are going to prepare them for u middle school and then um high school. Same with our mathematical practices and the skills that they need. The other thing is that we're really working closely with our um extended learning department to ensure that there's outside enrichment programs um such as middle school athletics. Are there clubs and activities that our students are participating in because we

092fully believe that um our students will be well. They'll be academically successful when they're engaged and they feel a sense of belonging at their school sites. So, how can we broaden those extracurricular activities at each of our school sites? Um, and then I just want to mention student leadership is also at the forefront. We really encourage our students to advocate for themselves, build that self- agency, um, and really advocate. And so, we believe that with these strategies and actions, our students, um, will not only catch up, but they'll actually leaps bounds ahead. So then that concludes the highlevel u summary of the actions that we've put forth. Um but we want to turn it over to the board and get any suggestions um to strengthen or refine this goal. Vice President Bur. Yeah, Jennifer, thank

093you. Everything that you're talking about and that the team is talking about here is so incredibly exciting and I know um how important this is to you with the leadership that you've always had as a site leader, you know, emphasizing college and career readiness. It's, you know, when we heard our students present at the joint meeting with the community colleges about what their experience has been in high school, that's again where, you know, we talk about that's what we're looking for. And that's real transformation. That is a different experience from, you know, what a lot of our students continue to experience and what, you know, prior generations have experienced. And now what you're talking about sort of extending that all the way down to the earliest grades um means again a different experience that um

094you know that our students will have. And what I also just love about this, and you hit hit on this several times, is this is our strategy or a a key strategy towards goal number one, yes, to wellness. This is a key strategy to literacy, key strategy to math. if we get this right, um the impacts, you know, that this has on um our our other, you know, top goals, I think we just are confident that we're going to we're going to see that because it's allowing our students to have a sense of how they contribute to the world. Um so just very very exciting work and you know the only I guess comment I would have is let's make sure that this is not in silo you know that the people who are leading

095this work um it should be everyone in our in our you know system sees themselves as building towards college career readiness. Yeah. Thank you, Chelsea White Hairsp. Earlier I was going to comment that for some reason I'm optimistic. I don't feel like we're just doing that rat race on the treadmill that we've cracked the nut and um we have some direction. We know where we're going and I think you all know where you're going. Hello. We do. Okay. you've got some direction and with Raman and the data um schools are beginning to understand I think um Madame President that we're pulling elements together and we're looking forward to just moving this train down this the track. Yes. Goes down the track. U so that we can go to where you're talking about. So, I'm really

096optimistic based upon what you've presented and the work that we've done to take us to that next step and thank you. Thank you, Jesse Bas. Yes. now uh agreed and just wanted to add too I know you've done so much work in this area and I also like that you're working closely with the schools and and the principles and at least the high school principles I've talked to in especially my area excited about this and very passionate about the work you're doing and are you know very eager um to see this you know come to fruition. So, um, I'm glad it's not just like something coming from the top down. We're really working closely with our leaders at the school site so that they're having a say in this and they're right next to the

097whole with this whole the whole plan. So, thank you. Thank you, Trusty Bis. I just want to start by saying thank you all so much for the work that you've been doing and I really want to highlight how important it is to be supporting our counselors having just gone through the college application process. I know I would not have been able to do it without the counselor team at Scripps Ranch High School. They've been so helpful. They've checked over everything in the application and ensured that each and every student was getting a read through of their application. And I'm really hoping that we can continue to support those counselors and sure that's happening districtwide. Yeah, of course. Yeah, it is crazy you say that because I I tell a story about being in Mission Bay

098and they had a senior panel for their IB. I don't know some of you may have been there. And that's always an impressive panel. You're I'm always thinking like I better choice my kids into this thing. This is awesome opportunity. International Baloria. And somebody asked in the audience asked a question. Who was the most important person in your high school career? And honest to God, seven of nine panelists said our counselor, I don't remember her name, but I was like, "Oh my god, they're making different kinds of counselors than when I was in school. That's amazing." So, it's a tribute to the power of counselors. Um, I'll I'll say something that's been the something that's been on my mind in relation to um one is a question and then also something that's related to that

099question. But the first I'll just say I've been I get a lot of questions from the public and it's been on my mind about AI and as and we're talking about graduation and preparedness and the people oftentimes ask me I'm just normal educated people are paying attention to what's going on like how are you preparing kids for a world with AI and I was like bro that's a heavy question. I mean because the reality is you when you're facing a huge title wave there's a tendency to just I'm staying focused on what I'm doing here. I cannot I can't do what I do daytoday and try to imagine how this completely transformative title wave is going to affect you know what I mean? I mean it's just that's not but I think at some point

100we're going to have to as a district and as a nation go this thing is going to disrupt everything. And I I had a moment two weeks ago where my son kept nagging me, "Hey, Dad, can you approve these I have he has a little he has a cell phone. It doesn't have cellular service, but he had Wi-Fi and I have to approve it, you know." So, I see this chain of of AI picture things, you know. I'm like, "What are you doing here?" "Oh, I want to take make pictures of this thing." And he comes and he's sitting there for an hour. He comes back. He has this picture. And I'm like, "How did you do this picture?" He goes, "Oh, I just told it make make draw a dog." And then I said,

101"Make short hair, brown hair, eating an apple." I mean, it was nuts. The guy had a dog looked just like our dog. It's biting an apple. It's jumping in this way. And I'm like, "This is a 9-year-old and we this thing is going to dramatically change our world." And so, I guess part of my thing on this preparedness is at some point we're going to have to think through AI because it's not just like an asterisk. It's like it's going to transform jobs. It's going to um and I'm a scared about it. I'm I'm worried about it and I'm also I feel um I feel responsible as a board member that in not prioritizing it. It's going to be what determines a lot of what prepare what preparedness means in 10 years for a TK

102student. And we we we it needs to be a huge part of how we're preparing kids. But with regard to that, I think the answer in the mean part of the answer in the meantime is uh one of the student trustees yesterday asked or at the last board of meeting said, "Hey, what's the most important thing?" We had just done financial services. What's the most important thing to to you about financial services? And if you know me, financial literacy and if you know me, I'm like, "Don't pay attention to that." But um and and then I was talking to Trusty Bald earlier about him choosing between colleges and the same thing came back. It's like, you got to understand yourself. It's the most important thing. And then you've got to prepare to provide yourself with

103a life that's appropriate to you. And if you don't know what you want, you'll spend 30 years on the outbound journey and then try to figure out how to get back to who you knew you were when you were five. Not to be, again, I'm being a broken record here, but but it comes back to this. I have a question about here's my question. It brings it back to my question, which is what is the zello? because I would love to see like my daughter of New Orleans has um the wheel, but I mean what if we had a wheel in which you have one of your four four classes in in your first year in sixth grade that sits down with you and talks to you about all the things you could do with

104your life, you know, all the journeys, but in a not just talks to you, but in a concrete way like, "Oh, darn. I didn't realize I like work with my hands. That's actually a thing. I want to work with my hands." Or, you know what I mean? like to like not just have it be a counselor issue or a you know but it's like hardlined into the curriculum like sixth grade we have a we have a wheel element that is like you sit there and have an initial conversation about who you are what you enjoy doing what brings you fulfillment and what kind of career path we could take so that you're queuing them up to actually exploit what we're offering them to the greatest extent possible so an encouragement but also what is Zello

105that's it seems like that sort of. Thank you for asking that. I would like to say that um many of our middle schools um received an additional uh section allocation if you will to start in the design of ensuring that our students are able to have a wheel or college um and career exploration and that's going to be embedded into student schedules so that they can gain exposure to various colleges, career interests, etc. Zello is a platform that is used um TK through 12 for exactly that college and career exploration. So there's different modules designed for elementary students to get to know them as human beings themselves and that portfolio travels with the student through elementary, middle, and high. Um we have different modules at middle school and high school with regards to college uh

106exploration, career exploration. I can share with you that my daughter at a young age wanted because she loves Grey's Anatomy, wanted to be an emergency room doctor, but she's majoring in dance at SCPA. So now her idea is I want to shift from a doctor um I'm going to be a nurse practitioner, but I'm going to own my own dance studio because I know that if I own my own dance studio, I can't financially do everything that I want to do in life. So I gota I got to balance that, right? But she's learned that as she's developed these skills over the years. And this Zello platform helps students then explore and you get to see the shifts that they make in their own thinking, their own interests whether that is like they've shifted extracurricular

107activities from soccer to dance or volleyball. Um and then as a parent too there's a parent uh facing application that you then can also track your your students progress. So in our design of this we want to see more elementary schools using it. We've encouraged them to also create that as a goal in their SPSA. um those lived experiences of using Zello and then that portfolio would travel with them to elementary and then high school. Can parents track our own progress? Um towards learning that perhaps. Yes. Yeah. Trusty Bald. Oh yeah. I just first want to say that I have been using Zello too and I got it in high school I believe in junior year but it has been very helpful and I think it is a resource that we really should continue with

108specifically for college applications too. Uh Cody what you were talking about how if we had an opportunity for students to just explore a wide range of career paths and opportunities uh superintendent Bugul and I looked at each other and said Marston. So their advisory period where they have that where they can explore other other career paths and other opportunities at the beginning of class is something that we really want to make districtwide and if we got the board support on that I think we really could push for that because we've seen it. It's a beautiful program and I really do recommend all trustees go to Marston during the advisory time and see how it is. Great. Thank you trust both trusty pain and then trusty baser. You know, I'm glad you shared that about your

109your daughter and how she wanted to be an ER doctor and now she wants to be a nurse. I'm here to tell you folks that the physician assistants and nurses and whoever, they have more power than the doctors. I I was in hospital had surgery and um my surgeon told me I could go home. I called my ride, my husband, and said, "Come get me. I'm going home." And the physician assistant said, "Your blood pressure is too high. You can't go home." And I was just like, "He told me. He's the final authority. He told me I can go home." So, I finally had to tell him to go all the way back home and um make myself content to stay another night because the physician is I thought the doctor was in charge. So

110I think all of us have to start thinking different ways about um just what position it is is not necessarily in well I spent eight years in school or whatever. It's like whoever is really in charge is I mean I was mad but to bring my pressure down a little bit so I could eventually go home. I I could tell you're grudging a little bit. Trusty Baza. Yeah. When my husband was a resident at UCSD, even in medical school, he said, "Rule number one, excuse my language, don't piss off the nurses." I was like, "You got to make friends with the nurses and they'll make your life miserable." Um but I yeah I was going to um and another thing he did we we had career day at Sanberg Elementary every year and he would

111come out with another nurse I mean doctor friend of ours and on the whiteboard this is before you and all the fancy stuff he would list all the years of education like kids are just like I'm going to be a doctor but you had to like you know so he's like this is what you have to do to get to be a doctor and a lot of them were like oh okay um but I was going to say with the wheel I think you guys were talking about one thing that reminded me of too is if we're going to do something like that, I just want to make sure that students know which classes they're supposed to take too because I had brought up that issue of my daughter being short of science class, not

112realizing it when she was applying to college. And so that would be important too just to make sure they're on track taking all the classes because some of them might be a little confused by what they need to take, what they're missing. And yeah, thank you for for mentioning that. Two things I uh I should have shared is that um parents also and leaders and counselors and students shared the need for six-year planning. So ensuring that that from sixth grade at the beginning of sixth grade we're preparing you for what are you taking in sixth grade, seventh grade, eighth grade all the way up through high school. So um we are going to be working through that also in the design. Yes. Yeah. You want to you want to close this out? All right. I

113want to just say I know that um Trusty Baldis and uh Trustee Cruz have been working on a video about Marston in order to show other principles about the program and advisory. So I'm hoping we can get that video out to middle school principles because it is a really great model to replicate. So thank thank you for holding it up. Um I I wanted to say thank you to the team but also address this issue of AI because I know Derek Suzuki and Julie Garcia are working about what AI means in education. Um, and I recently heard something that has struck me a couple of things that the Washington Post is now going to use AI in their reporting. I think that that's going to change all sorts of scary actually to me. I want

114AI to wash my dishes, not to think for me, but that's uh beside the point. But we have some data about how technology has impacted society. And we have data about the increased divisiveness, the increased misinformation, and the increased social isolation. And so I think as we think about AI, how might we interrupt those behaviors that we know have actually hurt us as a society and not aided us? So that's my hope. And when we think about AI and education is how do we use it um to our benefit and not to um continue these three pieces that are actually hurting us as a society. it. Thank you, Dr. Robertson. You're going to do um goal five, too, right? Yes. Okay. So, thank you for for bear with me. Thank you. So, um please note

115that when I speak about this goal, we're speaking in terms of um our district-wide efforts um and supports and interventions that we're putting in place with regards to um uh all of our school sites. But this specific goal, you may have recalled it as the equity multiplier when we've talked about it in the past, which is we receive um certain funds for certain designated schools to improve uh areas around chronic absenteeism, restorative discipline practices, mental health and behavioral supports, improving um ELA, mathematics, CCI indicator progress, all of those things. So, we do receive funding to support specific schools who have showed up in the indicator as red, needing improvement in in um student groups such as students with disabilities, our English uh learners, etc. So, we do have specific goals written for each of those

116identified schools, but I would like to frame this conversation differently for this evening to share that much of the strategies that are invested in that is uh universal to all of our school sites. And so that's how I'm going to frame goal five and it's around equity, access, and targeted support. And so what I'd like to share on this slide is that equity is more than a principle. It's the living foundation of every goal in our LCAP. So that's first and foremost that we need to recognize. We are now engaging families not just as participants, but as partners and using their input and their feedback to inform resources and supports we cultivate. So, we're asking our families, what is it that you need? We're listening to them and then we're generating those resources and supports

117um to help support them in in the ways that they need. Um much of what we heard from our families at our uh our last input session was that they want to be more informed about courses, about what it means to be college and career prepared at a younger age. What does it mean when I make a mistake um when I don't pass a class the first time? what does it mean to be chronically absent at a school site? Right? Um so those are the things we're exploring with our families. The equity uh and belonging division has supported our district's ongoing learning and development to address systemic uh inequities at both the central office and at site levels. So that's really important to highlight. They they really pull up alongside us um in our departments

118and also at the school sites to think through and work through all of these uh nuances. This shift in mindset and practice takes time and it's it's taking hold and so I want to recognize that as a team um with real-time data at our fingertips. Thank you again to our data team. We are ensuring uh that central office and site leaders are no longer guessing about where the stu where our students are at or where the needs um need to be and the focus needs to be. Um and we're acting now with precision. And so that that speaks to our system alignment and we're we're really grateful for that. We know that we cannot move any of our LCAP goals forward without consistency and commitment to our uh equity foundation. And so that's really important

119for us to lift up tonight. And goal five is really about our way of of being and not just a series of actions. Recognizing at the same time there are identified specific schools that we need to move the dial towards. Um much of what we've called out for strategies that we've shared throughout the evening are interwoven in the plan for all of our schools. um you'll see that reflected um not only in the LCAP but our SPSA goals. And so with that um suggestions uh feedback for refinement for goal 5. Just for context, this appears to be a CDE requirement of some sort. Um uh I mean because it's a little like if you had a requirement that said you needed a a LCAP uh goal that was like teaching and then you've done the

120whole four things that are about teaching and then you had to do a teaching one because equity is such a part of everything we do. It's like uh okay. So, I mean, maybe there's some utility, but maybe we should at some point talk to Sierra Cook about getting legislation to encourage this kind of stuff to get feathered into your your LCAP more broadly because I think a lot of us, presumably other large urban districts in particular, are already very much I mean, in a way, it's it's it's analogical to the discussion about whether to feather in ethnic studies into everything or whether or whether we have a standalone Of course, we now have this weird standalone goal when we've we've already chosen as a district to feather equity into everything we do. So, any Vice

121President Bur? Yeah, I know part of the work that, you know, we've been doing for a few years is um identifying where this standalone goal actually gets in our way and then having conversations, you know, with our legislators and, you know, leaders in in Sacramento about u making those changes because that's that's always what, you know, we worry about, you know, with this kind of thing. It's it's not only that it's um like burdensome, but it could actually get in our way. Um and the what was it? The pizza party in every every classroom. Yeah. Right. Yeah. But anyway, that's you you know what we're talking about. So, yeah. Thank you. Yeah. Thank you. All right. Thank you for that presentation on equity multiplier. Uh, Superintendent Bagula, would you like to wrap us up? Yes.

122I just um I hope that all trustees and and public at large sees um the way that we're trying to build coherence and alignment throughout the whole system that you see this LCAP as more readable and also more connected to our um student out outcomes focused governance and our goals and guard rails. We're trying to really align that. And the other part of the coherence um is also the quad. Those all of the the quads that were there that were connected to the 4D that's exactly the type of professional learning and also coaching that our principles are receiving from our area superintendent. So it's just continued alignment towards like our north star of reaching these goals and also how we lead through them. So I just want to say thank you to the team because

123I know it's a it's a large team effort. So, thank you so much for your presentation and also um know that we have our first read on June 10th and our second read on June 24th. So, there's more to come. Thank you for your feedback. Uh thank you, Superintendent Beula. Um we will now shift to our public engagement part or let me I'll just just for the record, let me uh uh ask you, Miss Staltz, have we received any requests from for public comment? Okay, great. Uh that was expeditious. Um, okay. With that, uh, thank you all for taking the time to provide your comments to the board. Well, okay. Thank you to the board for providing comments to the board. Um, superintendent today. We appreciate uh uh your input and please know this is

124crazy. We didn't get any public comment. Anyhow, I I appreciate our uh everybody who participated in the report today. I do think some of this is reduplicative because we're doing an SOFG, but honestly I think we did um come come away with some additional information, some additional insight and conversation. So I do think it was valuable and I appreciate your time. Um with that I am going to adjourn this meeting unless there's anything else for the good of the order. All right, this meeting is now adjourned. The next regular meeting will be held April 29th, 2025.