001group was how can philanthropy best work with San Diego unified to maximize our impact this is a question that I along with the team are committed to address in partnership with our philanthropic community and I know the election was back in November but I want to congratulate our federal Congressional Delegation on taking their oath of office I attended the swearing in ceremony of Congress member Vargas and Congress member Jacobs I'd be remiss without saying that um back when I was a high school student I walked for vargas's first election um so it was my first uh take of understanding politics but it was the first inperson ceremony since the pandemic and it was beautiful to be with members of the legislative and Judiciary branches of government and to see our colleagues from the San Diego
002County Office of Education as well um there thank you president Pon for joining me on our Sacramento advocacy trip we met with key members and staff and legislative leadership offices and education budget committees thank you Dr Cook for guiding Us in this work on the budget front we now turn our attention to the second inter term report in March which the team is working to prepare for us and trusty baso thank you for your partnership with city council member Mar Von wilpert on housing stability for our Educators the team informed me that Educators teaching in Council District 5 will be eligible for up to $40,000 in financial and home buyer assistance so thank you for that work and that partnership um finally trustees I ask that you each take a look at our district website
003when we have a chance yesterday we made two major updates the first is to launch a we support our Educators information page this week some of our educators are participating in school rallies or walk-ins this site provides information on what we offer our Educators as an employer I want all of our Educators to know that we support you we support them this is why San Diego unified has consistently collaborated with our labor Partners to reach agreements year after year that proudly put the health and well-being of our Educators at the center of our work it is important to point out we have already committed to begin labor negotiations at the end of February ear earlier than the usual may start date and we look forward to these discussions and second we also launched a federal
004budget watch page it seems that every week There's new announcements being made about policies and funding that may directly affect San Diego unified we're closely monitoring each action and then activating our team to evaluate its impact on our District Operations thus far we can confirm that we're not receiving $200,000 or $50,000 annually for four years from the US Department of education's teacher quality partnership discretionary grant for our teacher resident program These funds would have followed our teacher residents to the school to support their professional learning we're also informed that $12 million from our us Environmental Protection Agency or EPA for green school buses was held up I know our team has been in conversations with the EPA and it looks like it may be possible after all to receive these funds which are critical to
005purchas 30 electric school buses along with the installation of necessary infrastructure I know there was was a recent court action that is should preliminary injunction blocking the executive orders terminating Federal contracts and grants but I want our school Community to know that every time there's a federal action we will work with our legal team we will review each action and we're committed to continuing to protect our students and staff and being transparent with these with the public so thank you and that's my report thank you thank you superintendent I also want to Circle back here um to C2 which I appear to have neglected in my my haste to receive that report um uh trust uh vice president Barrera and trusty Hazen would you like to introduce this item sure uh so C2 is a
006resolution recognizing read Across America day and I'm proud to join uh vice president Barrera uh in introducing this uh it's aligned with our goal around increasing literacy achievement reading achievement in particular and we know that reading can boost memory skills reduces stress and is really critical for our kids to be able to access the entire curriculum and succeed in school and in college and careers and I'm looking forward to in a few weeks joining a few of our school communities wadz and Hardy in particular and I know many of you will be joining others uh to read with students and celebrate reading um all right I will uh entertain a motion I have motion from trusty Hazen and a second from vice president Barrera any additional discussion okay uh we will move to a vote
007student trustees please vote remaining board members please vote uh that is unanimous consent with student uh trustees um concurring all right uh thank you for that Back to the Future uh we are we will now hear item E1 inter room goals 3.2 and 3.3 math utk through 8 significant annual growth on Fast and I ready Dr bagula once again can you please introduce the item yes and I would actually like to welcome Dr Ral De Rosario Dr Michelle kazari and Dr Nunes sodia wherever you would like to go I think there's a couple of seats or Podium thank you maybe two of you can come up and then as as okay as Dr nun can rotate for you okay you got it you got it thank you so I do have some opening remarks because
008this is very important so I stand here with the responsibility um as we analyze the interm progress in mathematics and reflect where we are where we're headed and most importantly what actions we must take to ensure that that every student in our district receives the highest quality math education possible we know that mathematics isn't just numbers it's the foundation for critical thinking problem solving and future academic and Career Success our responsibility is not just to track data but to use it as a catalyst for transformation and today I want to do just that ground our discussion in the data while keeping our focus on the students and Educators Behind These numbers I also want to highlight our own Learning Journey throughout our goal to become a student outcome focused governance team this is our first
009midyear report on mathematics with a few changes because as we learn we change and we strengthen I appreciate the work of our math team so Julie and Jessica thank you and our data team Dr Moreno Dr Del Rosario and today we're going to be joined by our two area superintendence Dr kazari and Dr n sodia but this shift in who is presenting the work is supposed to offer us a deeper look at actual school practice and in the spirit of learning I will be mindful about continuing to strengthen these presentations s these reports and please know I already have like five different pieces of feedback that I want to give to the team even before we've start started um let me first acknowledge that the progress we see in key areas are our students with
010disabilities have made a 4.8 Point gain and their distance from standard a strong indicator that our targeted interventions and instructional shifts are having an impact similarly our soci economically disadvantaged students have demonstrated growth I'll be at very modest of 7 points closer to standard another positive shift is the overall District focus on significant student growth in math through fastbridge and I ready assessments we see that 33% of our Spotlight students in grades 2 through eight on fastbridge and 30% on already are making meaningful gains I also know that approximately a 30% gain is average growth meaning that is exactly what we're supposed to see which means we have to figure out acceleration schools like Ander and Hamilton Elementary provide us with evidence that structured instructional leadership small group interventions and intentional coaching site coaching models
011work these sites are not just implementing change but Building Systems that support sustainable Student Success and I look forward to hearing more about them and when we talk about what's working we must recognize that leadership coaching professional learning communities data- driven decisionmaking and instructional coherence across the classroom are making a difference these successes remind us that when leadership and instruction align with student centered practices outcomes improve yet despite these bright spots our reality is very sobering our District's overarching goal is to close the math achievement Gap and the numbers remind us of how far we still need to go our black students have fallen further behind with a 4.7 Point Decline and our English Learners have also seen a 1.5 Point drop in their distance from standard while our Latino students saw a a very
012slight Improvement of 0.1 this movement is not nearly at the pace we need to reach our 2030 goal we also see significant Regional disparities in math growth fast Bridge results reveal that area a leads with 44% of Spotlight students making significant gains while areas D and E are lagging at 24% and 26% respectively the same Trend emerges in IR with growth percentages fluctuating widely across different School clusters this tells us the implementation of best practices is inconsistent across our district so what must we do first we must double down on instructional coherence we cannot afford a fragmented implementation of best practices math instruction must be consistent aligned with standards of mathematical practice and driven by data anded strategies second Equity must be at the center of our efforts our black Latino and English language learner
013students need more than incremental progress they need bold intentional instructional shifts that accelerate their math learning and third we must scale what works the schools that have shown progress those engaging in collaborative plc's leveraging data and embedding small group instruction provide a blueprint but this work cannot be site dependent and must be systemic lastly we must equip our Educators and Leaders with the tools that they need this means investing in professional development coaching and structure that support student outcome align schoolwide focuses leadership is not just about policy it is about building that capacity at every level classroom school and District so we understand that all of these aspects of high quality instruction alignment and positive student experiences around math happen in our classrooms and our schools excuse me we understand that principles alongside their staff
014are the conduit through which this magic happens and as we look at our global data as well as bright spots we will continue to align our forward moving efforts to the impactful work happening daily within our schools so we'll hear more about our data in our schools and I'll pass this on to Dr Del dosio and Dr kazari thank you all right we're in business can everyone hear me so uh good evening trustees uh Dr bagula just outlined this is our midyear report on mathematics and we're using this opportunity not only to examine our data but to reflect on what's working and where we need to improve uh as superintendent uh bagula mentioned mathematics is more than just numbers it's a foundation of critical thinking problem solving um so tonight I will walk us through
015our midye results uh goal three is about ensuring steady sustain growth over time our ultimate Target is to close the gap currently we're 23.6 points below the standard uh with the goal to uh reach uh 5.6 points below the standard by 2030 so um a question you might have is why three points uh the annual growth Target at three points was Set uh using the state's 5x5 placement uh table where a minimum of threo increase is required for a school to be categorized as having increased growth any less than three points even though it's moderate growth based on the 5x5 it's considered maintaining and we want to be able to show an increase additionally if any school scores red in any of the categories in any group a three-point gain will ensure that that school
016is not in the red irregardless of start point so um in order to better understand um our goals I think we really need to wrap our heads around what distance from standard means or DFS so distance from standard represents how far a student is from meeting a proficiency Benchmark a DFS of zero means that the students are at standard however it's important to understand that the status uh levels differ between math and English language arts so in English language arts it there's five different statuses uh a medium status is considered anywhere from five points below the standard to 10 points above the standard so uh those students who are scoring medium are relatively at or around the standard where in math um it's much lower like 25 points below the standard up until zero is
017considered medium so that that's an important factor and it underscores our greater challenges we have in mathematics uh because some of our students scoring in that Medium status are actually significantly below the standard uh the table on the right highlights DFS scores for different student groups and what I think stands out just some quick math is the gap between our Black and Hispanic students with our Asian and white students it's kind of a integer problem but it's greater than 100 points if you could see that the difference between 32 above the standard and 70 below the standard that's greater than 100 points and if you look at the increases or students maintaining and the very small increases with our Latino groups and as drula mentioned the decrease in our black and African-American students it tells
018you that the Gap in many ways is increasing between our black and Latino and white and Asian students this reinforces the critical role of our Spotlight student initiative targeting students who need the most support to accelerate their progress is so critical so let me go to the next slide so here you'll see that our interm goals prioritize Spotlight students and so we kind of level set what that means uh our Spotlight students identified the 15 to 20% of the students who were farthest behind in math um they did this by a combination of looking at State assessments uh when available and interm assessments either in the spring or again in the fall and in some cases we looked at grades standards based grades um and schools had some discretion to take into account other factors
019like social emotional Behavior attendance but ultimately the guidance was to select the 15% of your students who were farthest behind in math and um what you'll see here is that of the students who took the fast bridge in grades 2 through eight uh there's they constitute 118 schools with uh nearly 4,000 600 students and that 10% African-American 50 6% Hispanic uh 30% students with disabilities 30% English Learners 75% social economically disadvantaged those are all higher than the district percentages in these groups so these are the these are our Spotlight students in our fast Bridge schools so how' they do what we know is an important way uh we understand what we mean by uh whether they're making progress is measuring significant growth our goal as um superintendent magula mentioned is isn't just to accelerate uh
020our students but to make sure that they're making significant growth to close that Gap uh not not just um you know what we expect we want better than typical growth uh to Define significant growth we work with statisticians at Renaissance and our partners at UCSD San Diego educational research Alliance to develop a growth model based on nationally Norm reference growth distributions uh students are considered to have made what we call significant growth if their growth Falls within the 70th percent tile based on National Norms while this is a imperfect measure the approach ensures that we evaluate progress fairly uh rather than relying solely on proficiency rates it's important to uh call out uh that this isn't just a tier to intervention it's about ensuring that all students have access to high quality instruction uh establishing
021a baseline will allow schools to set clear Improvement targets moving forward so as you can see from our results there's some key takeaways um where we would expect uh approximately 30% of our Spotlight students to show uh significant growth um the growth rates vary by geographical area area when it comes to fast Bridge highlighting contextual factors such as the impact of concentration of poverty uh leadership and instructional practices we see in these uh area schools that A and B are leading with 44% and 40% respectively uh of Spotlight students showing significant growth where area e and D lag behind at 26 and 24 respectively these differences raise questions about scaling successful strategies districtwide with Goal 3.3 uh the focus this focus is on Spotlight student growth in IR ready schools and this uh is grades
022K through a at 28 schools representing 1,47 students significant growth is defined by students that uh met 50% of their stretch goal uh I ready Define stretch goals as an ambitious yet attainable level of annual growth designed to put students on a path towards grade level proficiency and nationally we would expect 25 to 35% of our students uh to reach their stretch goal uh you will also see that the demographics of these students again align with the broader trends that we noted previously so how did our students do in I ready we see that 30% of our Spotlight students showed significant growth uh that means they're 50% to their stretch goal aligning with the expectations but highlighting the room that we we still have for improvement our goal must be to exceed typical growth expectations
023pushing Beyond what's typical uh this points to the continued need for focusing instructional strategies between now and the spring I already assessment the last data slide we see in terms of regional comparison unlike in the fastbridge areas A&B do not stand out in terms of having a higher percentage of students meeting their significant growth targets also we see that in areas d and e we have higher usage of uh I ready in the end size so while still in the Baseline phase this data provides insights into uh what we see as potential bright spots where effective strategies can be scaled we're also able to identify schools grade levels and regions requiring additional support uh I now turn it over to area superintendent kazari and Nunes who will highlight promising practices at two of our standout
024sites making significant progress in Spotlight student growth let's see there's our rotation good evening everyone um I'm excited to be here and before I get into the nuts and bolts of a specific school I just want to acknowledge this is a really wonderful way to present um because we get to illuminate the work that happens day and and day out that brings um data to life in our schools so just happy to be here and happy to represent um all of ARA B and super excited to represent Ander um with the prin principal Adrienne Cannon sitting in the back with uh two of her counselors um so it's a proud moment when we can see data like this that's coming out of our schools and and from a principal who is a product of our
025schools as well so hi um you can take a look here I'm I'm sitting before you as a proud area superintendent um and I know that Adrien Cannon is sitting in the audience as a proud principal um and I want to illuminate this data and understand that this data is not by chance but it's by Design um and we're really looking to highlight schools where intentional work is resulting in student outcomes and so as you can see um as Dr Rosario talked about uh 33% of our Spotlight students made significant growth in our district and at anir Elementary 55% of their Spotlight students made significant growth so that alone is worth celebrating but please know this is just one data point and if you dig into their fall to winter math data across many student
026groups you will see this kind of growth so a lot of a lot of things to celebrate here um we say that student outcomes don't change unless adult Behavior changes and we're going to see two great examples of this so uh we love to say that the kids did it but really the teachers and the staff um work together to figure out how to change outcomes for students so I'm going to illuminate some of the work that um Adrien Canon did with her staff um that resulted in this data so there was a schoolwide focus on math which sounds simple but it's not um because uh picking a focus when there is a million things going on is challenging so the fact that this whole school unified on one idea which is mathematics but it's
027not just on that idea of math but they did some work on adult tuning like actually calibrating on what strong math instruction looks like what it should look like in the classroom and really trying to lead this transition from math being about completion and algorithms to students grappling with hard Concepts and I would say they're right in the middle of this work so this is really just the beginning not the end um they've done a great amount of uh work on spending their time and energy on this Focus so I often say like at a school your budget isn't money it's time and people so when they uh really align their time and people to think strategically about mathematics we saw the outcomes for students change there was a lot of consideration about what the
028student learning experience is in a mathematics classroom and we're servicing students that are four years old all the way to 11 years old and they all need to Grapple with hard Concepts they all need to have the same curricular res resource and they all need to um have a similar structure in mathematics so they can articulate from one grade level to the next so that's all embedded in the work that's happening schoolwide and then it articulates into these professional learning communities where teams are able to come together for data driven conversations about students in mathematics um there's great teacher leadership on this campus in that teachers are embracing the work and there are teacher leaders that are supporting one another and taking that on and later on we'll talk a little bit more about this
029but this school also participated as one of our pilot schools in their Center for educational leadership leadership coaching so they their theory of action that was developed around mathematics outcomes for students and the adult behaviors they were going to shift to make it happen was uh seen through for over a year with coaching by myself um as well as diff differentiated supports to principal Canon so that she could help see this through including uh Partnerships with our experts that are sitting in the office at in the audience right now so there were a lot of different things that happened um ranging from getting students fired up about math to getting teachers fired up about math and getting a principal fired up about math um so that we could really see this through line through um
030and as I shared earlier this is really just the beginning not the end so we're very excited to see how the data moves throughout the year now I'm going to turn it over to Dr n s hello good evening um I'm also uh coming as a proud area superintendent of area D um and highlighting the work of Hamilton of the the Educators there at Hamilton Guided by Dr uh Britney dy's Dynamic leadership and just a lot of work has gone into the culture there and into just the daily work um that I've been able to coach uh Dr Dy around and while we don't see the same amount of gains as we saw um the spotlight students at Hamilton all did have a higher proportion right 38% of them made significant growth um and the
031team there really um looks at the the the professional learning communities that they're that they're embarking on around that that alignment and coherence in curriculum instruction um the deconstruction of the standards and planning units together and really that Collective work in having common common unit assessments and then coming back to that data and being able to cycle back and replan units um and lessons together based on those student outcome data and some of the specific practices is a commitment to small group instruction and I really want to call back to to um uh Roman's comment um about tier one because even when we think of small group I think we think of that as intervention but if we're doing that consistently with all students that is part of our tier one instruction um they also
032um have their tier one is all the the the lens they're using this year um and actually since last year excuse me is Universal Design for Learning and that has been a Common Thread um as well as they have consistently been using Smarter Balance uh interm assessments um I'd also like to highlight two factors that are outside of math so as we looked at the students um Dr Dy noticed that um out of all the students who made that progress they all used to be chronically absent and only one of them still is now and so we're noticing right they have they're part of the I can and they're working with the county and we're seeing the the progress of that work as well um there's also their focus actually hasn't been math it's been
033reading and Literacy for the last you know two and a half three years and she's noticing that all of the students have also made gains in literacy and so we're seeing that correlate now to their math work right because we're doing that deeper learning and they have to have that dialogue around math um another the last key component I would like to share is that they're consistently sharing the assessment data with families but also with students and so students are actually looking and goal setting in I right to grow their green right to see oh I and so they're having these very metacognitive conversations about their goal setting and then coming back to that um on a consistent basis and so now I'll pass it back over to Dr kazari so as Dr bagula narrated
034at the beginning we want to learn from our bright spots and see how we can scale up what we're learning and so we have some leadership moves that we want to highlight and then Dr Nunes s will talk about some system level work that we have going on so these were some consistent things we saw not not just in these bright spots but in other schools where we see great data gains um and one is that student outcome align school focus and when we say aligned it's more than just what the school is working on in these cases the principal evaluation is also tied into this goal the spsa also represents this goal and the coaching that the principal receives is also connected to this goal so it goes back to um that idea of
035alignment and all energies pointing in One Direction um theory of action development so I narrated that a little bit earlier if the principal does this then teachers do this and then the outcomes for students are this and that's something that all principles have been working on um and our bright spots have really embraced this theory of action shared it with their staffs worked on it workshopped it with their staff so that there's an ownership of um everyone's role in seeing this work forward um and then connected to the theory of action classroom look fors with observation and feedback it goes to that adult tuning piece when I say math we can all Define strong math instruction differently so coming to a calibrated understanding of what this means and what this looks like and then actually
036spending time in classrooms looking at it and providing feedback relative to those common agreements is actually what the research shows moves teacher practice so we see that as a consistent piece in our bright spots as well as connected to that theory of action so if we say teachers will then that principal's role is to go go in classrooms and support teachers in doing those things um we also see collaborative adult culture um and these are amazing structures for distributive leadership with staff on campus where everyone's looking at data everyone's looking at their student outcome goals and aligning their actions and strategies with it and then also Focus leadership coaching um that principles I think everyone in the world needs a coach um but principles especially and when there's someone holding up a mirror helping them
037reflect helping them notice where their actions are supporting student outcomes and where their actions are not they can continue to course correct and realign what they do each day on their campus for impact so so these are the common them themes that we saw in terms of leadership moves and um you know reminded me right now when you're talking Dr gazari that what I'm really excited about is that alignment and and and I want to start with students and then come all the way back up to leaders today um we had a udl visit at Hamilton and I was able to check in with Dr Dy and other folks and she's like yeah and the kids are narrating their education you can ask them like oh when you were excited about this what changed and
038they can narrate the steps of what changed between Kinder first and she was speaking to some third graders and that is really that Clarity right and it's the clarity that we see um in principal leadership and teacher leadership that organization with with ilts with plc's um and then really now we're seeing that between schools so if we look at UD if we look at mtss I want to give a shout out to a con they were there and there was multiple principles and other K uh Educators there today using a udl framework for visits so that there's very clear feedback for teachers for leaders and clear right we're attuned to that language of exactly what are we talking about um and how do we get very clear with that um and that's something that that
039we're going to be scaling right so it's starting now and we're going to be scaling each year um the math kurriculum um Department um right now we're working on coherence and adoption So currently we have schools picking and choosing curriculum and resources B on based on what they see is best and getting everyone on a common curriculum allows for successful plc's right across our clusters across our district um and professional learning and a focus on very clear instructional strategies um with effective movements toward guaranteed viable curriculum so that we're all having access to that same curriculum um and we recently adopted a middle school curriculum and are continuing to support that coherence and are taking the next steps to provide that framework and standard for the elementary schools which um will be will be next
040um we're also looking at Student Center data informed decision-making and so really that goes back to the cell workk it goes back to the PC's and being very clear with how are we coming back to the data what's our goal and have we made it yet and that reflective process um and then focusing on standards of mathematical practice which I think is huge right it speaks to that piece where the literacy and math come together because we're F when we focus on those standards we're developing deeper understandings of problem solving um building logical reasoning enhancing um right uh it encourages precision and communication skills and it supports real world application um and so no matter what curriculum or grade level we're looking at um as long as we're focused on the standards for mathematical practice
041that ensures a consistency across those grades um and a continuous and cohesive approach to how we're developing mathematical thinking skills and the and the last piece is family engagement right so we go back to what we saw at Hamilton but we're also seeing that across the district um and so there are actually math game events that are happening regularly right now where families are being invited in um and it's really the joy in mathematics the joy in these games and building fluency there um and then there's collaboration and planning that goes in together between schools um and within our clusters and our math department and so that concludes our presentation thank you thank you um Miss STS do we have any uh public speakers on this item no okay so we will now move to
042uh board discussion uh it looks like we have a a raised finger over here from trusty wers pain indeed yes thank you at the onset of this presentation I was a little dismayed but you guys have made me happy um because you've gone into more detail I I visited Adrian School Adrian Canon school earlier this year or the last part of last year and she she's doing amazing things with her her staff there and students I believe it's a military school um and uh she has a support of her parents and all of those around um involved in that school so we're really excited to hear about the progress that they're really making there and hopefully this can be a model for some of the other schools so I like this as Baseline and putting
043it out there and hopefully principles are listening School sites are listening and then uh today we were down at the uh city council meeting this morning for Lincoln's um celebration with the council but afterwards I went by um Hamilton school so I think it was out ill the time we visited and um was very impressed with what's going on there I just missed your um meeting your multiple guests you had a meeting there this morning with other principles and it seems that folks are really excited the thing that really excites me about what's going on at Hamilton is in the fact that they target the things like attendance ra kids I went there in the office there was a student there talking to me he his attendance has improved so that he's only missed one
044day whereas before he was missing multiple days ongoing and the Pres principal and he had a conversation about the fact that now he's only missed one day and she was giving him accolades for um really improving overall his his discipline areas he's better at that uh and it just seemed like a kid-friendly school because in the office they had balls and toys that they could play with if they were having a stressed day uh and so now the shift is the parents I understand the enrollment is up uh the parents are on campus cuz you bear witness to what I'm saying right the attendance is up the um parents are involved it's an open school for everyone and they acknowledged that because they focused on literacy is helping the math because now math is a
045little bit more reading and literacy involved so uh Richard you may want to get over there with me to see what's happening over at the school at Hamilton because otherwise we the data are depressing the data are really depressing to hear how far and how widely we're we're we are from each other and in part when you look at them and you see that it's still um the African-Americans the Latin students were not succeeding and yet the Asians even in the spotlight students so that would lead me to believe that we haven't identified the issues that are really impacting and going to help um on the African-American and latinx students but when you have a school like aner and you have a school like Hamilton they are making a difference then the question is what
046are they doing that other schools need to tap into so that they're not just doing the common uh traditional things but they're doing something to specifically address the needs of the children who are have always been marginalized and I don't know if you have some comments on that or is it is it on no comments okay thank you where's Pain any other board members oh JY Bower thank you president peton and thank you for this um fantastic report again really consolidating down a lot of important information but just really highlighting um I had one clarification under the goal monitoring report for area a I um part of area a is ky Montgomery and the high school but it's not listed on here that I have CERN it's listed in area B but not area a
047because we kind of split so I just want to make sure we're getting that that clarification is what so it's aligned to the area superintendent area not the trustee area gotcha okay thank it would be the area b elementary schools that I serve as I see yeah cuz I was like want to make sure um I just had a question too about the report so we're comparing fast and I ready and obviously there's in some cases big differences in those scores and is there one that we're focused on over the other or just kind of can you talk a little bit about both of those scores and how much we're reading into one versus the other and is is um one more important than the other because um it's it's just a little confusing yeah
048it's definitely not like a like scientific or like straight um because these these both these tests are um there's been intensive studies to see how well they correlate with cast results and uh they do regression analysis called a piercing correlation and they're both very highly correl to Casp but they're different tests uh just by its its name um the fast bridge is considered a screener and it's much shorter and the information that uh teachers are given is it's a little broader in areas of where students have additional needs where the I ready is seen more as a diagnostic assessment it takes longer to to administer and it gives more granular detail as to where uh there might be deficits for the teacher to focus on um so we they both I think are valuable in
049that they can show us at what uh extent can we say that students are making progress uh relative to what we would expect and in this case um identifying sites where uh students that are farthest behind are making accelerated progress it gives us some uh additional um data points to really try to dig in and see what's working but on the flip side of that ledger is really there's schools that instead of being having you know 55% make an accelerated growth there might be 20% of Spotlight students making accelerated growth and those are areas that we have to dig into uh obviously yeah so just a follow-up question if they're if they do is is there a situation where they could do well on one of the tests and not the other I'm trying to
050figure how to when if we're targeting the spotlight students are we looking more specifically at one test versus the other or kind of an average of both of them well for the most part students no longer take both assessments uh the principles do have the option um there's 28 schools that administer the I ready and they purchase that with their um for the most part Title One funds and we purchase a districtwide license for fast bridge but we actually encourage IR ready schools um where it makes sense to only give the I assessment that's new this year um because you know we don't want to be over testing our students we are working on that consolidation um we are also paying close attention to the outcomes which assessment is best I know Dr Moro is
051leading a whole group of people trying to make some assessment decisions because we know it's not going to be helpful if we have two assessments however we were trying to build that arm and that muscle around we're monitoring we're giving assessments we're sending data and so we really didn't want to press one school or the other to make a decision right away we like we we'll take with what you have um let's let's figure out what our assessment uh pieces that to learn and then we're going to make some decisions later because we do I do think just like we all need guaranteed viable curriculum across the board we also need to be able to speak the same language across all all of our assessments uh truste Hazen thank you uh first of all I
052am thrilled with the clarity and precision um of what's been shared today I think it's significantly different um from what we've seen previously so really appreciate it appreciate uh superintendent bugula uh the remarks you shared before the presentation um to provide background um context uh so really appreciate the leadership across the board our area superintendence Roman um our principles uh I the sense of alignment uh feels different and really positive so thank you for all of that work I know we still have ways to go um and not every school is a bright spot yet um but it's happening and I think you know as you share uh the example of anir and uh like trusty WHUR pay and I had the opportunity to visit Ander and see at a school where kids are experiencing
053significant challenges you have a high population of military connected students lots of Mobility variety of issues what's being proven is that when we have high expectations when there is leadership when the coaching is happening when principles believe that teachers can do it when teachers believe students can do it we see results like this and so I think it's really exciting the other thing I think is exciting uh as I think about the budget situation we're in uh I don't think any of uh the things you shared in terms of what's working were things it's not the stuff right like we actually have everything we need but we don't have to buy at least my senses and please correct me if I I'm wrong we don't have to buy more things right but that when area
054superintendents are coaching and supporting and guiding around the most efficacious practices when those practices are being used consistently on campuses that we we can do this and that being really narrow in our Focus um we start to see really positive results so it's very exciting for me um to see this and I'll tell you um I know they're not lifted up here as a bright spot I happen to be at persing today um persing like Angier is really focused on math um and I saw a lot of the same things right this narrow Focus this alignment about what do we mean mean when we're teaching math well what does it look like right like taking 10 steps back to be able to take 10 steps forward and what I saw that was so beautiful there
055um when I was meeting with students and we were having a very open-ended conversation and I asked we were talking about all kinds of things around inclusion and a welcoming environment and also around academics um the thing they lifted up un prompted um was math and the confidence that they're gaining in math um because of the support they're receiving from teachers so I think we are starting to take some really meaningful really important steps um and know one of the things uh Dr kazari and I talk a lot about is self-efficacy um and this culture of efficacy at every level and I think that's you know really noticeable um across the board in terms of what we're learning um yes one thing and I had asked this in advance and um it's really around early
056math um and I know um we didn't have the capacity I think this year to collect that data and and wondering if you have any insights if there is anything that can be shared with the board about progress being made um in the early grades um Andor what's to come that's definitely an area that we really need to um have an intentional plan moving forward um like you had alluded to uh both the early reading uh which is a kindergarten and first fast Bridge assessment as well as the early math which is its counterpart for fast Bridge have a pretty substantial proctoring requirement and these are the same teachers that are have to Proctor um one-on-one with their students and just based on the rate of change and the transition away from the Demi that
057we used last year to the fast bridge this year uh we worked with teachers we got input and we decided to have it be optional for this year and try to learn from those sites that are our administering there's what are the ways that we could support them and because it it's very um challenging to be able to Proctor oneon-one and then when it's twice the test it just became a a pretty big challenge that we needed to do it in a very deliberate way but we but with that said um um I think there's more work to do and how what are we doing to evaluating um to what extent are they having success or in the early grades I'll follow up with that request because I haven't asked for a while so I
058will follow up yeah and even if it's not the fast bridge but something that can offer Insight um into how te K Kinder and first grade students are doing I think would be really helpful um and to the extent that you can share any insight like if we're doing really well in the early grades does it then translate into even greater gains later um would be really helpful trusty baldis first I just want to thank you all very much for the presentation it was very digestible even though it was so much information I'm very glad that moving forward we're focusing in on family engagement because I know when I was younger I still have many vibrant memories of doing some math games with my family at jerbec elementary school or Marshall Middle School and when
059we really did bring the families together I felt like it really did motivate me made me want to learn more and I think it is something that we should keep pursuing as a district in addition I know we talked a lot about making the cours work more engaging and also having more real world applications and I think that's something that we really need to hone in on um last night at our student Advisory board meeting this is about Sciences but a student said I know I want to commit my life to Sciences I want to be a scientist but I don't feel engaged by the curriculum and I think with math if we continue to have real world applications I feel that our test scores will go up we'll get students more engaged in much
060more grow and thank you all vice president bur I love those um thoughts uh trusty baldus yeah um and again just Echo um the appreciation for the clarity and it what it always feels like it comes back to is this question of um taking these amazing examples and then really pushing ourselves you know why are these the outliers rather than you know the kind of the standard uh that we see in each school and and I know any school that we go to anywhere in our district are going to have elements of these practices um you see them every day in in your work um but it's how do you take a school that has um some of the pieces but is not necessarily putting it all together and creating a culture um that we
061might be seeing right now in angers or Hamilton or you know other schools it just it it makes me um always want to focus on your work as the area superintendent as the as the coaches it's just your work is so critical because you're really the only people in our district um that uh have that Direct ability to say I see it at Hamilton I I you know have a really strong feeling for what they're doing there and I'm not seeing that same pervasive you know um work going on at at other schools and how do I how do I get them there um so I think I know that our job is to is to keep the focus on outcomes and I appreciate app it um but I think our job is also to
062just let the superintendent and the area superintendant know um we need to be hearing from you about the support that you need um to do this work because otherwise I just think we're g to you know there's a little bit of Groundhog Day in the being able to identify some really exciting examples but then not see it you know at scale um so I I think in all of our I I would just hope in all of our um you know uh progress reports on our sofg goals that part of that is allowing time for you as the area superintendence um to tell us how is this process going of um taking these really inspirational examples and and then and then taking them out to other schools um so I don't it's not a question
063other than um an appreciation for your role and how critical Your Role is sounds like trusty weer pan is going to take another crack at this Richard I just want to say something about that last point that you made I met um I don't remember a name B with names but I met someone in the parking lot is there a vice principal there a associate principal at that school no not at n year at um Hamilton well someone met me in the parking lot and she was telling me how she had been at several schools and she loved them all but that there's something different about this school something that she was trying to Define for me what it was but it's the intangible that you're talking about that we need to really capture and
064see if we can't multiply that around she said the parents here are just like on steroids they're just so excited so engaged the students and I saw evidence of that in just in the office with the children with special needs children so there's something intangible you were talking about spreading it if you guys as you're going out and I mean it's your school so you maybe know what I'm talking about I don't know uh but if we can just take that lightning you know like in the light flies that used to fly around they used to pull the little light out put them in a jar and have all the lights if we could take those and just spread them around so that other schools can feel what that is and multiply it across the
065district I think that would help okay you've engendered something in trusty isn't here she's I just want to ask so I know because I've asked similar questions and how are we spreading this so I think both to vice president barera and trusty white her pay and I know you know Dr kazari has shared with me how it's being shared across school so maybe if you could speak to that so principal Canon has been tapped many times um so for like one just example is when we bring our principles together she narrated this work so um there's a lot lot of sharing um and collaboration so the work lives here right like this is like my brother um she is like my sister and and I say that with my whole heart because the work lives
066in like bonded relationships where we are really lifting up and supporting one another so for example tomorrow all of us will be in community with all of our principles and they are all bringing their theories of action and they're looking for common Partnerships around who's engaging in Sim work so that they can push each other and then we're studying adult learning theory so the comment about what is the culture that promotes this we're actually studying the science behind how adults learn so when we say well teachers need to do this in order to impact students we're actually studying what does it mean to engage with adults because their learning needs are slightly different than student needs slightly because a lot a lot overlaps so there um there's level work happening in our areas um and
067then our team is really looking at how we lean into next year's design around how we calibrate on the work so what we're seeing is consistency matters through line matters um and we are fired up on having four really clear board goals so we're aligning all of our work into those goals and then we're looking at instructional Frameworks that are contentree that we say hey there's actually research about what good instruction is um and we're aligning our whole organization on what that means um just sat in Partnership yesterday yesterday with a lot of our department um heads of our different departments and we all talked about what does it mean to align on this new math adoption what does that mean for our multilingual learner Department what does that mean for our special education department
068what does it mean for area superintendence coaching schools so just know this alignment lives in us um and you see strides towards it um but we have some great plans moving into next year I want to add something too to that alignment um and I think it answers your question and I think you were uh too humbl to say but one of the really beautiful things that's happening and I saw this under Kazar Dr kari's leadership is a whole cluster Henry cluster they're instructional leadership teams so that's the principle along with the representation of teachers across grade levels have come together to say we are Henry cluster how do we learn from each other how do we study our data cross um and I want to say that's how you change a whole Community how
069do we look at our data what practices do we have what do you understand that I don't understand so this sharing of practices so again I'm going to go back to the secret sauce is time together and so all of these pieces are like it's time together it's responsibility and it's understanding and I was really um thankful to get that invitation to see Henry cluster at work but to see every educator from that entire cluster all the instructional leadership teams in one room making decisions about Henry cluster and understanding the needs of students was really beautiful and so how do we do that for every cluster not just Henry because I've seen that at moris I've seen it in the past with the moris at the moris cluster but here's here's one big dream for
070me instead of us focusing on uh can we move our kids 18 points can we move them up uh five can we just say let's go for half of our kids we want at least half of our kids learning it's very frustrating it's very frustrating we only want to move Five Points three points whatever let's go for the moon and if we get to a star we're going to be much further ahead I mean it's just very frustrating to have our kids to come and sit and not achieve they want to achieve their parents all of the parents want their kids to achieve and it's not happening when we look at data like this I I mean let's just take these limited numbers out of our mind we can put that on the paper but
071if you're a teacher and I'm speaking to teachers if you have children in your classroom and only 39% or whatever percent are achieving that's a little more than a third one out of every three children can we push ourselves and say at least half of my kids are going to learn and and Achieve and make that goal can we really start saying every child will and I will do what I need to do teach teachers adults parents can we push ourselves to help our children so that they are not wasting their time sitting in a room and not learning that's that's the kind of goal that I'm talking about not just 40% or 35 or whatever you know let's go for every if we push for 100% we'll get higher than 33% anyway sidebar that's
072mine thank you trusty W's pay um I love all all the nuts and bolts get handled by the time it come comes to me it's just like weird metacognitive things um the first is actually just actually nuts and bolts question which is to come back to this I'm very basic fast Bridge versus I ready how are we feeling about it what's the vibe from our site leaders and from you as our our data team and our area superintendents well as uh Dr bagula alluded to uh Dr Moreno my my brilliant colleague in the in our data department is actually evaluating our interm assessments right now and there's more information to come but as I'm sure you're aware of uh new legislation is requiring all schools to administer uh dyslexia screener to students in kindergarten first
073uh second every year and that precipitated us evaluating you know what's going to be our interm assessment we just can't add you know assessment after assessment so we're looking at the um whole assessment landscape comprehensively um we've had a process in which they've looked at not only fast bridge but star which is another uh platform from Renaissance they've looked at um I ready and I know that that committee is going to make uh some recommendations that are going to come to Cabinet um on what the future of those various interm assessments um and that there's also as you know you know fiscal implications as well all right to be continued on that one um and so I guess you know part of the thing that appears it's it's interesting when you have two when you
074have two instruments side by side in a way what they do is undermine the faith in the instrument per se because they show different data and then it's like oh wait a second now I don't trust either the and not trust them I mean in terms of trusting them enough to be able to differentiate or make decisions based on how certain areas are doing and I think part of what it brings you back to is throughout your discussion tonight and the question tonight there are levels of analysis that are productive to focus on in terms of of fostering change and making decisions in relation to change and there are levels of analysis which you know you look at this the first which is districtwide and that's a level analysis you look at and you're like
075oh God that's brutal I mean the districtwide is basically what we always say that's Zillow scores right there I mean you know I with my short hand for like the brutality of our soci economic system is you know in in large part responsible for determining that 100 point spread um and so at the level of districtwide it's like well we're not going to get that much Insight from this because this is basically these variations year to year unless there's a trend line that's just like chatter you know I don't know what to say like one was up this year is it up NE is there a trend next year we'll see but at this point you look at it you go ah so District wide's like n you look at then by subdistrict to subdistrict
076it's conflicting data depending on fast brid so like that's also like eh maybe that's not the level of analysis in part no doubt because the way you're constituting your Spotlight students is different different subdistricts even though the criteria is the same the subdistricts are different enough in their demographics and their student population that you actually have a different population in that spot that's spotlighted and that is inherently going to grow or grow or not grow based on exogenous factors to the quality of the instruction in the classroom right um and so so so I think what it's coming down to is and what I'm hearing what I'm hearing implied is really there's the levels that are most productive in terms of your thinking right now are cluster focusing on cluster focusing on sites and we
077haven't talked about it that much but focusing on individual classrooms where teachers are just killing it I mean I know I there's one at my daughter's and son's school Tory Pine's Elementary there's a third grade teacher who every single year gets 100% meter exceed well we're going to a new paradigm but traditionally and in fact if you had it if you were worried about your kid getting stressed out you're like oh I don't want them to go there cuz that per that teacher is going to just because of the soci economics and the demographics they're they're within range if they really do drill instruction they're going to get them to 100% exce And that teacher is committed to doing it and you can see it when the homework comes home you're like oh God that's
078she she she wants to get them to 100% so when we take a look at that um the levels of analysis that are productive this gets me to my question which is the first time I came to when you were still an elementary school principal and you know you talk about all the data and then it's like you sidebar and I'm an an anthropologist so to me it's like sidebar with your expert informance and go what's really going on and I think one of the things I recall you said differentiate instruction that's where I put my effort it's like boom you knew it right I mean we talk we talk for an hour about this and that and you're just like boom so I guess my question is the the area superintendent to Richard's point
079and my colleagues have said this to and and superintendent your area superintendent your your ground Z zero you're the front line of this thing I've seen some of the things you've talked about about if if you could just sort of in closing talk about each of you just quick three things that you see based on your Insight from the from the cluster level and the site level and the actual classroom level what do you see what are the inputs at this point in time it's you know it's hypothesis it's not that's my question um so if I think of three things the first one is Clarity right and so as I'm becoming more clear just in in everything but really Clarity around how are we leading a team we have to set a vision and
080so we have to have Clarity and then you have to do that collectively so if we're doing it like you said if one teacher is doing it great but if that whole teacher team isn't working together then it's great for those kids in that class but what about the other you know two or three classes in that grade level so when I look at it it's like that Clarity and then that Collective right if you look at it's that common how are we and then and then how are We Cycling that how are you getting back to it and then sharing so with with us like when I heard you know Dr kazari talking about it and then favola Dr bagula giving her you know Kudos well I'm learning too right so now I'm going
081oh wait a minute getting our ilts together so now I'm working with principles and groups and getting their ilts together we're not at the same stage so we're all doing that together um and we're consistently coming back to the table like are we clear maybe not but what about you know so I I really think though that that that grade level team and then into right how are you how are you sharing that and then how is that school then sharing it with other schools right how are these principles learning and then cluster wide so it's Clarity Collective and then cycling back and reflecting on it no surprise I was going to say the same things um I just I want to also say leadership matters um and this idea of collective efficacy and you
082talked about it like we we actually believe that we can change things and and I say that because I think being a leader is hard and being an educator is hard and it's it's easy to lose that um and so finding ways to reinvigorate it and also there's research about what works and so as we're starting to infuse all of our work with that research it's actually just saying here's what the what research says is best practices for children now it's how do we work through the adults to make it happen which is really Collective efficacy it's alignment and Clarity and research so I think I think we're we're on the right track with doing those things I just want to add one thing and and to your point there's a dance with sight level
083autonomy leadership autonomy and context so we can look at Best Practices but a true leader understands the context in which they're leading just like a teacher understands the context in which they're teaching and they have some level of flexibility so when they're efficacious that context is used to their advantage when they're not efficacious the context becomes an excuse and so um really helping lead through consistency and alignment with honoring that people are coming from different places and the places they come from is it should be what's driving their work all right I think I think we got oh I'm sorry trusty trusty Cruz thank you president Peterson and thank you for the very thorough presentation in my perspective as a student certain classroom look for as I would look for are are students encouraged to
084ask questions for help so that they're not suffering in silence and are the teachers doing their very best to make sure that their students are supported like are they going around the classroom asking students if they need that help are they pausing during the lesson to ask for questions are they giving real world examples that students can connect with looking at Hamilton I completely agree now focusing on small group instruction is critical to ensure that each and every student is supported because when given a classroom 25 30 students the easiest thing to do is to just go through the lesson as a class but we are not a district that chooses the easiest path let's shoot for those Stars thank you right on Amen all right thank you so much to all of you that
085was a wonderful presentation great discussion all right yeah I'm tempted to ask for a photograph that was yeah yeah let's get to work all right uh as there are no items in section F uh we will now consider board consent agenda items G1 and two approval of the minutes and authorization to excuse board member absences uh consent items are considered to be routine and will be enacted by one motion followed by a vote there will be no separate discussion of these items unless the board member of the public or staff request specific items be removed from the consent agenda for separate discussion and action any agenda item removed we voted upon following the motion to approve the consent agenda does the board have any items they would like to have pulled from the board consent
086agenda for a discussion okay has anyone uh from the public signed up no uh thank you we are not pulling any items uh is there a motion uh okay trusty white Payne has cut cut me to the quick here and we've got a motion from trusty W Spain and a second from trusty Bist um all right um this is all straight consent agenda so we will not be discussing we'll move straight to a vote uh student trustees please vote remaining trustees please vote that is unanimous consent with student trustees uh concurring all right um let's see here we're we're just flying ahead here all right we we are now to District operational matters we will now move to item H1 resolution authorizing and directing the issuance and sale of General obligation refunding bonds series R8
087SR5 zr6 is there a motion on item H1 trusty baso uh is there a second trusty Cruz we have a motion in a second Miss doz has anyone from the public signed up for public comment that's surprising these are exciting items um so is there any uh discussion from the board see none uh student trustees please vote remaining board members please vote unanimous consent with student trustees concurring okay this is one of these interesting solar items here okay agenda item H2 is a public hearing for the board to take any public comments and make findings relating to four solar contracts that appear later on this board agenda under consent as item i23 we are opening the hearing where is my gavl gavl has been struck uh Miss doz are there any speakers on this item
088no no speakers okay seeing none we can open this item for board discussion government code section 42172 authorizes a public agency to enter into Energy service contracts if its governing board determines it is in the best interest of the agency at a public hearing during a regularly scheduled board meeting in which we find ourselves for the four sites dallard Ericson Hickman and Miramar Ranch Elementary Schools uh for the contract with Staten solar Corporation the district will realiz savings in energy costs of $3,552 th000 through 2050 the expected life of the solar PV system for site one dingan Elementary School for the contract with straight line General Contractors Incorporated slgc the district will realize savings and energy costs of 3, 39,000 through 2050 for the three sites Golden Hill normal Heights Rodriguez Elementary schools for the
089contract with slgc the district will realize savings and energy costs of $ 5,179 th000 through 2050 for the two sites Adams and Washington Elementary School for the contract with slgc the district will realized Savings in costs of $ 5,339 th000 through 2050 do any trustees have questions or wish to discuss this item okay uh see no comments is there a motion to adopt these findings that based on these energy analyses it is the distri in the district's best interest to award the four solar contracts to achieve these cost savings do I have a motion I I see a head nod from trusty Hazen do I have a second I see a hand from trusty whitear Payne all right we will move to a vote student trustees please vote uh remaining board members please vote uh
090okay we have uh unanimous consent from uh un from the board with trust student trustees concurring all right do I oh I gotta get to gav all right we have now entered the open space of the board meeting again um we will now consider item H3 the 20242 local control and accountability Pan the lcap as we call it midyear update Dr bagula please introduce the item so thank you president peton tonight we are presenting an informal update on our midyear local control and accountability plan um I'm going to preface that this document is about close to 60 pages and so I do have some comments um about it prepared um because I did want to make sure that we went through the deeper analysis so I'm just getting you ready cuz about to read to
091you all right uh okay so in alignment with Senate Bill 144 this update serves as point and time review of our metrics expenditures and actions to ensure that we're on track more importantly it allows us to reflect critically on where we're making progress and where adjustments are needed to drive continuous Improvement for our students so we've have made progress in several areas in our social emotional learning and student support we've seen an increased investment in restorative practices an alternative to suspension programs have contributed to a decline in suspension rates particularly for historically marginalized students our District's Mental Health Resources including the expansion of student wellness centers and social emotional curriculum implementation have created more supportive environments for our students chronic absenteeism is improving in some student subgroups but work remains to ensure this progress is
092sustained and consistent across all demographics in academic achievement and career in college readiness Investments and targeted interventions have begun to show positive impacts with early literacy and foundational math supports improving for some student groups the district's expansion of dual enrollment AP courses and Career and Technical education Pathways has given students greater access to College and Career Readiness opportunities and our work in ethnic studies integration and student leadership initiatives have strengthened student engagement in a sense of belonging in our schools we also have professional learning and equity-driven practices we've invested in educator professional learning particularly in culturally responsive teaching biased training and restorative justice we've increased parent and family engagement efforts including targeted Outreach to families of English Learners Foster Youth and students with disabilities however while we see areas of progress there are significant gaps
093and misalignments that must be addressed we have persistent academic performance gaps math proficiency remains a major concern across all grade levels with with significant disparities by race socioeconomic status and special education designation English language arts performance continues to show these Equity gaps particularly for students with disabilities English Learners and socioeconomically disadvantaged students this data also indicates that our most vulnerable students our homeless youth our foster students and our students with disabilities remain disproportionately behind and key indicators but one of one of the things that really interests me is in lcap and board alignment um so one of the largest structural issues that we're going to have to address is the misalignment between our lcap and the board goals and guard rails adopted in September we're getting closer and closer but we need to steer it
094even closer to this so This timing discrepancy has resulted in gaps and coherence between our strategic plan our funding decisions and our accountability structures in chronic absenteeism and in student engagement while some improvement has been made chronic absenteeism remains an urgent issue for some populations such as our black students our homeless students and our socioeconomically disadvantaged students expulsions have decreased but behavioral incidences in some schools remain higher than desired necessitating a continued focus on positive behavior interventions and supports to address these challenges we will undertake The Following over the next several months we're going to align our lcap directly with the board's adopted goals and guardrails ensuring clear measurable and transparent connection between our funding our strategies and our student outcomes our April lcap board Workshop will provide an opportunity for educational Partners School site
095leaders and community members to engage in dialogue and provide feedback on the proposed revisions we will strengthen our data driving data driven decision-making ensuring that our interventions our funding allocations and our professional learning efforts directly Target the areas of greatest need and finally in June we will Pres present our year two of our lcap incorporating final recommendations and adjustments based on this analysis and the input from our community we're at a critical juncture right now one that requires both celebration of progress but also honest reflection of the work ahead of us I agree with you I always say 100% of students 100% of the time um while we're making progress in student wellness and college readiness and professional learning we also urgently need to close these academic gaps strengthen our system alignment and ensure that
096every student especially our most vulnerable has access to the opportunities that they deserve so we look forward to this continued collaboration with our board our Educators and our families as we refine our path forward together we will drive meaningful and measurable outcomes for all students so to be continued but in April I look forward to a deeper dialogue across multiple Avenues so thank you thank you Dr bagula do is there a motion on this item trusty baso trusty Hazen with a second um uh are there any speakers on the side okay board trustees would you like to discuss trusty Hazen thank you and thank you for for the update and I think being so candid one of the things that stood out to me is chronic absenteeism and I'm wondering um within the context of
097our regular progress monitoring reports if there might be an opportunity to share how chronic absenteeism is impacting uh the outcomes we're seeing I know it was alluded to a little I think with Hamilton that right we we focused on um decreasing chronic absenteeism students are showing up more and not surprisingly we're seeing um positive academic results and so I think understanding that connection and lifting up that data and those outcomes um so that we don't lose it because it's it's critically important trusty wers P before I visited Hamilton I wrote the question have we met with families including children about absente we a lot of times children will say to their parents I've had a lot of adults say this to me I got out of my parents and made them take me to school
098maybe made is not the right word but they hounded them harassed them bugged them or whatever you need to do to get them to school so children they're an important part of that equation in terms of the absenteeism peace and I don't know how many schools and students the area soups um is that a part of what you're seeing at NG or in at Hamilton and some of the schools that the children are now engaged in that process about their own absenteeism I know that children can't go if they don't have transportation they don't have a vehicle or breakfast or whatever but they can say Mom we're doing something at school today I want to be there and we're looking to them to participate in their learning all right um good I'll just say my
099kind of I I have just another meta question here which is about when you look at um I see there's a bright spot here on our College and Career indicator we are by our standards uh basically doing very well in terms of increasing that um but more broadly I'm interested in goal goal setting and this goes back also to that mathematics is what do we do as a board and a leadership team when we see that our goals are that we're not achieving our goals I mean if you look at the cast scores we are barely moving the needle relative to the Baseline and certainly nowhere near where the desired outcome for 2026 27 would be so I guess it's more of like a a chronic absenteeism I mean what's the process by which we
100think through whether or not you don't want to just say like okay we need a new goal we failed to get that one but at the same time you don't want to have these you want to have a conversation about what what our goal setting what's happening with our goal setting such that the goals we've set are not you know we have that like 3% every year thing and now we're like we we're basically the same and now we're gonna have some weird hockey puck at the end of the time period so I guess it's a conversation about as a board not now that but for a when it comes back is to have a conversation about how we think through why why we're not achieving goals but then also what what this what are
101the systematic reasons we're not achieving and whether we've set the goals improperly or aspirationally in a way that you know is going to is going to hold us to always be having a some sense of having failed when really it was in part not setting goals appropriately I don't know you yeah my IM my immediate like wanting to engage in is thinking about Improvement science um because that's the way I've seen when I've worked with districts right um I I don't think that changing the goal or lowering the goal is is a way but it's it's also so this intervention that we tried didn't yield the results so what are some other possible reasons for this and what are some possible other intervention so it's actually it's the notion of reframing the problem so we
102thought that this was our theory of action we didn't get those results the problem still persist so what are other ways that we can improve it and it's going to have to be that consistency and that Clarity of like want to go after it over and over again um and i' I've seen it and I've seen it both like wow we tried five different times and we still haven't done it and then I've seen it Go and on time six it did so um I'm confident all right Lord knows we all need some improvement science um thank you Dr bagula so um I guess we we have to vote to accept this um and so I will take votes from student trustees on accepting this report student Rees please vote remaining board members please vote
103all right that's unanimous consent uh with student board members concurring all right let's see we will now consider items H4 through H6 termination of requirement for proof of covid vaccine for District employees resolution authorizing distribution and publication of an update to official statement and revisions to annual resolutions for the conduct of District business is there a motion on items H4 through H6 trusty wers Payne with the motion and trusty Hazen with a second Mr Sals are there any speakers on these items yes we have one speaker on H4 U that is the termination of requirement for proof of covid vaccine Jason Davis you have three minutes um thank you for this time with the looming Resurgence of deadly and debilitating diseases like the measles as well as an antivaccine Secretary of Health and Human Services
104it remains incredibly important to maintain strong vaccination requirements for public servants and their records of those vaccinations to preserve Public Safety while we can no longer appear to be in the acute Public Health crisis of the pandemic covid-19 remains a significant threat to the young senior disabled and otherwise immuno compromised populations of our community and resultantly remains a threat to our community at large one of the most effective ways to achieve and maintain Public Safety against virent diseases like covid is through accurate and effective vaccine documentation and since this proposal states that a large percentage of Californians are already vaccinated it should be trivial to provide this currently required document ation that has significantly improved the health and safety of our school district and our community at large I do not believe that we should
105terminate the requirement for proof of covid-19 vaccination for future District employees to better protect our community thank you thank you um okay do any trustees have any questions uh wish to otherwise discuss this matter all right seeing none we will move to a vote student Tres please vote remaining trustees please vote uh that is unanimous consent with uh student members concurring all right speaking of consent we will now consider items I 1 through i37 the superintendent's consent agenda consent items are considered to be routine and will be enacted by one motion follow Follow by a vote there will be no separate discussion of these items unless the board member of the public or staff request specific items be removed from the consent agenda for separate discussion and action any agenda item removed will be voted
106upon following the motion to approve the consent agenda does the board have any items they would like to have pulled from the consent agenda for discussion seeing none uh we will move oh um Miss dols are there any items that have been pulled by the public for discussion no uh okay seen that the board and the public did not that neither the board nor the public pulled any items for discussion uh we will move forward with a vote um Dr buul would you like to highlight anything on this uh consent agenda I would because um I'm excited about item I6 it's our agreement with Aspen Institute for the Aspen ChalleNGe Program earlier this month we had sorry earlier this month we had the chance to join our students as they take on real life problems
107that our community faces it was great to see so many of our students in educ participating for the second year in a row I can't wait for April 15th where we get to see our brilliant students present their projects at the Aspen challenge solution showcase um I believe one of my favorite ones I heard was how can they create Community spaces outside of social media so can you create Community spaces not using your phone I would love to Aspen Challenge almost everything on the LC cap so I can't wait to see um what they do so thank you thank you Dr Gua um do I have a on the consent agenda oh uh vice president Barrera with a second from trustee Cruz is there oh no we're we're going forward now this is it okay
108uh student trustees please vote uh all the trustees please vote the motion passes unanimously with student trustees concurring all right rounding the final curve here all right um we will now receive uh public testimony on non-agenda non-agenda items Miss DOL have we received any requests for non- agenda comment yes we have 10 requests for public comment on non-agenda items each person would have two minutes if you could please come to the podium Eric Brown if Eric Brown is here Laura Lavoy good evening my name is Laura Lavoy I'm the mother of two San Diego unified students a seventh grader at Roosevelt Middle who's back there and a third grader at McKinley Elementary I also co-chair the Justice Equity diversity and inclusion committee at McKinley and with the dizzying pace of change that is happening in
109our world many are rightfully speaking out against things that violate their core values today I come to speak for something that my family and my school and my community holds dear I'm speaking in support of rainbow groups and GSA groups at school all across San Diego unified I speak in support of kiddos who find belonging and joy in these spaces and in support of the adults in all of these schools who create these spaces I speak in support of children often the most vulnerable among our schools who seek out community that tells them the truth that they are beautiful valuable inspiring members of their schools and that we are all better because they're here thank you all of you you for continuing to lead on behalf of these students these groups and these schools who
110need now more than ever the Bold proud and unwavering support of those in positions of privilege and power thank you Darlene tando hello my name is Darlene tando and I'm a licensed clinical social worker with a private practice here in San Diego my team and I specialize in working with lgbtq plus kiddos particularly transgender youth I'm also a mom of two San Diego unified kids I'm here to reiterate the importance of having gsas rainbow clubs and the like on school campuses having those groups sends a clear message to lgbtq plus students that the school is a safe place it's okay it also sends the message to other students that hate and discrimination do not have a place on the campus of course attendance to these groups is optional but having that option is crucial and
111possibly life-saving for youth who feel lost and alone it is also a place where kids can go to learn how to be allies in my opinion San Diego unified has done an amazing job in supporting lgbtq plus students and making that support known I want to thank you for that and I hope you continue in your unwavering support on the right side of History thank you Sarah suner Eisen Brown good evening my name is Sarah SAR Eisen Brown I'm a faith leader here in San Diego at St Andrews Lutheran Church and a parent of two students who are part of San Diego Unified Schools in fact I believe board member hazan me my daughter today at purging Middle School at the lunch there I'm here to um tonight to express my my appreciation as well
112for the board's ongoing commitment to being a welcoming district for all students it is essential that our schools continue to be places where lgbtqia students and their families know that they have safe spaces and trusted adults and peers as someone who works with Children and Youth in San Diego I have become aware of an increase in homophobic language and bullying which we know leads to a rise in depression anxiety and worse I just recently presided over the funeral of a 19-year-old child who died by Suicide and we all know that we do not want to see um families and children going through things like that I find all of this deeply concerning rainbow groups and gsas make a huge difference in the lives of kids reminding them that they are valued and worthy of love
113and belonging I also want to affirm the board's protection of immigrant children in our schools recent targeting of our migrant neighbors has caused a rise of Fear and stress for these families over the last four years I have been blessed and privileged to partner with several of our neighborhood schools to help Haitian families register their children for school and they have flourished as a result of the education that is excellent that they are receiving your commitment to protecting these children and their families is truly a matter of life and death I speak not just for myself but many of my Interfaith colleagues some of whom are here with me tonight in person and our Bishop as well we stand with you in these efforts and thank you for your ongoing commitments and Partnerships thank you
114Marielle Cooper hello I'm Marielle Cooper I come to you is a former student of San Diego Unified School District though quite a bit ago now and I came to express my appreciation for the San Diego school board and district for their historical work standing up for their trans and queer students and previously and seemingly continually to refuse to withdraw that support even in the face of federal threats it is critical that the schools continue to offer trans students a safe and welcoming and supportive School environment as well as other queer children and I hope to see this work continue I additionally would like to thank the school board for working to keep the IC off of campuses to protect immigrant and other vulnerable children we are facing a fascist adjacent federal government and as a
115former student it is heartening that San Diego School District understands that trying to appease fascist fascists is unacceptable thank you so much for for your time Lawrence mik uh good evening uh my name is uh Lawrence Malik or Larry Malik and I'm a parent of a second grader at McKinley Elementary and I'm also a community and academic psychiatrist here in San Diego and I'm speaking also on behalf of uh the uh ongoing support or for the rainbow uh and GSA groups at our schools and specifically for our lgbtq plus students lgbtq Affinity groups provide a safe and supportive environment for the students to build community feel seen develop the confidence to be themselves and research consistently shows that schools with an active lgbtq student organizations experien lower rates of bullying improved academic performance and an
116overall more inclusive School climate these groups are not just about socializing these are about survival mental wellness and creating Future Leaders who feel valued and supported the DAT is clear on the risks lgbtq youth students face disproportionately higher rates of bullying harassment exclusion depression and even suicide we know from various studies and you can look on the Trevor Project uh that lgbtq youth uh are seeing three four times the rates of suicide attempts uh compared to the non lgbtq Q peers presence of strong support systems through infunity groups affirming Educators inclusive policies and a strong uh School Board significantly reduces these risks by 50% or more and fosters resilience in these students so I urge you uh as a board to continue to recognize the critical role of these Affinity groups uh for these students
117and to continue supporting the policies that protect uplift and support all of our students thank you Valerie train hi it's Valerie Trina I did not prepare a speech but I also want to add to everyone who has come here to to to say thank you for supporting all of the vulnerable kids and um I of course hope that you will continue to do that in the face of terrible fascist bullies that are running our country right now and I hope we'll come out the other side thank you again Christopher Alo hello my name is Christopher Alat I have a background in public health and I work for the urban collab project a community- based organization serving Southeastern San Diego uh we're also a member of the southeast Disaster Response Team and our young people that
118attend schools in our community face the brunt of environmental and climate Injustice this makes them more susceptible to climate emergencies and threats which we did see earlier this year part of this stems or earlier last year part of this stems from their positioning next to highways pollution from Cars contributes to polluted air youth are breathing that can lead to poor health outcomes and according to the Calen virus screen many southeast San Diego communities fall within California's highest quartile for communities that are burdened by pollution our schools and communities suffer from the heat island effect where our neighborhoods are hotter than the surrounding areas with an emphasis nowadays on heat Health this is something that must be addressed this calls for a need for trees that directly combat these ills in not only our neighborhoods but
119schools we're thrilled to announce that we have recently received the trans of climate communities planning Grant from the state of California's strategic growth Council this funding enabled us to form the community planning collaborative for a green southeast San Diego a partnership in aimed at developing six Innovative planning initiatives in Cho View and Ro Hills and Lincoln Park neighborhoods we want to engage Our Youth and at these schools within our community to uh be the environmental leaders and develop those skills to be the stewards of their communities in the future so we are seeking to partner with schools to B essentially plant trees on the schools to help with that those effects so we sent off emails to Johnson Elementary and Lincoln High School to engage in these efforts and we hope that this can help
120bring a healthier Community thank you Manuel Rosa Pastor Emanuel adosa I've uh been a pastor here in San Diego for 20 years a native of California um also first generation Mexican-American and a member of the Cherokee Nation as well um I grew up went to school here in California also Todd Head Start that was a hair scout director for three years before Seminary and one of the big pieces for me in my education growing up and that it Head Start is the uh support and safety of our children and that includes all the most vulnerable children the ones that I worked with Head Start start the ones that continue to come to our country that I'm working with now at St Andrews um and so I encourage you to continue to push against the uh
121anger and hate that we have in our country and even our city so thank you for your your continued work in this and Miles timson um Mr President Mr Vice President I heard um 10 speakers 30 divided by 10 is three can I have three minutes or do you agree with the Call of two minutes you agree with two minutes all math program is worse than I thought um Mr miles timson I'm a teacher here at you're unified I like to speak about student wellness um very concerned about lead and the drinking water don't me mean to alarm anyone in compliance I think the district is in legal compliance with less than 15 parts per billion of lead in the drinking water like similar to Mar marks on the math curriculum there's a wide Gulf
122between legal compliance and the categorical imperative obviously all students should have access to the same drinking water we don't need to go through that again I'm very concerned about the equality though in some cases there is at least one part per billion and there's no safe amount of lead consumption if the political will existed to get lead out of the gas that we put in our cars surely it exists to get it out of water that we put in our children longer term the district is going to need to replace the lead pipes or um use modern plumbing technology to Reign the pipes short term I think a good idea would be to install reverse osmosis drinking wander systems in classrooms with sinks um a lot of Elementary School classrooms have syns at the secondary
123level this would be science classrooms a lot of students bring their own reusable water bottles for those that don't maybe the district could um provide paper cups I do have some ideas um other ideas on Wellness I think that we should um increase our measures of physical fitness um physical activi is one of the best ways to improve physical and mental wellness and the state test is very low we should go above be on the state requirement which is just to give the test I'll go ahead and stop there thank you for your [Music] time that concludes public comment all right uh well thank you to everyone who took the time this evening uh here in the room and I don't think we had any virtual callers so thank you to everyone in the room
124who took the time to speak to me all right um we definitely appreciate your input and take it to heart and um we hope always to better serve our students and families and Community uh with that I am going to take this gavel and adjourn this meeting our next meeting will be March 11th 2025 we look forward to seeing you here