001okay let's get started with non-agenza public testimony as I call your name uh please come forward and we will allow two minutes per speaker uh Francine Maxwell citizen Maria tenery Wendy wheatcroft and Jennifer Gonzalez foreign that we support everything that the superintendent does the mismanagement of her staff is just resounding to me faces a new one of her pet projects the staff doesn't even show up to the cluster meetings and there's no accountability for them to show up I attended the Morris cluster where parents didn't want to say certain things and they said it after the meeting ended and those things that are concerning to parents were directly reflect if they had the faces representative there in the room the responsibility of the employees of the district is the superintendent but no one on the
002diocese likes to hold the superintendent accountable also shared at that particular meeting from other staff members is the fact that there's certain principles that have never attended their Cluster meeting for over a year they've never been dealt with how demeaning is that how can the morale be sufficient if you know that you're doing your due diligence having a relationship and bonding with the community and your counterparts have never attended a Cluster meeting in over a year the name of the cluster is Morris cluster and the leadership at Morris has never attended the Cluster meeting in a year the area superintendent allows it so Ergo if the area superintendent allows it that means that the superintendent allows it so where's the accountability she's mismanaged our finances she has mismanaged the accountability how much more can we
003continue to stand by and just let this occur you guys stand shoulder to shoulder you support her a hundred percent when do you stand for the children the children are our future they're the ones that we're supposed to be advocating for but you keep letting these adult issues interfere with the children if I have to go to the meeting because I want to show my concern certainly a paid principle should have to attend so that they can hear what the community the parents and the teachers are saying I was reading voices San Diego that would be Ashley mcgloan that was reporting and she very correctly reported that the school district is not giving the facts to the public so one report I think it was John Lee Evans said 400 teachers would be laid off
004and another time it was 800 and another was 8.50 977 another 1500. so what is the truth I watched Martin on two television interviews when the anchors stated 850 layoffs and she had a semi smile it was a little disturbing to watch her semi smiling through the entire interview and she didn't correct the number 850. you're talking about the lives of more than 1500 people when I look at those documents I'm seeing this probably closer to Seven Seventeen hundred the number that District Deeds reported because a halftime job for one person may be the one job that's keeping that family afloat so two people with a part-time job that are getting laid off that's not a full-time equivalent that's two families that are being affected by the layoffs I looked at all the past documents
005what governor Brown said and the person that's responsible for this fiscal mess and all the layoffs that are coming is Cindy Martin it's not right sizing it's not um the budget they didn't get enough money from the from the governor it's Cindy Martin she mismanaged the budget she wasn't doing her job and she likes to tell everybody she's a CEO but in the private sector a CEO like Cindy Martin would have been fired foreign hello my name is Wendy wheatcroft I'm the mom of three children who will attend schools in this District I am also a teacher not in this district and I'm the leader of the San Diego chapter of Mom's demand action for gun sense in America as you can imagine guns in schools is a very important topic to me our current
006Administration in this country has been very clear that they want and support guns in schools thankfully California currently has some of the strongest gun laws in the country one called the gun free school zone act has made it a felony to bring or carry a firearm on school properties however it has a dangerous loophole that allows school districts to decide for themselves if they want to allow concealed carry permit holders to carry guns on campuses currently four school districts in California have been voting to allow concealed guns on their campuses this is plain dangerous and more guns do not make us safer in February assemblyman Kevin February assemblyman Kevin McCarty introduced assembly Bill 424 to close this dangerous loophole and this bill is also co-sponsored by our very own assembly member Todd Gloria Mom's demand
007action has taken the liberty of preparing a resolution that states your support for ab 424 for your approval and inclusion into the minutes of tonight's school board meeting I am here this evening to ask you to please accept this resolution and taking it a step further please reach out and urge the state senate the State Assembly and Governor Brown to approve ab-424 let's put the safety of kids and teachers first thank you thank you we can't we cannot act on the resolution tonight but we'll certainly take a look at it thank you hi my name is Jennifer Gonzalez I am a certified occupational therapy assistant Coda OT in short and I have been impacted by the recent budget cut I have come to ask you to please take a look at the Student Financial benefit
008of the otota model we currently have within our district and please consider rescinding the 10 OTA positions the OTA model allows the OT to place the main emphasis on assessments eval's annual and triannual IEPs the coda focuses on Direct intervention the collaboration of the duo provides quality services to the students while keeping the overall cost of services down as a coda is paid at a lesser salary a win-win students required services are being met due process is decreased a lesser salary paid out for a coda a board-certified licensed OTA who is the only position that can legally support an OT a loyal employee of the district who cost less than a contract contracted position including benefits due to the significant markup of agencies I was in management in the Staffing industry I understand the exorbitant
009prices that are paid out by the employer to the agencies District employee has less turnover rate than a contracted employee the cost of turnover is high otbs in the district just converted all contracted OTA positions to District positions in part due to the overall benefit to the district now these positions are in Jeopardy consistency is a key component to a student's developmental growth and progress it makes great fiscal and ethical sense to rescind these 10 OTA positions it is my understanding that reports are submitted to support the student cost benefit to the OTA model I support three ot's in four different schools each week students have been added to all three of my ot's case loads the numbers of students receiving Services has grown and continues to grow throughout the year if these positions are
010cut the most vulnerable positions of students will not receive services that are Paramount and legally provided to them under the IEP I respectfully ask to you that you please review and consider this carefully for the sake of our children for they are the ones that will ultimately pay the price thank you so much [Applause] um if Shiloh was older I'm sure she would love to speak um but she can't communicate this so me as her mother Maria Tanner will speak on her behalf I'm here to address um about your decision of combining special need classes into clusters this is not just unethical and wrong it's illegal according to the individual with disability Education Act this law provides the foundation for inclusive schooling requiring that every child with disability receive a free and appropriate public education
011and learn in the least restrictive environment Now by taking away the special need classes in schools and assigning one school in each cluster to be the host for special need is it creating a restrictive environment therefore I it's breaking the law I humbly plead with you to reconsider your decision Shiloh will have many many obstacles in her life because she's different we don't need more obstacles we want you to team up with our children and give them an equal education I have three children miles to Henry he will qualify for transitional tender Garden you know I'm willing to Forfeit his transitional kindergarten for Shiloh to be able to go to her local Community School versus being bust out of course I don't want these other I don't want these other things to be cut as
012well but miles is bright and who knows he might partake in different extra gate activities but I'm willing to Forfeit that for my son so Shiloh can have an equal education and go to her local school and not be bussed to somewhere else and not come to me and ask me mommy daddy Why can't I go to Miles and Mila's school why I already have to answer why do I look different why do am I different I don't want to have to tell her why she has to go to a different school please consider this okay Shane Parmalee Jose Cerna Kim Schultz Caroline McKeon Saudia Naj me Tracy Dana so I'm here to speak about two items the first one is the current status of Hoover we recently lost in my humble opinion a great
013principal Joe Austin we received the letter the community received the letter but it was really vague and I grew up in the community I I graduated from Hoover High School and the community members are asking me what happened did he have a heart attack the SEO K what happened and is he coming back now as a staff member I have told them we've been told he's not coming back why hasn't the community been told this now Fabiola our superintendent came to our school yesterday and she will be communicating with the community soon and I did Express this to her and she said she's going to take that on but why did this happen where's the communication I I was here two weeks ago or three weeks ago last board meeting and I asked you guys
014to please communicate communication is key now the second issue itss also needs to communicate so I was again I was here a couple weeks ago and asked for better clarification and communication now I currently have a couple of classrooms that can't teach on the Promethean boards because they're Promethean projectors are not being repaired itss has not communicated this at all to any other people that are they're supposed to be supporting teachers so I'm there when my hands tied behind my back and I can't help them hi I'm Kim Schultz I'm a parent at Bernie Elementary I sit on the PTA and I'm here because I am so concerned about the direction this budget is taking our school system I'm listening to everyone here and I'm listening to How pitted all these groups are against each
015other's I don't have a special ed needs kid but I am terrified that my children are going to go to a school where those kids are stigmatized and sent to another school I am terrified that that the district is being run by a board that does not think elementary school children need a PE instructor to help them get their wiggles out we have seen this model before when you eliminated the elsts from every school [Applause] and classifications of our vulnerable English Learners have stagnated and I am not willing and not content to sit back and watch you do this with the health and wellness of all of our elementary age students consider your budget please look at where you can make the cuts and please bring back Elementary School PE teachers please do not take
016the special ed kids out of our schools we can't continue with this model thank you good evening my name is Carolyn McCone I'm also a parent of children at Bernie Elementary I live in in Kevin biser's District but I am served by Richard Barrera my children recently transferred to Bernie from a charter school and I was blown away by the dedication of our PE teacher at Bernie he is amazing I can't even begin to describe to you all the things that she has done I've watched my fifth grader Blossom under her educational leadership um and it's just I've also seen the other side of this at the charter school they had classroom teachers teaching physical education and it was a nightmare it was children were getting injured there were broken bones you know we all
017can teach our own subject but we can't always teach someone else's subject I could teach you about Neuroscience I know how to ski you don't want me to teach you how to ski hopefully break bones and that's what's going to happen if we put on top of our classroom teachers they have enough burden already with all these budget cuts and now that we're going to cut counselors the children more than ever need to be outside they need to be burning off energy they need to be athletic they need health and wellness so I beg you please do not cut the physical education teachers district-wide and please do not cut our coach at Bernie Elementary thank you foreign and I am a parent of a first grader also at Alice Birney Elementary I'm also here to
018talk about this decision to cut physical education from the Elementary programs I came to this country from a different country where women were not necessarily allowed to participate in PE I brought my children up here so that they would have the opportunity to nurture their minds as well as their bodies what message are you sending these children when you say physical education is not important yes we can spend some money on your academics physical education is not important and this idea that maybe the class teachers can handle it is obviously ludicrous in the number of hours that they have in the day so I'm also here in particular to talk about the spirit of physical education health and well-being that is embodied in the person of Coach Lord Carol Lord at Alice burning Elementary she's
019been here at the school since 94 I believe and she has really brought on in the spirit of of health and well-being for the children for girls in particular which is something very very personal to me and we cannot lose this and if we do lose this then we send the children the message we don't really care we're going to spend the money on the other side in medical health bills right we're going to send the the spend the money on the other side when we have diabetes and obesity and all of this we're not going to spend the money here because your body is not worth nurturing I I strongly request I beg I implore that you please reconsider cutting out physical education in particular the job for Coach Lord thank you [Applause] hi
020my name is Shane Parmley I'm a parent at Garfield High School and I'm also a teacher at Bell Middle School and I'm here to ask that the School Board someone and you all voted on the prevailing side that someone moved to revisit the motion uh that you passed last time when you issued those layoffs and I ask that you do that because in June 28 on June 28 2016 you all approved the adoption of the proposed budget and the resolution to certify fiscal solvency for two years following the school year and so you gave us a three-year healthy projection back in June of last year and that was assuming prop 30 money was going to go away and that no additional Revenue was coming in with prop 55 because that had not passed yet in
021September you the district had no problem giving us the four SDA a four percent raise and I was kind of surprised figured you'd try to use it against us later because we're going to negotiate our contract the following year but I was happy to take that four percent because it was overdue again that passed in September with no additional Revenue coming in prop 55 had not passed the Assumption was still that prop 30 money was going to disappear and not be replaced November we get prop 55 passed and a month later on December 13th with the first interim report there's suddenly a problem and I think the problem is that your finance department realized or whoever realized we were about to go into uh contract negotiations in the next couple of months and decided we
022don't want to actually have to pay anybody or we're going to use this as a bargaining chip and I would like to say that um I find it extremely disturbing and lazy and rude that this District seems to want to normalize layoffs as a bargaining tool for when we're negotiating our next contract I think it is extremely hurtful to the parents and you are losing a lot of credibility and I have teacher friends all over the state very active on the state level and they're wondering what's wrong with this district and inviting our teachers to come work for them so not only am I asking you to revisit the motion because somebody's lying and so either the finance department then was lying or their line now and either way you should also vote to fire
023them and replace them with people who are going to be honest and give you honest numbers so that you can make the best decision for our kids thank you [Applause] hi first of all thank you guys for allowing me to stand here today and thank you for everybody who's standing up for a cause because we all have an opportunity to stand up for our children my name is Tracy Dana and I am the proud mother of daily made Dana who has just entered to Bernie elementary school today um I want to take a different approach here and I'm here specifically on the cause of talking about physical education and how important it is for a Next Generation and so with that I just want to pause and I want to ask each of you to
024think about that one coach that made an impact in your elementary school years and your Junior High years and your high school years and I know that we have a couple coaches coach bozner a football coach uh I believe you you teach little league right and we know the impact that it has on our young sons and our daughters it teaches our daughters how to use their body appropriately it teaches our sons how to focus the energy that they have and it's so contained if you take a group of kindergarteners you can light up Las Vegas for a year on just one hour of PE so I'm asking you let's include this and keep it going because this generation is going to be taking care of your sons and daughters who got that physical education
025and your sending daughters are taking care of you we want them to hone that energy on good defusing decompressing ways to better their lives instead of turning to drugs alcohol or food addiction so I'm just asking you as you walk away from here if there's just one moment of insight that you have driving home tonight think about the importance of teaching our next Generation how to appropriately use their bodies and to get into the community thank you [Applause] okay Omar Walton Sabrina Hanlon Todd steinhardt and Tita Mills good evening well good afternoon um I don't have anything elaborate prepared like uh everyone else spoke I'm Omar Walton this is my children's Mom Tina Mills and these are our four children all Bernie elementary students or alums so by the time the bear stand up bear
026stand up by the time she gets done we'll be 10 years at Bernie so coach Lord not only does words can't express I don't really have this much admiration for one particular person but coach lord loves what she does and that's what makes it important for her to remain a PE teacher in the program at at Bernie and like one of the other parents said the burden is going to be put on the teachers which also is going to be transferred to other areas and the compensating Solutions are going to be paying for diabetics and Ritalin and all these other things where the kids are going to be labeled because face it if if you don't love it it's not much effort you're going to put into it and I guarantee you and I I've
027been in the realm of budget cuts with the defense department for 25 years and I've seen it I've experienced our experience the furloughs I've experienced it and when someone says Hey Omar I need you to do someone else's job I'm not enthusiastic about doing it because I'm trying to figure out why the greatest country in the world can't imagine the budget to get one body in a chair to manage such a mission to keep Subs underground underwater keep ships afloat keep aircraft in the sky and satellites in orbit why can't we do that so and again with the teachers it's the same thing they're people we're all people so coach Lord brings a very very unique program and all of them look forward to every year to go into the Chelsea King in Invitational especially
028the girls they may not be the fastest or the best but they look forward to running and competing and for their developmental Minds sorry I'm taking a little bit long at their ages what are we saying at their ages for for the for these children we're saying that the district doesn't care enough about us to keep to keep our PE here I mean come on at the age of what eight third grade they're they're ration kicks in so sorry thank you hello I'm Tita Mills I'm the mother of those few four beautiful babies over there stand up y'all it's in US they are gifted Runners gifted my son over there in the stripes hug he can uh he can do a he can do the mile in 625. oh my God and that is all
029thanks to the preparation and the coaching of Coach Lord we have been at Bernie for that long so we do have some say in this I'm a retired Navy sailor I did my time in I'm a combat vet even while I was in Afghanistan there they were coach Lord making sure they got what they needed so it's not just it's not just us in here it's all the children you sit up here and you talk about diabetes again what some of the other mothers and parents have said you have all these childhood issues that we don't have to have but you have a coach not only does she help with their training every single day she knows all their names the first week of school she she almost she got hit by a car every
030a lot of people here know that she got hit by our car almost lost her foot and that couldn't keep her down she was still at school she was still giving her all she gives not only just to the physical education department but she also gives all of her time spearheads most of our fundraisers at Bernie because here we are with the parents paying all this money to are all the parents and all the uh the teachers giving all this money to try and decorate their classrooms when you have someone who is an absolute leader just spearheading all the fundraisers at this school so not only is she doing her job but she's fundraising where some other parents cannot be there so coach Lord needs to stay and and the physical education department needs to
031be cared for that's what I want to say thank y'all [Applause] good evening Sabrina Hannon para president I put on my Note to uh speak that it's sadness I'm here morning I'm mourning common decency and communication I'm upset that we couldn't take our time to fulfill the needs of the students as well as the staff and not rush through this chaotic mess we're in right now noon duties you know they've almost all been reduced or eliminated sites they have very minimal hours to cover lots of kids and to protect them that's something we could have discussed as a union these are parents Dads Moms that live in the community they're not interested in traveling across town to be bumped for a two-hour job some of these people don't drive you're going to eliminate their job
032because they don't have a way to even take that opportunity to travel across town again it could have been discussed with us we could have worked something out to make this work for the schools but that didn't happen Ron Bennett we met with him last week school services he had information that he didn't bring that was about classified we asked a couple of questions and he said oh yeah I have that information we asked do you have it no now we have to ask for it again communication full disclosure not happening I do appreciate the fact that you have extended the disruption of lives by not having these bumps happen right away and then again after you decide if this surface fiscally neutral or cost savings to our general fund I do appreciate that tremendously
033you're at least saving a little bit of chaos but right now everybody is out there stressed out there's they're not paying attention to what they need to be paying attention to because their lives are in uproar and again communicate speak to us I work with you [Applause] hi good evening my name is Todd steinhardt I'm a father of two daughters at Bernie Elementary and I want to start with messages from my daughters this is from Kate she's in first grade I like running club because it gives kids exercise before their school day and it can also give parents exercise before their day at work and then they can get ready for their big day if there's going to a restaurant or if they're selling houses also it's fun and Coach Lord is fun this is
034from Sienna she's a fifth grader at Bernie Elementary I like coach Lord because she makes PE fun most PE teachers just tell you what to do and give you recess instead of PE but not coach Lord one of the only reasons I like PE is because coach Lorde isn't only a teacher or coach she has a friend plus I'm a student counselor and Coach Lord runs it if the amazing coach Lord does not run it students might not want to participate so the impact is huge do not eliminate PE do not eliminate coach Lord's position she not only thinks of our children's physical well-being but also their mental Wellness she's a shining example of what a PE teacher should be she sets an example with her own life she runs before school she bikes she
035swims she lives a life she has encouraged encouraging our teacher to live for our children to live a healthy involved well-based Balanced Life my kids want to get to school early because of running club that she runs thanks to Carol Lord Jump Rope for Heart a program that she she oversees my kids both were jump roping for for weeks and months after this program thanks to coach Lord Run for the green my children this weekend held lemonade stands to raise money for Run for the green thanks to the inspiration to coach Lord Chelsea King Invitational my kids want to go run watch other kids run that's amazing you know thanks to coach Lord Alliance for healthier generation wellness it's a gift of Wellness that our children could take with them for the rest of their
036life coping skills through middle and high school thanks to coach Lord student council organizing the school-wide photos for International Peace Day and kindness challenge my question is how do you organize 500 kids in their family ask coach Lord do not eliminate her position do not eliminate PE from our schools [Applause] foreign this completes the non-agenda public testimony for this portion of the meeting oh did yeah uh is it one more Valentina oh the sick no I'm sorry six more we're gonna have to wait till the end of the meeting yep no no no no no Valentina Valentina anyways I'm sorry Valentina education is for all our children yeah please what it's not my fault you didn't put me put me on Valentina that quality education is needed for all and I am very disappointed with
037all this board because it seems that you guys don't have a spine and you don't think on your own you know that what you're doing is wrong you know you know made all kinds of cuts and you also give yourselves races when you shouldn't have okay thank you Valentina yeah [Applause] this completes the non-agenda public testimony for this portion of the meeting if we did not get to you in the first 30 minutes we will also hear non-agenda public testimony at the end of the meeting thank you for all your comments and for taking time to address the board and superintendent today we appreciate your input and please know that your perspectives help us to better serve our students parents in the community all right I'd like to welcome everyone present today and those watching
038the broadcast and call the March 14 2017 regular meeting to order with all board members present except member Macquarie who's absent from today's meeting okay please stand for the Pledge of Allegiance and presenting the colors will be the Air Force JROTC Color Guard from Scripps Ranch High School hold [Music] on first really reset good ready begin I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all gay guys [Music] merge all right thank you [Applause] thank you Scripps Ranch High School JROTC okay if you wish to address the board on any of the agenda items before the board today and your name is not on the speaker list printed on blue paper located at both
039entrances to the auditorium and if you've not already submitted a request for public testimony form please complete the form and submit it to Cheryl Ward our board action officer it's Seekers on agenda items will be called on to speak during the discussion of the agenda item once discussion begins on an item no additional public speaker requests will be accepted by the board our bylaws provide that public testimony on agenda items are limited to a maximum of 20 minutes per consent and or action item allowing for a maximum of 10 minutes per opposing viewpoint public testimony speakers are limited to a maximum of three minutes per speaker and depending upon the total number of speaker requests received by the board on an item the time may be reduced to two or one minute each the time
040limit for speakers on today's agenda items will be announced at each item okay we will now move to our student presentation Dr Whitehurst Payne would you like to introduce it good evening good evening everyone it is with great pleasure that I introduce to you the five sister schools in the Morse cluster when I knew I had this opportunity I contacted them these are five schools in the cluster that are small schools and the five principals in the five schools work together cooperatively to service the children and to ensure that they receive some of the benefits of a large school because they're small they don't get to the opportunity to have those Services provided but they managed to work together we have Penn School with Maria Gomez with Paradise Hills Marisol Marin we have freeze Shannon
041Lewis we have Perry Carrie Shea and Pacific View Leadership Academy Sylvia Martinez and with that I will allow you to move forward thank you I do want to recognize Pacific View Leadership Academy is here thank you very much for being here this evening laughs okay good afternoon everybody uh our Brokers here are students from Mostly clear today we have been running a program called drumness without the boardwalks [Applause] [Music] yes programming and in our program we try to approach everything that means hell music history geography environment the nice thing about the drones is that you can link to anything in your tourism so today we have different kinds of clothes that the kids will be playing in my in the right side you have come to bank please those are the plastic pension or an
042instrument from Trinidad and Tobago made of bamboo [Music] in my left side we have a margin growth of their traditional views in all kinds of marching from bathrooms from school the College I recovery we have what we call the pocket zones that we also talk about recycling our environment about also how we can create instruments with the things that we have around all those instruments can play together because the very end rhythm is universal nobody which country you are normally no matter your school class background we are very lucky to have a lot of kids with the most diverse school to the background in San Diego so we are really happy to deliver that program for you now we are playing a little bit in a way that we used to play so my friends
043hit the donkey drones and go on the local level so you can be close to your ground my friends because you can see okay ready one two three times [Music] one more [Music] time [Music] thank you stop [Music] ready [Music] come on [Music] everybody [Music] thank you [Music] thank you foreign [Applause] [Music] [Applause] [Music] thank you good job good job sir thank you and thank you very much as you get back in your seats I we I am the principal of Paradise Hills along with my sister's schools of Morris cluster which uh Dr Whitehurst Payne said uh Paradise Hills Penn uh Pacific View learning Perry and Fries we are the small schools we just want to let you know that this is the first time that our school has our schools have played together they
044have never played they've never seen each other um we as small schools we take advantage of our professional learning a we as principals plan together our teachers learn together in common cluster PD and we come together with drumming and with the Arts so that was just a little taste of what small schools can do together so we're hoping to keep this going for us thank you very much have a great day I'll move at him see when the agenda with item G2 moved to the front and item I the superintendent's consent agenda following okay do we have a second okay uh all in favor whoops yeah okay great okay we'll move to item G2 this is our public hearing on initial proposals from the San Diego Education Association to bargain a successor agreement superintendent thank
045you president Bernard this is the initial proposal and um to Sunshine The Proposal with SDA for the successor agreement and we do not have a staff presentation but we're available for comment if you have questions okay great we've got a few public speakers we'll give you two minutes a piece Lindsey burningham Fiona Shields Mary Jane Sapia Keisha Borden Adam Goldstein Trey Simmons and Sarah holdren thank you hi sorry we just had to get organized my name is Sarah holrude I teach kindergarten at Baker Elementary this school board and superintendent have created a lot of confusion and panic but here's what's really going on the district is creating a budget crisis and using it to push through cuts that are bad for kids this school board and superintendent are planning to lay off one in every
046seven Educators get rid of Elementary enrichment classes and slash supports for our neediest kids creating this environment of panic and instability is really just an opportunity to push through the cuts and reorganizations that top administrators want but that Educators and parents oppose these cuts are based on worst case predictions and they've been wrong every time District administration doesn't really know what its budget will be until June right now you are just guessing and the district has a long history of guessing wrong last year your budget was off by 48 percent and in 2014-15 it was off by 94 percent that 79 million dollars you are supposed to be our leaders but you are not leading right now we are Educators have a better plan for our schools than layoffs and slash and burn Cuts we
047aren't getting we aren't getting distracted by this inflated crisis we are here tonight to say no to layoffs and say yes to learn learn is our proposal for a Union contract that gives our kids and our schools the resources they need learn is lowering class size expanding enrichment programs attracting and keeping the best Educators resources for kids no destabilizing schools and my fellow teachers are here to tell you more about what we're fighting for and why [Applause] my name is Trey Simmons and I'm a Hancock teacher I teach kindergarten there I used to teach fourth grade learn means that educators are going to fight for a Union contract that lowers class size in every classroom I went from fourth grade to a lower grade so that I could have fewer students so that I could
048pinpoint what my students needed and what was going on in their lives this came after my one-on-one principal conference with our then principal Mitzi Marino when she asked me a question I couldn't quite answer it and I realized 36 kids I couldn't keep track of every single one and have my finger on their pulse I asked to move to a lower grade I asked to go to kindergarten when she was done laughing at the thought that I would want to go from fourth to kinder she moved me and I have my notes where she said wow you were right you really do have your pulse on the your kids and what they're doing when you have fewer of them that's easier to do I feel like this is a workload violation on our children we're
049expecting them to do more and more and more every day but we're putting them in class sizes where they have less access to their teacher they're going to have less supports fewer supports fewer enrichment programs yes it's all being put on the teacher to do but it's also increasing the stress on the children I believe but you the school board members and superintendent unfortunately right now are planning layoffs and cuts that will increase class sizes your leadership right now is moving us backwards not forwards and I'm counting on you to do the right thing when those budget numbers come in and hopefully even before that so that we're not continuing to disrupt all these lives let's do the right thing now and let's make sure we're making our class sizes smaller and keeping those supports
050for our students thank you hi there I'm Adam Goldstein fourth grade teacher Hage Elementary School in Mira Mesa learn means that educators are going to fight for a Union contract that expands enrichment classes kids need art PE music and more to learn and grow plus the time kids spend in enrichment classes give their teachers time to plan and prepare we need more enrichment not less more opportunities for our students and many of the students that we serve in our schools whatever access to the Arts is what we the school provides for them and nothing more so we have to offer them the best programs taught by the best teachers and that's true for drama dance music art and PE so at our school page Elementary School we have a phenomenal PE program it was pioneered
051by Lynn Wallace and Keith kaneko and Mr Klinger is there as well this is a program that's 20 years in the making it's very special to our school and to our students and to just annihilate it and then ask me to replicate it I just can't do it so it's not fair to the students at Hage Elementary School to get rid of the program that they've spent years and years providing we have a swim program that we're getting ready to start up this is the stuff that kids are excited about coming to school for so we sdea are going to fight for more enrichment but school board members and superintendent Martin you are planning to eliminate the elementary enrichment preparation time program your leadership right now is moving us backwards not forward do the right
052thing don't cut our enrichment programs and we need more enrichment not less [Applause] my name is Keisha Borden I'm a fifth grade teacher at zamorano learn means that educators are going to fight for a Union contract that attracts and keeps the best Educators with competitive pay and benefits our kids deserve the best but San Diego educator pay is near the bottom half of all Educators in the county that's why we're fighting for competitive pay and benefits our students deserve the best and brightest Educators education Educators from have dozens of districts to choose from in our County some of miles away from each other we need to make sure that our district can attract the best competitive paying benefits are one way you show your employees that you respect and value their work except that you
053clear ly understand and clearly believe in a few years ago many Senior Management Physicians here at the central office receive salary increases from fifteen thousand to over twenty thousand dollars in one year but school board members and superintendent Martin you are planning to lay off nearly one in every seven educators in the coming years San Diego unified is going to need to hire more teachers there's still a teacher shortage and we're going to have to compete to get the best Educators your layoffs are doing the opposite of attracting the best Educators though your layoffs are sending a message that Educators should avoid working for this District because that is what their leaders will do to them [Applause] hello my name is Mary Jane zapia and I'm at the speech therapist at Wilson Middle School I
054also live in the San Diego Unified School District and I'm a parent of two daughters who are educated in this District learn means that educators are fighting for a Union contract that gives resources to kids we need more wraparound resources like counselors nurses and special Educators to make sure all our kids are getting everything they need to learn as a parent and educator I know that teachers and parents need support helping students achieve socially and academically I just want to tell I don't even know where to begin with all the resource people in this district and Coach Lords was talked about in detail today but recently I was working with a student one-on-one and was walking her back to her education her general education classroom she told me that her parents were illegal and she
055was not and that they have a plan if they get deported that she's going to call she has a telephone number to call and go to their house and I was able to tell that student that I was there for her in that event I need to stay at Wilson and everybody who provides resources to students need to stay where they are I do not understand why you all plan to lay off more than 250 counselors nurses special Educators teachers of the deaf and others your leadership is moving us backwards please provide the services kids need I ask you to recognize the resources for kids are a necessity and not an option thank you hello my name is Samantha Brown I am a kindergarten teacher at Golden Hill K-8 learn means the educators are fighting
056for a Union contract that protects our schools from the destabilizing Staffing policies as someone as a second year teacher and as someone who moved three times last year and who received my first pink slip this year I know a lot about destabilizing Staffing starts off the school year with teachers in place and ready to teach no more last minute changes Staffing policies should create stable schools and be fair we want a transparent and efficient post embed process but school board members and superintendent Martin your layoffs and cuts are creating even more instability in our schools School communities are being torn apart thank you my name is Lindsey burningham and I'm both a kindergarten teacher and the proud president of sdea as our members have shared with you today the learn campaign is not just about
057our Educators bargaining over wages and benefits rather it is about bargaining a strong contract that ensures all students and Educators have the support and resources they need to be successful it's about having a contract that ensures we are committed to building the schools and programs our students deserve our students need low class sizes and caseloads so they get the education they deserve our students need enrichment opportunities such as music art PE and technology so they have a well-rounded education that prepares them for the 21st century our students deserve Educators that know they are valued and respected by their employer they need Educators who earn a comparable and competitive salary and benefits so that highly qualified Educators fill every available position our students need nurses counselors slps School psychologists special education teachers and elsts to ensure
058they are provided the necessary support and resources they need to be successful finally our schools need and deserve stability laying off close to a thousand Educators is not stability you must recall these Educators that have been wrongly issued layoff notices by doing so you ensure you have Educators in front of students on the first day of school ready to do the sole job this District was created to do educating and forming the minds of our future generation we the educators of San Diego Unified School District invite you to learn and urge you to provide clear direction to your bargaining team as we enter negotiations in late April so that we may fairly bargain and ultimately strengthen the contract that our Educators and all of our students deserve and need in order to learn thank you
059okay this is a public hearing any questions or comments from board members if not thank you we will move to item I the superintendent's consent agenda I'll move by to my do we have a second and does any board member wish to pull any items from the consent agenda we have no speakers not please vote okay okay we'll move to item D their report of closed session actions and uh the superintendent uh board and ASB information reports uh Council Donovan do we have any reportable actions at this time we do okay in closed session the board voted 4-0 with a board member McQueary absent to join in an amicus brief being filed in the lawsuit entitled County of Santa Clara versus Donald J Trump etow this is a lawsuit filed by the county of Santa
060Clara to set aside the Trump administration's executive order targeting so-called Sanctuary cities for defunding the first volley against this effort to defund local public agencies and we are pleased to be joining in this action thank you thank you Miss Donovan we have no administrative assignments so now it's time for our ASP presidents report so we'd like our ASB student representatives to the board to introduce themselves please tell us about yourself and what's going on at your school both academically and socially and we'll start with Riley Gilbertson the ASP president from Henry High School uh hello uh Mr Burris said I'm Riley Gilbertson the president of Patrick Henry High School So currently right now we're focusing on the academic side I mean on AP tests it's about the month and a half before AP test starts
061so there's a big focus on that and avoiding senioritis and any other senses of apathy that we're all facing um socially we're kind of at the lull between winter formal and prom so we're kind of taking projects besides those two events so we're looking at we just kind of pushed to get people to Chelsea's run which was a big success we got a lot of people there right now we're also working for coins for a cure which is a fundraiser for leukemian Lymphoma Society so we're raising a good amount of money we've got a lot of competition going um other than that uh we're just kind of operating on a day-to-day basis we have a lot of um a lot of projects that we're working on within ASB and we're just trying to get them
062done before prom and things get really busy again all right thank you thank you Riley and now uh Elisa Rodriguez our ASP president from Twain High School [Music] our school is doing very well thanks to our hard-working staff I want to thank all of them right now and I want to thank everyone that's here um our school is an alternative continuation school our school gives opportunity to every student who's out of educational needs we're not met at a traditional High School my classes and collaborative atmosphere um has helped many many people including myself everyone learns differently and Mark Twain High School centers teaching on helping every individual student Mark Twain's soar program is designed for individualized instruction to meet the special needs of students we also have an infant care center for parenting teens get
063to learn parenting skills and receive counseling if it's needed we also have career guiding classes like construction photography wise we're a little event and have completed in our hosting it at the catamaran Hotel we're also preparing our yearbook for publishing for the end of the year again I'm very happy to be here and to be a representative for my school um thank you so much [Applause] thank you Alyssa and Riley superintendent Martin do you have an information report yes thank you president Barrera tomorrow for those of you that don't California is launching the new state accountability and continuous Improvement system we've been anticipating that the system would be going live soon and tomorrow is the day it has a wealth of new information regarding performance for parents and Educators to assist for stakeholders to engage
064with districts in productive dialogue around the local control accountability plan those plans have been in effect for several years now but now the accountability system and the metrics for folks to be able to look at the multiple measures are going to be available the California school dashboard is what it's called reflects more than just test scores it reports on multiple measures which we've supported for a long time and it uses both achievement and growth to measure performance it replaces the old API system which relied on a single test score or test scores to produce single score that offered a very limited view of our school performances results are going to be available for San Diego unified and our schools on the California school dashboard and on the CDE website at 10 30 a.m so is
065that clocks get ready we're extremely pleased with how San Diego unified has performed compared to other large districts across the state as we look at the new multiple measures our our scores show real growth and strong results in nearly every category we believe this growth is due to our outstanding Community our strong parents and Educators and our other dedicated professionals and staff across the district most of all we believe these results show students who I have up here with me tonight achieve more when we ask more of them while providing the opportunities and supports that they deserve to achieve as school leaders we've always believed and have always asserted that our students achieve more when we challenge them to accomplish more while providing them with the opportunities and supports that they deserve arising graduation rates
066on track to be the best in the state of any large District are proof of our beliefs this is why we are tremendously excited about the new state accountability report it offers a multi-dimensional look at our schools and also allows us to focus focus on the success of each and every child in a comprehensive way not through a single lens the new standards go beyond a single test score and a measure of our progress lifting up every student we serve as such we believe they will provide parents with a valuable tool that they can use to engage the local schools and communities in serious conversations about continuous School support and Improvement for our students so we're looking forward to the reveal tomorrow of the new dashboard thank you great thank you okay board information reports
067why don't we start with Dr Evans thank you president Barrera I just want to thank Dr Whitehurst Payne for bringing the five sister schools here and and the great performance we had because I also think this is a great example of collaboration within a cluster where the principles in in one Community are all working together for the benefit of all the students and even though these students are in different schools they will eventually be in the same potentially in the same middle school in high school so I think that's a really good example of that and it's always amazing when you bring them together and they haven't performed together before and yet they they do such a great performance the same thing happens next month this month and next month when we have the the
068the honor band and Symphony at Symphony Hall where students from different high schools come together and within a very short period of time uh putting together a really beautiful performance and I believe in a couple of weeks our next board meeting will be having the Stanley Middle School Marching Band here also it's a lot of great things happening in music thanks vice president an advisor uh yeah a couple things real quick um I was at the Scripps Ranch High School uh boys soccer game it was the CIF finals and it was a nail biter 1-1 tied um we were very excited uh Scripps Ranch parents and the community turned out in Mass unfortunately with about a minute left in the game um scripture on high school boys uh took home second place in CIF division
069which is something to be very proud of the second thing I'd like to share is I went to Sarah High School to a community meeting at the Sarah High School cluster in Tierrasanta and talked to a lot of parents staff teachers principals administrators and some students were there also about some of the things that are going on in the school district and what we can do to try to mitigate impacts for the next school year then after that I went to Green Elementary School which is in the Patrick Henry High School cluster in del Cerro San Carlos and met with the PT and ptos there to also talk about what the developments are going on with the budget and the plans to help ensure students receive the resources and the support they need for next
070year I had a meeting yesterday with some parents at jeremeck elementary school in Scripps Ranch one parent there went out and got on amazon.com a water testing kit and tested all the water fountains at jarabic elementary school and his testing showed that the water was fine at jerebeck elementary school to the relief of a lot of parents but we are working on going forward with plans and processes to test the water in all the schools in San Diego unified in the next couple of months and then finally I was thrilled to be joined by several parents teachers and students at the St Patrick's Day Parade Where several teachers thanked me personally for the serp so just want to remind all teachers that if you're eligible to Tire take a look at that opportunity thank you
071all right thank you trustee Whitehurst pain I just want to say that in the last week I have met with all of the My cluster schools and some good things are happening in the cluster Morris came today with I mean the Morse cluster had five schools represented here today you saw some of the work that they're doing we have plans to move forward in looking at the cluster as a total unit to see what what can be done as we look at the propositions to improve Morris High School so that's a major event that we're excited about the Crawford cluster yesterday I think they were so glad to share that all of the cluster schools had improved and they're moving forward Crawford itself made the presentation to the other cluster members and they're doing a
072good job over there and Lincoln High School they are really excited about the number of students who are going to college and who've already been accepted to the UC system so that was really exciting and I received an email from the head counselor telling me all about the students who've been accepted so I want to give a shout out to them and I want to say that the Dr Seuss reading activity thanks to everyone who went and participated in that in canto Fay Hamilton clay are the schools that I went to and I know some of the others went to other schools and thanks to the community those who stepped up to help the schools we're all in this together and just thank you for this opportunity to share all right thank you okay we
073will move to item E1 this is our vision 2020 quality schools in every neighborhood report and this is our English learner update superintendent Morgan thank you president Brewer and I have staff coming to join me up here we have Teresa and from our office of language acquisition that will join me for this report and it's our vision 2020 update specifically about English learners and tonight we're going to be featuring our El reclassification rates our English learner graduation rates the transition that we'll be experiencing in our dish in our district and in the state as we transition from one English learner test which was the celt we're transitioning to a new assessment so we want to be able to discuss that tonight we'll talk about our International centers and we have some I think we have
074some speakers also joining the presentation this evening so with that we'll begin our vision 2020 update on English Learners and this is El Cap goal 2. so good evening board member superintendent Martin fellow Educators students and families today Teresa Laskowski and Sanders and I will be addressing the El Cap goal number two and before I begin actually I want to start off by telling you about our day today and it's all very uh synchronistic with today one of the biggest privileges that we have well that I hold is my privilege and actually a job perk is being able to go into classrooms and see students learn watch our dedicated teachers teach and so today we had the honor of being joined by Dr Patricia Gandara who is the director of the Civil Rights project at
075UCLA and also a leading scholar on language acquisition and English language Learners we wanted her Keen lens and critical feedback on what we're trying to do around English language learning for our new arrival Center students and so we visited three of our International centers we visited Marshall Elementary School Mann Middle School in Crawford high school we were able to see children learning and fully engaged in grade level specific work alongside supports necessary we saw an interruption to it traditionally had been called The Silent period right of children being in classrooms being silent as they were crying in language now we see teachers very actively engaged in making sure that children are all rehearsing in a very safe environment and so um Dr Gandara will be addressing the board she actually asked for reflection time she
076said today it was very full actually I think at Marshall she was driven to tears she saw some really beautiful work and said you know this is exactly what I work for is I want to see this work and so I invite you to come out we can arrange to go visit our sites so she requested some reflection time but she did say if there's two things she could say today the first thing would be is this is rocket science like literally rocket science this is very complex work that takes a lot of people that care and want to make a difference to come together to do this work so I really appreciated that she addressed our Collective commitment and our willingness to be Innovative in this because it is very necessary she also said
077to please continue to keep student potential in mind because these are children that have overcome so many obstacles to get to our country and that they have so much potential that we can't even fathom based on their prior experience so again the invitation is there but she will be coming to address us very soon I'm looking forward to that um so although I know I began the presentation about our new arrival students and our International centers I want to be very specific about our goal of our work our goal is to decrease the number of long-term English language Learners and increase the number of Els graduating college and career ready and this means that every single student every single year makes adequate yearly progress in whatever language they are they're learning because I'm going to
078say that we're also talking about our bilingual programs that we have and so that's really something that all of us as members as unifiers here have really been working on I know area superintendents have rallied their green teams to support school systems saying we are not going to produce any more language long-term English language Learners so what are we going to do about it how can we work together and what are the pedagogical shifts that we have to make in order to do this so having said that is a very large action right it's a very complex and I'm gonna I'm probably going to stick with Dr gandara's words this is rocket science it's difficult and it's complex and as we start thinking about this large adaptive work in this practice of our action to
079decrease the number of long-term English language Learners who do we go to we go to researchers we go to um Scholars that are about this adaptive work and so I want to offer a little clip a little Peter sengay clip and he really discusses how important it is to develop a web of interdependence which is exactly what we want to describe what we want to do with our green teams of the support that teachers need in order to support these students he also describes this being a collective impact as an organization especially our very people-centric education organization here it's very important that we start to think about what is our Collective impact how do we continue to work together and then how do we measure that and lastly this notion of an organization as a
080living breathing system right there's an organism if something's not healthy we all have to Rally together to go and heal it just like our blood cells do and so he is someone that we go to as our teacher and we want to offer you a one-minute clip that I think that's what Teresa was going over there to go play oh maybe it was ask what does it take in a business context for people to start to discern non-obvious areas of Leverage the answer is a very deep and persistent commit to real learning and there's a couple features of this kind of deep commitment to learn one is I have to be prepared to be bought again if if it was pretty obvious what needed to be done we'd already be doing it so I'm part
081of the problem almost for sure my own way of seeing things in my own sense and where there's Leverage is probably part of the problem this is the domain we've always called mental models if I'm not prepared to challenge my own mental models then I likelihood of finding non-obvious areas of high Leverage is very low secondly you need to really triangulate you need to get different people different points of view who are seeing different parts of the system come together and collectively start to see something that individually none of them see and thirdly you need to be prepared that when you do start to see an area of relatively High leverage it may take some time to add to develop adopt and buy really alternative behaviors and approaches it may be years before a relatively
082higher leverage approach really bears fruit intelligent so I know that the volume was a little low so I just want to capture the key points that we were trying to portray the first one is to have this deep and persistent commitment to real learning to really thinking about what is it what is the gap and how do I fill it maybe I don't know so who's to help here and being really honest about our practice I we especially we especially take into mind that be prepared to be wrong because sometimes we have to fail forward and we have to fail fast in order to think of another intervention to put in place and also this idea of challenging our mental models and what we believe in before and then really taking a look at things
083and I think that's something that you often say Cindy is when we when we see something we can't unsee it so then what do we do as we triangulate and bring other peoples in that's why I invite we invite you to come and see these International centers and to see the work that we're trying to do with our long-term English language Learners and all of the systems of support we need all of those lenses in order to continue to improve so I apologize about the volume but that was our offering with I know and here you go Theresa liskowski share about some of the actions we were taking right now with um I have to start off with a story about aligning our standards our ELD standards with the Common Core State Standards in ela
084and tell you that I was in a work group this weekend with Lucy Hawkins and I sat side by side with her team a team from Oakland a team from Tulare California and we literally went through each one of her writing books and reading books and sat down with our standards and started calling out and amplifying the stand the ELD standards that we could lift from her work so that the work that we are doing in the classrooms is actually in our tier one instruction which we called integrated ELD is actually a line to the ELD standard so that was really important work that we're planning to do across the content areas for teachers so that they know what standards they are pulling out so I got to go through the process that we can
085replicate with our teachers with our elsts and have all that kind of played out for the teachers so they don't have to do that so we can walk hand in hand with them to use the standards and then what students don't get in their tier one they can bring it to the designated so it's keeping it clean and simple for our teachers but yet still introducing them to the standards another thing I want to highlight is how we are preparing our elsts for work in the classroom with tier one instruction part of that work is to pull out some simple strategies or methods that teachers can use on the spot with your students this is grade level curriculum these strategies come from the ELA ELD framework and that is a document that takes the CCS
086or the Common Core State Standards for California and the ELD standards and they blended it to they've Blended those together and they've highlighted some key strategies so the research has already been done for us and we're really thrilled that we can pull this and use this as a resource for teachers I'm going to highlight the five word summary super quickly what that is is students read a great great level text reread let me clarify reread a grade level text so they're already familiar with some of the content and they go through and highlight independently five key words that might highlight the theme of this particular text they're then they come together in a partnership and compare their list of five important words and they have to synthesize that list to five because there's ten words
087here they can extend that so you can see there's opportunities for talk and to use the academic language it's amazing it's super quick it's not high planning time then they meet in a quad and they do the same thing then they go back again independently after they have their list of five words and write a summary based on the text so this is all around textual evidence using the academic language using that dialogue the collaborative effort so it's super fun we've taught it to some high school teachers and they were willing to take it on which was amazing and at Lincoln and then the elst Builder is a document that we constructed for our elsts as they prepare and plan for building PD alongside the principal with each other so whenever they're called to do
088a PD we created a guiding document for them to use they also can use the high leverage strategies that we've pointed out so this is a guiding document about what to consider questions to ask and what parts to keep in to keep a flow and then we talked about a vetting process as well so you're not planning in isolation but you're actually having to show a colleague or Ola what your ideas are so we can refine and be clear and cohesive in our planning and the message going out to all of our teachers another action we're taking in our professional learning is with our International centers and Dr Eugenia Flores who has written some again supplemental supports for us this and she has a binder very similar to this I thought I want that binder
089she is highlighting methods that teachers can use in our International centers again for that output and how teachers can structure collaborative effort in what what they're doing in their everyday lessons our students are also our International students are also preparing for a showcase where they will highlight their Journey so when we think about the ELD standards here they're working on an oral presentation so that is something grounded in our work it's also aligned to the Common Core State Standards um we have the opportunity to differentiate our mathematics for those students as well so they can have either in the Sci-Fi mathematics class where they're getting foundational skills or they're in the integrated math where they have a coach and what we've seen in those classrooms is the co-teaching model working in a very lovely way
090where the the content teacher is teaching and the co-teacher can lift vocabulary can be the bird on the ear with students it's it's pretty phenomenal what we've seen so far and I know it will continue to improve um also there's an ELD desk ELD coaching math what you will see as well as the extra literacy support class where students can again gain that foundational literacy and I'd like um to turn the mic back over to Fabi for her to highlight something that's emerged from our work with the International Center so one of the important pieces is we have several International centers we have Crawford and Hoover in our high schools Mann and Clark and we also have Ibarra and Marshall and so one of the things because this is a newer a new model but
091it's also a shifting model we wanted to make sure to bring everyone together to continue to talk about that and receive that feedback or that feed forward so questions like what is working what is not working what do we need do we need anything do we need to do anything those kinds of very large and Global conversations about what can we do now differently that you need based on this feedback have now turned into plcs so Marshall and Ibarra have professional learning communities across classrooms to then discuss what are the things that are working at your International Center one of the things that are working in line and they're sharing best practices I'm seeing that relationship that relationship is very strong in elementary school and it's starting to Blossom across the other places but they
092really just needed the space to collaborate and to have those questions and what I appreciate is that everyone comes including the administrator of the site in order to sell problem solving and dialogue around these things I also did want to add that the students preparing for culture and language showcase I love that because one of the things that I first heard as as area superintendent was how do we honor what we bring we bring a lot of strength so can we be this International Community and so I think that that is a beautiful thing to to see and today one of the classrooms we saw children newly arrived students from our International Center working with the Pythagorean theorem in math class with an ELD support and so it was really nice to see that collaboration
093real life collaboration with grade level rigorous specific things but also really taking into mind the language acquisition pieces could you explain the Pythagorean theorem leg squared plus leg squared equals hypotenuse squared oh and Happy Pi Day everybody March 14th 3.14 happy pie day okay huh all right hi and now I'm supposed to follow yes with another action that we're taking um we're also focusing as you know on reclassification rates and we have targeted 150 second graders who meet that criteria and I also want to add that our phenomenal elsts have come up with a e-profile so what they have done is taken all the names of the potential reclassification students and we have put it in the e-pro profile so before there was a triplicate form and everyone had to sit and handwrite they've taken
094all the names the student names the data from their cell and if there's s back data available for the student it's already there so that has gone out to principles El coordinators and our elsts to follow up so hopefully we can deliver and make it as simple as possible and we can also have a database where we can follow up on individual students who weren't whose paperwork didn't come in and we can kind of drill down to see why and how we can support that student all right so now I get to talk to you a little bit about data and um so as Teresa and the area superintendo bagula mentioned earlier one of our main goals of our English learning program is to reduce and eventually completely eliminate the number of long-term English Learners
095and so a couple of months ago when we were here you asked for a long-term long-term English learner numbers and so here they are as you can see within the last four years the number of hotels has decreased tremendously between 2013 and 2014 there's a difference of 455 between 2014 and 2015 there's a difference of 365 and perhaps the most celebrated difference in our reclassification numbers was from last year where between 2015 and 2016 there's a difference of 902 long-term English Learners we attribute this to quite a few things among those is the district Collective effort and focus on on our English Learners as Dr a bagula pointed earlier several areas superintendents have made it a goal to eliminate their long-term English Learners in their area certainly the work of our elsts and their involvement
096in coaching Cycles at school sites that do and they're directly working with teachers and then of course new structures that we have created in the Ola office such as the e-profile we have created a report where we ensure that we are keeping track of students as a matter of fact this year when we ran that report we have approximately 3553 students that are eligible for reclassification of those 1086 are long-term English Learners so that's another you know big portion of students that are that might get reclassified um and so yes as you know so those so those those e-profiles have gone out to schools and this is really to help streamline the process to make it more simple for school sites um let's see so last year we also extended the reclassification window to our
097to August 31st and this year we plan on doing the same thing and this gave schools plenty of time to submit their paperwork and so we of course you know we'll give schools that time as well and when we didn't receive the paperwork as Teresa mentioned earlier we notified principals and we went after schools and we actually hand delivered profiles as well so um you know and it was really important for us to reclassify our dually identify students who are students within you know other English Learners with special needs and they had met all criteria and so we were really adamant about making sure that those students were reclassified if they had met the criteria for reclassification now um just keep in mind as mentioned earlier that we are transitioning into a new test so
098next year um the lpac will give us a new Baseline so we will not be creating we will not necessarily be looking at numbers because that would be like apples to oranges but we will have a new Baseline and then we'll move forward from from that test um so in terms of our reclassification rates as you can see they continue to improve there was a you know a dramatic jump um from from last year to this year and I think last time I mentioned to you that in actuality our reclassification if we only took our students that are eligible for reclassification that our rate was actually closer to 25 percent and we checked those numbers and the rate is actually 23.7 if we only take into account students that are eligible for reclassification that would
099mean students in third to 12th grade of course this year that's different because now this year second graders are eligible for reclassification but so that number is actually you know 23.7 um Sandra take a minute and just explain that a little bit more so so okay so let me explain that so but what happens is that right now we have a number of English Learners that are K-12 but K through two are not eligible for reclassification just based on the criteria that we that the district had set for many years um the original criteria correct so so really the only ones are eligible so the pool of students that are eligible are students in third to 12th grade so taking that number of the students eligible and then taking the percentage of the ones that
100were reclassified that's 23.7 so why do we include this larger number when we talk about these rights that's the way that it has always been done okay is that sort of a line I mean the second grade thing or third grade sort of there's the gate testing in second grades there's just something about we just don't measure if someone from kindergarten to first grade has suddenly become proficient or something there are many school districts that do reclassify those grades I don't know I couldn't tell you what the history or what a decision was made not to reclassify students in Kinder to second grade but just that is why we opened it this year we opened it to um to second graders and of those second graders that we looked at the 150 that Teresa mentioned
101those students have have met criteria have met cell criteria for two consecutive years not one they have met so they have been at the early advance and advanced level for two consecutive years so we are allowing these are very hard-working second graders that deserve to get reclassified and so we are allowing for that this year um so you know just for clarification for next year when you present the data can you compare where so that we're not getting out sure absolutely so do you want it what you want it without the ones that are not eligible for reclassification is that what you're asking no I think we want both yeah absolutely I can definitely give you both okay thank you sure yeah and I just also want to add in all of these reclassification efforts
102we also have to be mindful that we still have to continue to monitor that progress and so that is you know right and so we are doing that as well as as we're tasking not to have any more long-term English language Learners is we understand that we also have to monitor students throughout so these young you know the young students especially the second graders we have to make sure that they're still making out a great yearly progress throughout other academics and then just the other the other portion to that is that the criteria for these for the second graders is that they have to they have to you know be a be a early Advance or Advance on the south and have a um at grade level dra in order for them to reclassify so
103we just want to be sure that they're ready and that they're going to consistently continue to grow and part of the issue is in the past you had to have a CST score for reclassification you had to achieve 333 or above on this score 350 was considered proficient and so part of the reason we weren't reclassifying kids is that we didn't have their CST score until they were in third grade now that there's no longer a CST for the last couple years the states we're looking at what that is we decided to use the our opportunity to look at some other metrics other ways to know and reclassify earlier as you said they're kids that are completely ready if they're selled for two years early Advanced or Advanced who's to say if they were to
104go back and take the CST would they have been 333 and met that criteria we don't know but that's no longer a Target or criteria that's required but that's part of the reason why we were only looking at three through eight when we had kids ready to reclassify a lot sooner than that and this is evidence of that Okay so in terms of our aspect as you can see this is an area that certainly we can improve and we plan to focus the elst work on training teachers to make the paradigm shift from teaching English as a set of grammar rules to teaching English through content and as a meaning making tool in the past English Learners were exempt from taking the state assessments but for the aspect that is no longer the case the
105only English Learners that are exempt from the ELA are those that are enrolled on or before April 15th and for math there are no exceptions so um so the all students you know regardless of whether when they enter the school district they must take the math the math test and while we certainly know that students are not are more than a test score as super superintendent Martin often says we will be focusing on helping teachers strengthen their ability to teach students how to think critically and creatively and to improve integrated English language development in the content areas as well as designated Eld I know I'm kind of a broken record about this but when you have on the English Learners the 11.6 and the 13.5 my understanding if they are proficient in English language arts
106they are proficient in English I'm saying yeah so you know I mean so there's evidence right there I mean if they compared to all of the general population they have reached the proficient level and yet we still have them listed as English Learners so that's that's one thing and so the reclassified obvious is really impressive I'm not sure about the combining I mean the the ones that are classified English Learners and want to re-classified I'm not sure what that combined number really does someone's not proficient in English they're not going to do well on English language arts test and if they are proficient in English they're actually doing much quite well on the test and I think the combined means English Learners and reclassified it that way you're referring right right yes yes but I'm
107not sure why those are added together so um this is just the way okay yes okay yes I'll accept that foreign okay so in terms of our graduation rates um certainly we're moving in the right direction and as you uh remember our grand Nation goal is to increase graduation rates of English Learners to 90 in four years um recently the steering committee met and we crafted a letter that will go out to all ninth grade students and they will sign it before the end of the school year where they commit to several stipulations on the letter so that they can graduate in four years the elsts will be working with high schools and the letters will be signed by students parents principals in the Ola Department to solidify our collaboration to make this goal a
108reality now when you say English I'm sorry when you say English Learners here uh you're talking about the reclassified students no no this only includes English learning so they're graduating from high school I don't want to be flipping it but they're graduating from high school without being proficient in English as English Learners that is correct I haven't reached the proficient level in English or graduating from high school exactly okay right which brings into question the validity of that state test if if they're able to perform in all of these courses good okay that helps and then so this is not reclassified at all this is not that is correct now because we classified numbers are much higher they're much higher and they would be um actually you know what um for graduation rates is I
109believe it is yeah Cheryl's maybe out there I believe it is redesignated and English Learners I believe yeah so is that correct Cheryl is it both of them sorry Cheryl I can't remember if graduation rates as both I I think this is a this continues to be confusing number okay so I've understood this to mean that a student in ninth grade that wasn't still classified as an English learner at that point in ninth grade now if that student then becomes reclassified and then graduates on time with their cohort that's what we're talking about exactly and I believe that's exactly I think that yes that is that is my understanding as English learners but they are reclassified at any time then they are counted in this okay so at any point when they enter high school
110so it could be a student that enters High School in 10th Grade or 11th grade yes if they're still classified as an English learner at that point then if they graduate on time uh then that's included in the graduation rates correct but I think we want to double check this uh this idea that they would have yet to be reclassified when they graduate so I can check on that okay thank you thanks and and then one thing that I noticed is if you take a look at the growth here it's an increase in 24 percent which is substantial okay so in terms of our next steps to continue to decrease the number of long-term English Learners and continue to increase the number of students graduating college and career ready and we will our elsts will
111continue to engage in student-centered coaching and learning we will continue to teach District staff how to implement the instructional shifts and prepare them of course for the new test and while we don't want to teach the test we want to make sure that they are aware of the test and what are the demands since they are the test is a lot more rigorous it's aligned to the ELD standards which the ELD standards are fully aligned to the common core standards and then of course we'll continue to design meaningful professional development for our elsts and our teachers we will be launching professional learning academies for our elsts where we will engage in in planning the year ahead and really learning and getting on the same page in terms of how are we going to utilize our
112efforts to create impact and then we will continue to you know work with our or engage in case studies plcs and certainly self-assessment to improve what we've done so far yes I just wanted to highlight that as we are preparing our staff and our students for the lpac Sandra and I have been administering the field test for the lpac and it is different and we got to test students who are both English only and um uh students who speak a different language or El Learners and what we found was both struggled with certain portions of the test it there is a lot more independent work that the students will be need to be able to do and in fact I can't disclose any of that details but they literally ask a student to listen to
113someone reading information on an informational text and then to tell back the main points of that we were able to watch a video of an 11th grader do this I don't know if I would be able to do it but the second graders we were testing last week several of them who had some background knowledge were able to do this so the idea of the listening skills the speaking skills and holding on to those nuggets of information and being able to sift through what's extraneous and what's relevant is super important so we go back to our balanced literacy and our tier one and how our students talking about text how are they engaging with text are they able to pull out main points so is really amazing for us to see the alignment for tier
114one instruction common core standards alongside the ELD standards and so we have oh do you have a question okay we have um presenters we have some teachers and students here today presenting but before I go there I this didn't make it to the PowerPoint I didn't have it in time for us to be able to include it in the PowerPoint but I do want to give you this data of our students who received we looked at the um the first grade the first semester grades for our students that are taking the scif math and the integrated math and 73 percent of them passed with a D or better so as you can see this in actually 28 percent of them are getting A's 21 are getting B's and 17 are getting c's with only seven
115percent of them getting D's um this is really you know a phenomenal thing for our students of the students that were enrolled in mathematics um 18 of them were enrolled in the Scythe math which is the students with interrupted formal education and 81 were enrolled at the grade level math which is common core math in sixth seventh or eighth grade or the integrated math one maybe even math two and three because we have some students that are actually enrolled in integrated math two and three so I have the data for you so now I am going to I would like to invite some of our International Center teachers and students to talk to you about their experience so first I would like to introduce Mann Middle School and they are here with Miss Rawson the
116International Center ELD coach and uh Ms Ms hang the International Center ELD teacher and they will introduce you to their students and then we will hear from some of their students so welcome thank you so much for being here yep right there [Applause] is this this is on okay so they're nervous because they think they all have to speak but I assure them that not everybody has to speak mostly Mrs hang and I'll talk and then you guys can come up and say what you enjoy about the International Center or Mann Middle School and your name so um my name is Nicole Rawson and this is Miss Mrs Lotus hang and we teach together at Horace Mann Middle School and this is the first year that the International Center has changed names I guess but
117the support Mrs hang has been teaching there for does your mic work too look a little mic and a big mic you've been teaching the international students for many many years right second level but not the International Center okay so uh our school has now the students have math and electives with the other students at our school it's not all in one Center and they're doing wonderfully and I was hired I guess I should read my little speech to get it over with after teaching myself at many different academic levels in Albuquerque Houston Boston and Moscow Russia and guiding my own two children through San Diego Public Schools this year I had the pleasure to join San Diego unified through the office of language acquisition as the ELD teacher and coach in the newly restructured
118International Center at Mann Middle School as a resource teacher and I am fortunate to work closely with Mrs hang for three class periods a day of Intensive English instruction and co-teach a common core math class and a reading support class at that school also to successfully integrate slightly over 60 students who are new to the country and speak 15 different languages into our culturally diverse schools so we have quite a group of large group it started with 30 and now we have more than 60 students so this just represents a small portion of them but they're really flourishing being here less than what like six months now five months and school started and then we have other ones that have been here longer we are not only we are not only they're only teachers this
119year with the modification of the program the newcomers all have access to eight other teachers or Specialists and different classes and friends outside of our International Center the students behind me represent a small portion of our class and are excited to be here in support of the program and express their enthusiasm and gratitude for being in San Diego and Mrs hang is going to talk a little bit about her experience having me along as a ELD coach and how that's worked out this year yeah my name is lotus Heng I'm the International Center teacher at Mann Middle School this year I'm very fortunate to serve not only many Refugee students but students from from other non-war porn countries and work side by side with Miss Miss Watson Mrs Vasquez Miss Houston and Mr Millman I
120truly appreciate my coach Miss rosson's consistent feedback and extra pairs of eyes which helped me grow professionally even more I would like to invite you and everybody in the back okay to come to visit us at Mann Middle School to see our students learning and achievement thank you so do you want to see yours first just put your name and where you from actually Dan has a little okay my name is tan I'm a muhi from Vietnam in August with my family I did not know English but right now I know a loss in this I'm tired my name is the dolphin and I'm from Kenyan in September I really like my art class with my teacher Mrs Smith I happy to be in America [Applause] [Laughter] so they they were the two that that
121took some time and wanted to prepare a little bit but all of you guys have worked so hard and have made so many friends and the incredible growth so far and for them to take time after being at school all day today and say yeah we want to come and see how this is working and they just love school could you could you tell us where they're all from my my name I'm from Vietnam [Music] I'm from Uganda my name is Elena I'm from San Diego California okay [Applause] let's go okay hi my name is Irene I am from Mexico from Mexico [Music] my name is Rosario I am from Mexico thank you so much man thank you thank you okay so now I would like to invite to introduce you to enter International Center
122at Hoover High School they are here with their integrated math teacher Mrs Moncrief Mrs Moncrief was recently featured in the KPBS on KPBS for her work that she's doing to make math accessible to students and she will introduce her students and then we will hear from them as well good evening both my board members and superintendents in the morning I'm a little bit nervous I used to speak in front of 36 kids three periods notice to talks to adults so many at the same time so it's Mariana Moncrief and I teach at Hoover High School integrated math 1 and integrated math too to integrate math one class consists only from English Second Language Learners I have 36 children from like seven eight parts of the world and I'm just I cannot say enough how excited
123I am to teach that class because they teach me more than I teach them and just to you know I heard Sandra talking about strategies and I just want to kind of give you an idea of what I'm using in classroom so before they learn I like to know what they know so I asked them to come to the board but I'm kind of saying that I know student has an answer but the students cannot say the answer I asked the student come and write down the number on the board and I was so many times surprised that the students who were sitting quietly in the back actually had all the math in here so I get very emotional talking about that because they're just so fantastic and they will now learn and they will
124not work and it's just I feel like I have the best job in the world teaching them uh repeat they have to repeat to each other they have to repeat to me mostly the academic language I don't accept something like we have to multiply when we're talking about distributive property they have to use the word distributive property and they have to know when to use it I also make them explain to other students and I make them my tutors in the classroom and somebody finishes early I say please go help the other kids and I noticed that Spanish-speaking student can help swirely speaking student they don't speak English but somehow they figure it out it's just great to see that so I also make sure there is no disruption in class I remember when I
125learned math and there were students behind me or around me talking I could not learn I didn't know what the teacher was saying so it's very very important that the teacher kind of recognize this and say class you know what this is a learning time there is no time for talk however I don't make them to sit quietly for 90 minutes we go over to instructions I go over what the expectations are and they work for rest of the period And if you came to my class it looks like chaos but it's learning it's learning chaos even like two days ago actually it was 2 28 pm and I had to take picture of my class because the whole class was still working on the assignment where other students were already living I and I
126didn't tell them to organize I mean normally we start packing up five minutes before before the class ends but those guys were working the whole class was working so I just want to say I'm just so proud of them and I just like them to say how they learn and I ask them actually to prepare to question for two questions which is what is helping them in the class how they learn and what they like about the class thank you so much [Applause] good evening everybody my name is Ebron I'm 15 years old I was grow up in Kenya and Africa my favorite subject is math I love math llama but before when I remember before I didn't know how to do expression a question to solve y-intercept but when I do but I'm surprised
127I should teach him how to do expression and why intersex doesn't it doesn't matter thank you so much when when I remember again when I doesn't understand when we smoke teaching I need to call the classmate to help me how to expect to explain to me but other than others don't understand I need to do myself if it doesn't understand they can explain to me and then I do myself and I say when Miss Monkey gave me homework I do I do all my homework and I and send it to her everything is thank you cute hello my name is Roger I come from Congo and he thinks I wanna say about me smoking classes was the easy class I never see in school the first day I come to school at math was a
128difficult one before I would never like to learn math but when I know me smoker she was a teacher who helps me to learn math I before in my country I learned maths I know it's mad but the problem with my the problem with me was just using the academy language and I should teach me how to do it and the things I love in my class was people there and the way we learned that was the easy way I can learn thank you for your time good evening my name is said and I have to be into United States for nine months I'm from Turkey in math class I learned how to solve equation and and the way I learned math is by listening to my teacher working in groups taking notes and doing
129my homework I like that in the class when I don't understand some problem I will get help thank you for listening good morning everybody my name is Shadrach I'm from Tanzania I come to another 36 months I am learning because I am the I am I am listening to my teacher I am do homework for my class and I I am tired home um at home I I for me I fall for me small I Fought For Me Miss mark what she eat she eats she eats saying when she is teacher she is my teacher she she sure page of vocabulary I like to be in my small class because I like the people there of the the and I like a lot of helping thank you [Applause] good evening to everyone my name is
130Byron I come from Guatemala I am 16 years old I came to tell you that I have the best math teacher foreign the class is much easier English and spiders might just barely learning to speak English she does the best so that we can learn she uses images and objects yeah she's patient with us yeah either and I've learned a lot because math I need in my daily life thank you for listening to me [Applause] hi my name is Genesis I am from Honduras I have only been in San Diego for three months okay I am happy to share with you all what Miss Moncrief has told me during that time that I have been in her class Eileen I have a question and the many activities I learned a lot because I pay attention
131in class I always use my work I went to to touring to tutoring yeah also miss Moncrief explains it slowly and with us time to understand I am thankful to me small grief for her button but painting and her teaching thank you for listening I need a I need mass in my life because together have Matt in in the market so much is I know how much I don't have English okay I need math thank you Miss Moncrief I got birth I I have best meals I have best teacher Max thank you I also I also want to add thank you I also want to add that Byron Byron come here Byron when Byron came to my class that was October September October September so Byron came to my class and I noticed that he
132could not write negative three the way he brought was three and minus sign after then he came to tutoring and I asked Byron what was your grade level in your country and Byron said fifth grade so I asked him why he didn't go to school and Byron shared with me that he's in Guatemala they have to pay for public education and they could not afford it so he stayed at home and helped out parents and so we worked together in a tutoring and in class I he's sitting up front I'm always helping him and making sure he understands but what I noticed about Byron is that he will not let problem go until he understands it so I would explain something and Byron would just look at me and he's thinking [Music] and I know
133he will get there but then we try something else if one thing doesn't work and now well first semester Byron finished with 75 but now he has actually he has yeah first quarter he finished with 75 semester he finished with 87 percent I am very confident that he is going to get a in by end of this semester when he keeps working the way he's working so it's not really just my strategies it's also they are really hard-working kids yes and they want to work and when they come to class sometimes they see warm up on the board they are already working on the warm-up as they walk into their chairs which is incredible I yeah so I want to thank them and thank you for having us here thank you so thank you so
134much foreign board questions and comments so oh I'm sorry um and we'll give two minutes a piece to public speakers Chris Larson Anna bonitati Dora Torres Gwen osgard and Francine Maxwell oh cancel frenzy okay um I'm really encouraged really impressed by the previous presentation but both I do want to point out to the board that these are not new stories these are stories that we're told prior to the elimination of the new arrival centers based on tonight's and previous Ola presentations to the board I confess that I am not confident that the information provided regarding the new untested international centers is truthful and transparent very recently several newcomers were moved by Ola out of the ice ICS International centers mid-semester one can only wonder whether these decisions were data driven in order to show success
135of this model if that's what it is I had the same concerns when I was a teacher in the new arrival Center Ola in recent years has used at least two assessments to move students out a reflection perhaps of the elementary school experiential bias in the district's leadership the Adept speaking and listening assessment which teachers were asked to begin using about three years ago is designed for students in grades k through eight not high school students admittedly it provides a benchmark for spoken language but it was not intended for use with adolescents the use of Running Records to assess progress in Reading is in my opinion highly inappropriate for newcomer students although an apparently successful measurement for students whose first language is English it tells very little perhaps nothing about an English learner's ability to
136comprehend age-appropriate text for by now High School need a well-planned professionally and sensitively delivered evidence-based program of support taught by teachers with the most appropriate credentials in order to eventually achieve at grade level done right we can help these students become success stories done wrong we Face a disenchanted cohort of young people who give up hi um it was wonderful to see those students I they have my heart that's what what I work with there's no question about how hard our students work I do have questions about the data that was presented however because some of it seems to be different than what's on the state dataquest site I've also got concerns about the reclassification numbers um when I look at students that take the California the celt the when they come in as freshmen
137that cohort by their sophomore year Well freshman it was 1872 so that was in 2012-13 um when in their sophomore year that 1800 had dropped down to 1369 by their junior year that was 907 and by the senior year that are that they'd be graduating that's 461. where are our English Learners going they're not being reclassified because that's the reclassifications amount was only 12 12. I think it's really 12 percent based on the State numbers but um this said 14. so I have concerns about that also I'm concerned about how all this movement forward is on the backs of the elsts who I believe have been accessed so and so who's going to be doing all this work the quality PD if that's going to be up to the elsts how are they going to
138be doing that since there aren't going to be any nlsts I mean it's just all this great talk but the data that is presented and the implementation and the action I I don't see how it's possible and I'm one of the teachers and I don't see how it's possible and I wasn't invited my students weren't invited so I guess I don't know why but you know they would have come they work hard they've made progress are they ready to go out into grade level classes I don't know probably some of them no way not yet because if they're still not able to read and write that's a tough one [Applause] oh she needs translation [Music] is hi my name is Dora and I'm here because I'd like to speak about children that don't speak English
139like I was three years ago I came from my country and I didn't understand what the teacher said experiencia experience that when I got home I wanted to cry because I [Music] because I didn't understand anything experience and from my experience a student that doesn't that doesn't understand English cannot learn in one year in summer school and list of all summer school or that is I don't think that the purpose is getting a high school diploma the purpose is getting sorry it's not getting a house a high school diploma this is learning step by step but you can't learn it in one year yeah now I speak I understand but not 100 percent see lost importance that's why I'm here because of those children if you force them to go to school for a year
140they won't learn besides they'll get discouraged like I was before honestly we need more time to learn like tests says and tests yeah assignments thank you that was [Applause] okay Gwen osgard Shane Parmley uh citizen two Gabriela contrerita Contreras I'm sorry okay I'm Gwen ozgarden I'm a former New arrival Center teacher in June of 2016 Crawford at Crawford's graduation over 90 percent of the students who had been new arrival centers students and we're graduating seniors graduated over 90 percent I am still waiting for really valid reasons why the new arrival Center was dismantled I have yet to hear anyway in which the International Center is Superior or is doing things that we didn't do in an eight-year period where we honed a program that was inclusive not only of the first year for new rival
141centers but every year following until their graduation I haven't heard what the supports are for the students as they leave the International Center the students who are in the new arrival Center last year who are now mainstreamed with I'm not sure what supports um the math class information that was given it would be interesting to hear what it is for Crawford because the idea that 73 percent of the students are passing in the integrated math class doesn't seem correct um the the assessments that were spoken about the Adept and the Running Records however inappropriate they may be do we have those this year to compare them to new rival Center assessments at this point at this point mid-year for new the new arrival Center we would be working on the third essay the third five
142paragraph essay that students would have learned how to write and I'm not sure that the the International Center has is at the same point at this time in the year that the new arrival Center would have been mid-year thank you thank you [Applause] good evening my name is Gabriela Contreras and my information since my information is on the record I'm here again to remind the the district that basically having no plan um basically we're missing accountability here no budget no plan so there's no accountability it's very difficult to follow up if there are no metrics and I think we talked about metrics a couple of years ago if I'm not mistaken um the plan should we should I was I'm always looking forward to hear about tools and resources that we may be able to
143track in terms of uh let's say what are the resources remember that we have in the lcab we have to tackle two approaches increasing or improving I do not see a lot of substance because it's a lot of rhetoric and narrative we need those metrics there and for instance the numbers that we are that are being presented we need to understand if it's the same cohort is a 2013 uh uh student cohort I just think that it's we have information all over the place so we really need to address the metrics because at the state level we will be increasing the spotlight on Ells so the demands that the community would have for the district to have a plan that is detailed and specific it will just only increase another comment that I would have
144is to the segregate also the English the long-term English language Learners performance and growth because if they're already stuck you know asset and label the long-term English Learners is because they've been they have faced challenges so I also look forward overall to speak about all of this uh with more transparency I wish we would knew where we're going because two years ago we suddenly we were told we were losing lsts later on the dlsts we would be servicing our students via clusters nowadays I don't know where we're going we have no plans so I look forward to to learn about that thank you foreign [Applause] [Laughter] English I'm here because I'm speaking on behalf of the students that are that have just arrived here and that do not speak English yes and that's important because
145when I got here I didn't speak anything not even a peep I couldn't when I first got here I couldn't pronounce I like to play basketball I'd like to play basketball foreign and I didn't know or I wasn't aware of what I was saying and besides I'm here because I'd like to ask you the favor of you uh helping us because I've been here for five years and I still don't speak English and I don't understand it very well so like to ask for a favor not all of the kids or the of the kids the youth yeah a word we don't arrive here with the same situation each of us has different problems I came here with problems I couldn't concentrate in the class and now that I've lost my dad he passed away
146with cancer we're all in the same situation cannot concentrate in is and can you imagine in one year we can learn English we can't imagine and I would like for you to put yourselves in my place and that your children would be in my place and that they would take away the opportunity from your children to speak English so that you can see how one feels because maybe you were born here or you arrived here when you were very young yeah and you learned English properly and now you think that you're up very high is us and you do not know what we are feeling right gracias thank you [Music] [Applause] so Shane Parmley Shane Parmley Bell Middle School and a parent of Garf at Garfield I was a elst for eight years at Garfield
147Twain and Alba and let me tell you when you can when you see something you can't unsee it the end of my career as an elst at Garfield and Twain I was splitting the two schools was three years ago about three years ago I was still at elst at Garfield in Twain and three years ago I started getting very vocal about how our district disappears its graduation rate and disappears its English Learners who aren't going to graduate um we I'll just talk I'm not even gonna read this I figured this out because the elsts at the other high schools would call me San Diego High one of the yellow State San Diego High about four or five years ago would call me and say hey we're sending you a couple of kids can you check
148on them for me and so I was look them up and Zangle I'm like your kids aren't here she's like no no they they said they're all going to Garfield and we finally figured out is San Diego High and this is legal legal perfectly legal on 18th birthday of a kid if they're not on track to graduate you can unenroll them and you type it into the computer that they are enrolling in Pub in Adult Ed and they do not count as a Dropout and no one has any idea whether that kid ever enrolled in school again and what that and not to slam San Diego hi because this is district-wide we started all talking with each other and then so and I suddenly started saying it and my job got disappeared but on your
149what they were telling the kids is you're going to enroll in Garfield high school diploma program which is for adults and so if you I'm asking the school board what I would like you to request is um have somebody pull the numbers of the number of English Learners who transfer to another to a charter school or out of District transfer Adult Ed transfer in uh 10th 11th and 12th grade and see how many kids get disappeared right after their 18th birthday because here's the thing the rule of unintended consequences everybody's all about lcap we got to raise our graduation rate it's all about graduation rate well that means you're going to get rid of the kids who aren't graduating and at this point because there's a lot there's paperwork Twain and Garfield are Great Schools
150they have A Garfield has a college prep program it's the only continuation school with one but you have to do paperwork to go to those schools our counselors at the high school level are so overwhelmed they need support in order to do the paperwork to get them there because Charter Schools will take a kid with nothing so I don't think you guys are actually doing what you think you're doing the EOS T program got imploded the El parents the d-lac took a vote of no confidence in the El plan A couple of years ago when you started doing this Shane could you prop it up and so I'd like you to actually look at those numbers because we have a bunch of kids who are systematically being discriminated against because they are English learners [Applause]
151keep going okay now that she brings that up I want to let you know and I've told it to you before that I helped a student that was a 4.3 GPO GPA student at Hoover get out of Hoover because he was going to turn 18. and he was not going to be able to graduate I helped him move to our Paseo Arroyo charter school he's doing great he's graduating this year but now you guys turn around and you deny extending the shutter for a royal Paseo for other students that need it another mistake that you guys make and yes your disappearing students maybe not all but some students that turn 18. because they do not have the courses that they need and because they turn 18 and that's not right and I'll do it again
152and I'll help more students move to another charter school if need be as long as they can graduate from another place that's going to help them I didn't know English I was born in the U.S but I I think I was I was born in the U.S but I was born in Mexico and in my family we spoke mostly Spanish good thing if not I would have lost my Spanish we didn't have no bilingual education yet these students at the International Center all of a sudden you guys get rid of it just because somebody came up with a great idea created a new international center no you guys keep starting from scratch when you guys already have proven teachers that have been working hard with new arrival students it's not that easy to work with
153new arrival students that have no education or that might have some education you need to also have the love and the dedication to really teach with passion so you guys gotta continue doing the rigorous curriculum but you also give them the support taking away the elsts and changing the name now changing from 48 to 38 is not correct in the past you guys had a lot more now you got rid of them and little by little it's going to be only 38 but all those quality teachers you're losing them and then you have to train new ones in the future thanks Valentina thank you and then who loses out our kids and our teachers in our schools okay we'll move on to board questions or comments uh Dr White Harris Payne my um each primary
154is primarily around what you said about the two Elementary Schools they're all almost in District e and the middle schools are both in E and I think Hoover's and richest area so are you kind of using them are you using them as prototypes as models samples I mean why did you choose all the schools in E and working with them I like the idea of pairing because it gives you some comparative data but to that so we do have more and I didn't mention San Diego High School in Lincoln also have international centers the collaboration work that happened was because of um you know it was my area I mean honestly so with my area I wanted to bring the people together to problem solving collaborate and we've actually discussed you know inviting the Lincoln
155staff inviting the San Diego High staff so that we all continue to problem solve because really the teachers have really great ideas about what's working what's not working we want to make sure that we hear their voice and we we take those into the but but from a larger perspective to address your question I think that that our director and secretary so it's exactly what what Dr magula said so basically um that's her area so she started this work with her area and then now has extended that invitation to San Diego High in in Lincoln high and so we're hoping we did have one meeting with the area superintendents from those areas and she was they were all three present and so we're hoping that moving forward they're going to be involved in this work
156as well thank you for reminding me of that I didn't want to do it outside of the area superintendent so we definitely spoke to them first about joining us yes one other thing I wouldn't really commend the students who came and spoke to us because I know it's a difficult task to before a board like this and I'd also like to um say that I really appreciate those students who just came here basically and who are really trying to speak the language personally I took Spanish and high school and knew very little until we went to Mexico City and I thought they spoke English like in Tijuana and I pulled out some of that Spanish but that's when you realize uh yes I really need to use it so I commend the students for trying
157yeah I just want to thank you very much for your presentation it was it was very clear and very well done and I think the reclassification rates are really great um I guess one thing I want to ask about the international centers when students enroll in the district not obviously not every school has an International Center so are they directed to if possible to those schools that have an international center or are they just on their own at the school they go to um no they so we only have international centers at the eight schools that were mentioned so the two elementaries the two middle schools and in the high schools it's Lincoln San Diego High School we're in Crawford so students that schools do have new arrivals at all of our high schools but
158they service them in other ways so they have other many different ways that they can service their students but but not everyone not every high school has an international center and and they many of them wouldn't be able to attend because of the boundaries right um yeah okay and then in terms of the um the testing and the new test and I know you said we can't really compare the apples to oranges the New Testament being done do you it's just important thing about the tests is are they measuring what we want them to measure I mean I don't know that the state and everybody can require certain kinds of tests but do you see the new tests for example when we went from the previous General test to the common core from the csts
159the Common Core we felt we couldn't really compare the scores but we felt the emphasis on critical thinking was was very valuable and so we created a new Baseline how do you feel about the new test it's going to be very similar like I said the ELD standards are aligned to the common core standards so they're being asked to do many of the things that they would be asked to do on an S back from what we saw because we like Teresa mentioned we have personally been field testing so we personally have been giving the test to elementary students in high schools and then we're going to continue on to the middle school but it looks like it's very much aligned to the S back-end to Common Core so students are being asked to you
160know make a claim um you know cite evidence of the other claim they're being asked to read and they're being asked to engage in non-fiction texts so it's very similar very aligned to the Common Core okay that's great and then just finally just a comment I mean I I think that one thing that's really important that you're doing is really raising the expectations and I know we can't have a cookie cutter uh you know every student is going to learn in an x amount of time uh but I do believe I mean I've certainly heard people come up and testify and talk about the years and years and years that it takes to learn a language which as a language former language teacher a foreign language teacher I really don't buy I mean I think
161that our we have to have high expectation of student can students can learn much more that I'm not saying that that they don't need a lot of support when they're first arriving and so forth but but I just think that you're just like in all the other areas that curriculum we're looking at that we're looking at higher expectations and and better results with providing the right kind of support and and that is really the goal of the International Center to offer that differentiation so that is why we offered we know we opened up the mathematics to more students while we understand that some of them do need SCI foundational skills we understand that that's why that class was created as a matter of fact that class was created based on the input that the former
162NAC teachers gave to us when we were looking at re you know restructuring the international centers we wanted them we wanted schools to make the determination as to whether they wanted to offer both the psych math or the or the integrated math or likewise in the middle school they wanted to offer site math or common core math and so as you can see based on the data and they did ask about Crawford and you can see that Crawford is actually doing really well and so so you know so that's that was exactly what the we need to differentiate not every student that comes to our country that's a new arrival needs foundational skills which is what they were being offered in the past and so that's that's really one of the goals right coming with
163very different circumstances from a lot of Education to to very little and so forth but I okay thank you just one other quick question since you since your students not yes okay we have yeah I wanted to offer um to the comment that you made uh so Dr Gandara today I shared something very interesting she said she's often asked the same question which is how many years should they be at these centers and she said first of all there's very little research about these centers in general secondly there is no formula and thirdly it's as soon as possible you need to get them out to be able to socialize with other students and be able to then also capture what they cognitively are able to do as far as grade level and rigorous instruction so
164she also connected us to a UCSD Professor who is currently doing research on these centers specifically out in Vista and so she said you're doing some Innovative things you should really talk to this professor to see what kind of again another lens to triangulate us right to take a look at what are we doing how can we measure how can we impact and what can we learn from other centers across California and I just wanted to add that our students actually I want to make a clarification because I'm not really sure that I was understanding what the students were referring to in terms of being in school for one year I just want to clarify that the former model was one year and that this current model in other words the extra like the over
165extra support because they will still get support as they're leaving the international centers and that's up to the school and how they're going to provide the supports but the one year I'm assuming that there was that they were referring to the one year in the International Center that hasn't changed the former model was a one-year model this is still a one-year model in terms of acceleration the language as much as possible keeping in mind that you're differentiating the mathematics and then as a team so the expectation is that the school team the ELD team and that can include the elst it can it obviously includes the principle it includes the teachers they make determinations and not Ola I know that someone said that Ola made determinations we don't make determinations as to who's going to
166stay and who's going to go we expect the teams at the schools to make those determinations if they ask for our input then of course we are going to give it to them but really it's accelerating the language acquisition as much as possible for that for that year in preparation for them to move on to the rest of the years and so again this is up to the school size how they're going to provide the supports for the rest of their High School career well besides providing the data I mean I really appreciated the fact that you brought in the students I mean that makes it much more real for us to see what has been accomplished and the next thing I was going to ask was before they came was what about a teacher
167of another subject how are they how because we said we want all of our teachers across District to be you know instructors of English language Learners and by bringing in this math teacher it just really Illustrated very well how that's happening so thank you Kevin did you hear anything yeah oh yeah go ahead um I want to say thank you for all your work and but most importantly I want to say thank you to every teacher in all of our schools who are working day in and day out with English language Learners in all of their classrooms we all know what we're talking about every single one of our classes has El students or reclass El students in them so thank you to all the teachers and the support staff to do everything they can
168to help these folks learn and succeed thank you yeah I just wanted to build on that a little bit because as we've heard uh from you I think repeatedly in the presentation which you just said probably about Dr gondolas I think we can get hung up on models and I think what uh what you're trying to do and whether it's students in the international centers or English Learners across the board is we're trying to uh uh move forward with a set of clear principles high expectations uh building capacity of all teachers to be able to to work with uh with with English Learners that you know varying levels and you know the experiences that you know students come into the classroom with is very exciting you know tonight uh to see the manned students in
169the uh and the Hoover class the incredibly exciting it seems that um what we want to do and I know you know this is a difficult time because we're in some cases shifting from strategies uh that had been used to some new strategies and that's always hard but I think what we don't want to do is dismiss each other as we're uh you know going through this process and as we're learning I mean the the key to what you were describing Fabi in this you know development of the professional Learning Community is uh people are constantly asking themselves what's working what's not working what needs to uh needs to be improved I think the you know the resource Library the rely program seems especially uh uh you know an important tool uh to allow uh
170you know Educators to learn from each other and I would love you know this example of what we saw tonight with our math teacher from Hoover um you know for for you know folks throughout the district to be able to reflect about that learn from that and and share other lessons so I mean it's exciting when we you know uh are able to uh not just say that we're setting high expectations but really um uh you know carry that out and see their the the result of uh students uh who have high expectations set for them and what they're capable of achieving um very exciting and I hope what we can do is try to promote you know a sense of uh of learning throughout our district uh and and allowing everybody you know who
171cares deeply about uh the work that we're doing with English Learners to be part of that process to reflect together to learn together but to also be inspired by by the possibilities that that we all saw tonight so thank you thank you for your work thank you okay we will now move on to uh item E2 uh another Vision 2020 quality schools report this is about the positive School environment climate and culture with Equity at the core superintendent thank you president we're going to have staff join us up here Sophia Arredondo mcraven and I think Linda Truesdale is joining us as well to give this update on goal four specifically it's one of the specific goals in goal four 4.4.1 is our efforts to be continued to provide safe inclusive environments for all students to
172thrive specifically lesbian gay bisexual transgender and questioning students and our commitments in our lcap would be to continuing lgbtq awareness and advocacy training at school sites and departments our commitment to produce inclusive curricular products including lessons and resources to adhere to the fair Education Act developing our ongoing methods to survey and report results of inclusive climate and secondary schools and our fourth commitment in goal 4.4.1 is to continue to support the gsas at our secondary schools those are our gay straight alliances as a robust and viable source so we want to give an update although El Cap golf 4 is a large goal that's about creating positive School climate and culture with Equity at the core and supports for the whole whole child large goal around lcap goal for specifically we're focusing in on that
173subsection around lb lgbtqia students and we have our program manager and resource teacher to give us a brief update in this area so thank you for being here tonight thank you superintendent Martin and Board of Trustees and everyone who has stayed um so you did a wonderful job of kind of introducing what the topics are so I won't I won't re-emphasize those but where we wanted to kind of start is I just want to re-emphasize our commitment to uplifting the voices and experiences of Leslie and gay bisexual transgender queer questioning um intersex and asexual students and those perceived to be lgbtqa because that tends to also be a a serious issue as well Nick Raven will kind of introduce the supportive legislation so I'm just gonna skip through here and then we have Carmina Duran
174who will also be presenting on on our on our online bullying report I apologize I didn't introduce Carmina and she was walking up Carmina Duran in our former quality assurance office as well I started didn't say your name on your way up foreign so yes uh it's good to see you tonight and um so a little update on some of the legislative implementation um a number of years back there was a law that was implemented in 2011 it's called Seth's law and it's about making sure that there's sufficient interventions when bullying is happening at a school site and so we a number of years back also we implemented administrative procedure 6381 and it's a response essentially to the CES law and it involves implementation of um of an online bullying form so we have that
175in play at every site so this is this has been kind of going on for approximately the past year and the office of Youth advocacy as well as the office of quality assurance has been feeling those and also we have an annual employee notification that's built into the implementation of 6381 so we want to make sure that the legislation that supports our work is acknowledged and that's a critical piece of the motivation behind making sure our students are safe included in a firm for who they are we also have the fair Education Act and the fair Education Act is it was enacted in 2012 by California as an attempt to make it so that students who are lgbtqia as well as students with disabilities would be able to see themselves accurately reflected in the curriculum
176what it existed before was without that legislation there's a possibility and the the eventuality of students who were were not seeing accurate Reflections and in fact not just inaccurate but harmful reflections of themselves in the curriculum and in their school environments so it was a decisive and small move to to have legislation that would support Fair accurate reflection of the students identities so um excuse me do we have a copy of that slide in our board packet the where it says sdusd history social science is that slide in the board packet uh which packet the the packet that was provided to all the trustees on Friday before the board meeting to preview so the vote so as you look into as as you watch the slideshow present itself then the other images will come up
177and so the only image you have is of the flyer for the LGBT 102 we will make it publicly available the slides that are coming on the screen as you click you're staying on slide number three right now and you have about five images I believe three or four images that come in on slide three that the public didn't have access to because highlight what the images reflect but online but online when people have access public has access to it online and it clicks and you can see it it's just the printed copy it just it'd be great to see if we can get all the slides and board packets to the trustees before the board meeting thank you okay so um with the fair Education Act uh we are um we have cert we're
178in in implementation mode with the social studies and uh and history Department um we've we've cooperated and uh done some collaboration with that department uh and we're we're also so what we see up there is uh the website and the website includes uh different levels of content that will be addressed by by different grade levels according to the fair Education Act and so it's broken down into different sections and if you if you look at say like lower elementary upper elementary middle school high school they're different particular areas that are focused on so that's kind of the content piece but it's important also to recognize that the students see themselves reflected in the curriculum from a historical perspective but also from within sort of the framework of literature and virtually every other discipline that they
179can so that it isn't just sort of like it's not only covered in social studies but rather in an organic way when it makes sense to do so in in a classroom and I mean I want to say this especially just with a teaching background it's often about the teachable moment so I don't want to wait until you know this the history lesson when there's a crisis that happens and frankly I don't want to wait till the crisis I want to be able to fold the discussion of lgbtqia into the discussion of social justice and equity and race and disability and a host of other identities and relate them to things that all students should be talking about which is things like empathy kindness individualism a person being who safe in being who they are
180expression and a variety of other uh sort of themes so we've also designed a a 102 and the 102 which is a reference to the 101s the 101s that we do are are mandated across the school district we've been we've been slowly rolling those out those have there there are nearly sure we'll get into that in a second but um we the 101s are kind of like the foundation piece understanding sort of really basic information around like statistics the laws terminology and um and what we want to do is not just have the one-off performance so if we go to a site and do the 101s we don't want to just go and then never come back there's there's follow-through and the 102 is a key part of that and it's about just organically folding
181it into existing curriculum existing pedagogies and um I want to say also that we're in uh we're in some discussion with a couple of teachers who have been implementing uh the the fair Education Act into their curriculum and I want to just give it a shout out to a teacher at SCPA named Michelle cash who's a social studies teacher and she has brought in a couple of different lessons some of which delve into the history of the lgbtqia civil rights movement and and focus on specific events and people such as like Stonewall Stonewall Uprising the AIDS epidemic Matthew Shepard the Defense of Marriage Act prop 80 and a host of other ones and also has done some work with her students around examining the similarities between the uh the Civil Rights Movement for African Americans
182and the lgbtqia Civil Rights Movement so um that's it for that sign as we continue the conversation around supportive legislation for transgender and gender non-conforming students specifically I'm going to highlight just a few things and again I apologize to the board for not including all of the visuals that are that pertain to this particular slide so hopefully you can see them on the screen as they come up um first and foremost the school Success and Opportunity Act ab1266 in in our trainings I have to mention in our one-on-one trainings we do a very careful job of making the distinction or drawing the distinction between sexual orientation and gender identity because too often those two things are conflated perhaps because we have a long acronym of identities lgbtqia and so so folks you know just need
183a little bit of clarity but we make those distinctions for two reasons one because the protection of transgender and gender non-conforming students can sometimes involve mechanisms of court that are different than their LGB counterparts and two there is more recent legislation and policy protecting and supporting transgender and gender non-conforming students legislation that at the federal level has been at risk right um and although federal guidelines or the federal guidance for creating affirming and safe environments for transgender and gender non-conforming students has been rescinded in the last few weeks right at the federal level here at the state level we continue to adhere to ab1266 and more importantly within the district we adhere to administrative procedures 0114 or what is also known as the non-discrimination of transgender students and I wanted to read from the um
184from the from the districts kind of statement of support for transgender students in that San Diego unified refuses to withdraw any commitment to the safety and dignity of our transgender students accordance in accordance with the California school's success and opportunities act from 2014. this position again I have to reiterate is in accordance with ap0114 so at the district level and at the state level we will continue our commitment to the safety and protection and affirmation of transgender and gender non-conforming students and so I think that's really critical to acknowledge that we live in a state that has undying support for transgender and gender non-conforming students who we know even disproportionately compared to their LGB counterparts experience harassment and bullying not just within Public School Systems but also in the in the larger society right you
185also don't have this image but on March 1st so just recently assembly Bill 1732 the equal access restroom act went into effect what does that mean it requires that all single stall bathrooms in any business establishment any place of public accommodation or state or local government agency be identified as all gender right so everyone has access to this single stall restroom and that also includes our Public Schools so facilities our facilities department has done a wonderful job of assessing where those bathrooms exist on campuses and are working diligently on creating signage for those spaces why is that important to our trans and gender non-conforming students is because some particularly are non-binary students so students who don't identify as either a boy or girl or male or female and and for those students who are not
186ready to access the bathroom that aligns with their gender identity right depending on where they are in the coming out process these gender-neutral bathrooms or these all gender bathrooms are really important they're really important piece they broaden the scope of access Beyond just the nurse's office right which shouldn't be the default gender-neutral bathroom right so again emphasizing that these are providing increased number of all gender single-use bathrooms it promotes equity and it promotes safety for for all students so that piece is really important and that and I want to commend the district on jumping on board immediately even before the March 1st deadline on being in compliance with this new law um lastly uh we for a year now so so again our program has only been around for a year we have we are
187small But Mighty um but a final example of this just of a district level support for transgender and gender non-conforming students is through our student information change request form it's a really long title for a small form but what it does it is a it allows a um a means for transgender students to have their gender identity affirmed without legally changing their name um and what it does is it up it provides an opportunity for in particular the teacher roster to reflect the preferred or actual name so we're working uh with I.T with PowerSchool in order to hopefully make that transition smooth for students who wish to have their gender identity acknowledged without the change of the legal name um we worked uh very closely with District representatives and um I think more importantly with
188our community members with our lgbtqia advisory committee that was made up of students parents and Community organization this was a comprehensive Community effort to create policy that supports transgender and gender non-conforming students and then lastly I would say you know it's important so we we can create this form but then how do we get it into the hands of students and so one way that we have done that is several departments including counseling and registrars some folks in enrollment have been trained on the form on on how to facilitate the filling out of the form and Implement and implementation but also part of the effort for visibility and information about the forms through the gsas and so going to GSA meetings and sharing the form with student and so that they can also share the
189information with students that maybe aren't out maybe are considering being maybe aren't are ready to acknowledge their transgender Identity or their gender non-conforming identity and here's a form that helps them do that at the school level in the classroom level for parents and students change life for parents and students who would like to legally change their names right this is a completely different process and we honor this process here in the district as well but for for folks who are ready to do a legal name change we work in partnership with project trans a program at the LGBT community center and we host free monthly legal name change workshops at the Ballard Center so you see the flyer here it has all the dates up until June and then we will reissue we'll continue them
190through the summertime but we'll reissue again come the new school year this next slide is will be presented by Carmina Duran the executive director of quality assurance on reporting practices around bullying [Music] Sophia good evening board member superintendent Martin I'll be speaking and reporting practices as make mentioned earlier we revised the procedure the bullying and intimidation procedure was revised in August of 2015. to include some changes and one of them one of the most important one was to include the adult to student piece which wasn't included in the prior procedure it also provides training or requires training for all staff the bullying and intimidation policy and it's actually part of the annual notification training that all staff receive it also tasks the quality assurance office to conduct the investigation when the bullying complaint is against
191an administrator or when there is a potential conflict of interest or perceived conflict of interest and also it requires the sites to complete an investigation summary report which we refer to as attachment two and that report is to be forwarded to the quality assurance office for a couple of purposes that I will discuss a little bit later providing all students and staff with a safe and learning environment with everybody's treated with with respect we've expanded the mechanisms to report bullying in addition to reporting it to a trusted adult at the school site we've implemented the online bullying reporting mechanism we have the quality assurance office where a person can come in and file a complaint in person they can do it via our email or also by phone the slide I think has a few
192statistics or data from July 31st to December 2016 we had a total of 416 online bullying reports we had 48 phone calls to qao 20 emails to qao 17 walk-ins and 17 reports that were filed directly to the site it also you can see the number of online Boolean reports when the bullying the online bowling firm was first implemented we had very few we had 12 and then when school started we had 118 October we had 130 and then November and December when their school is out for Thanksgiving break or or the winter break the numbers go down um also uh in supporting the accountability investigations to the qao staff Provide support to administrators when an online bullying report is filed the report goes directly to the school side and also it goes to various
193departments including youth student services partnering student services and qao and and that allows us to contact the principal when there is an urgent matter or also connect the administrators and follow up with the parents when there is a serious situation connecting it with departments that can provide additional support for example if the concern is about lgbtqia then we connect with Sophia if it's a threat for student safety then we connect like we had one today and we connected with Police Services um so in in the online bullying report also being referred or directly to the quality assurance office also provides us the opportunity to follow up with us School side when we don't receive the attachment to the school investigation summary report and initially when we first started we had a little bit of pushback
194because there was not a clear understanding as to why that was needed I'm happy to announce that we're getting very good numbers we're getting we're getting good responses also that summary investigation report helped us ensure that the bullying incidents are being investigated thoroughly And Timely it also help us identify school or class climate because we produce reports that are given to you the board and superintendent Martin and also it allows us to collect data or accurate data for reporting purposes for example to CDE that is that is required also to support the school sites we developed professional development we develop a PowerPoint present presentation for principles on how to address and investigate the online bullying reports and also we have scheduled training later on this year to prepare for next year for administrators for administrators
195well that is also reported we have we have very few um in the last July to December of 2016 we only had 36 race 21 [Music] um protects 11 4 lgbtqia 7 for religion so when we do that is that we follow up with the school side and it may be that it's a student that is being bullied because of their perceived religion or because they're from a Middle Eastern country so we connect with counseling services the school council or Insight we also can contact the parent and provide additional supports within the district depending on the nature depending on the concern yeah I just want to add two things sometimes when the bullying involves lgbtqia students it also involves race or socioeconomic background and or English language learning so we as a program do we
196work we work diligently to address the intersections of our students identities and so if there is if there's relatable cause for the bullying around those identities and we we come at it from all perspectives so I think that's important to to address because typically one form of bullying is connected to another form of bullying unfortunately the second piece that I want to add is you'll see in the in the slide the image of support makes everything possible this was I want to thank the sexual health education program before we came on as a formalized program Rachel Miller worked very hard to to inflect lgbtqia needs and issues of students you know before we could come on as a formalized program and and part of that work was also financial and so um when uh when
197Rachel put together this particular piece it was also an effort as a as a visibility piece right for students how do they know they can report if they don't know they can report right so part of the effort was I think she because she has priority schools that she works with with her program we extended it we pulled from our budget and we had copies of the poster made and we are trying to ensure that every School site at least a counselor or the front desk the folks in in the front desk area have this so that students know and so that parents know as well that there is this mechanism for reporting bullying and so and we we actually had a student come to our lgbtqia advisory committee who was the one that said
198I haven't heard about it so I need one of these posters so we we need to work we need to work harder on giving the information to our students right we can create we can create these these great tools but if they're not in the hands of students then how how impactful can they be and so this is our effort again and I I love the message that support makes everything possible because it is very difficult I think for a student in particular to report victimization to report bullying of any kind and so framing it around if you do this you will gain support right I think is a is a really powerful message some of your kids are reporting online yes that's where that's right in our mostly middle schools we have the highest
199number of enforests are coming from middle school I'm sorry what did you just say the highest number of bullying reports are coming from middle schools is that what you just said yes okay yeah yeah got some public speakers we'll call them oh two more slots okay we'll we'll whiz through this school climate um so as uh the board knows um when we were when we first came on site we were tasked with creating a survey we modeled after the glsen school climate survey we had 13 000 students participate at the middle and high school level we shared out some of those results with our advisory committee we will be extending those results and information at our next advisory committee meeting which happens on April 5th if anybody would like to attend but what we also
200did now in year two is that we will align with uh District climate survey the checks survey or the California healthy kids survey and how that will happen is as you can see in the PowerPoint is the gender and sex-based harassment module many of those questions if not all of them were already included in our in our current survey from last year but this will allow for triangulation I guess that's the word of the evening right in that students will take it so Will parents and staff and so we will get a better sense of the needs of each School site and we will be able to respond to each School site's needs based on what we can offer them as a program so I think it's going to be a really helpful tool for
201us to kind of switch over and also make it easier for school sites to not take so many surveys all at the same time yeah and the the questions were so you only see one page but there's about um two or three pages if not four um and it was vetted through the lgbtqia advisory committee so again that is those are parents those are students those are district folks and Community organizations who have a say um so we're we're happy to have that happen staff trainings um also part of what uh the work that we have been required to do for this year we are currently at 97 schools that have been trained have received our one-on-one training that's the awareness and advocacy piece awareness of just the basic issues confronting lgbtqa students but also
202the advocacy piece so how do you if you're not already an ally to this particular group of students how do you become one right and part of that piece is the two visibility pieces that you see above you right here they out for safe schools badge that many folks are wearing we have over 9 000 over 9 000 staff members that are wearing the badge currently they receive the badge after they receive the training so they take it with informed consent right they understand why they're wearing it and on the back there are resources that folks can access what we emphasize is that we want to be your first point of contact for any resource because we want to know what our students are confronting we want to know what our families are confronting and
203we want to be there to support them the we have 40 we've got 40 schools that are scheduled for for uh trainings and we should be at 60 completion of all schools trained by the end of the year so again small and mighty and we move forward the last Point really quickly just for the um the visibility piece is this this school welcomes you Mick um took his uh his uh graphic skills and he meshed the image of the badge with a image from tolerance.org and if it's probably hard for folks to see um but who this school welcomes again coming from an intersectional lens ethnic ethnicities all ethnicities uh nationalities races lgbtqi English language Learners all family structures even body types socioeconomic like we've tried to list all of the identities that our students
204represent in this particular piece and this seems to be the most popular piece of of visibility that um that has gained traction and you will see it in schools some of the schools have even framed it and some of them have blown it up life-size or larger than life-size and put it outside of their schools I want to give a shout out to Marshall Middle as well who's done who's done the same um seconds because the student empowerment piece is so so critical to our work as we Center the voices of students the gym is a collaborative is an opportunity for student leadership from the GSA throughout San Diego unified to come together and it it really is an opportunity for them to kind of Center their voices around some some common projects so we
205tend to be a project driven group typically we've been meeting here right actually right right here once a month but we've also taken the idea out to various sites we'd like to kind of move it around in revolving locations so that students from from different areas have a chance to to sample it and see what it is we offer some of the things that we've we've done with GSA collaborative include the the exhibition that was the lgbtqia History Month exhibition right upstairs back in October and we also did a project where which was a video production that is going to be eventually shared with some of the Educators that we're doing the trainings for and I also want to make sure that the the attorney the Kearney video class that helped us produce that gets
206a shout out because there are some some extraordinary people that help with that together so I want to say that but also we are in the progress of working on a safe School Summit which is coming up in May May 13th is our date we're sort of locking down some places and some other details but the safe School Summit will offer students a chance to coordinate a summit of sorts where they can come together and and participate in a workshop format breakout kinds of workshops around a variety of different topics so um yeah go ahead um just for time sake one of the things I want to emphasize here that you see at the top is that now currently 18 middle schools and all high schools have active gsas and I want to emphasize the
207middle school and Mick has worked really hard to create those to help support the creation of those gsas which are so so critical but I say that because the bullying that you just heard about the reporting is coming specifically from the middle schools so if we can continue to build capacity for gsas we know that research tells us that when there is the presence of a GSA on campus that victimization around sexual harassment and gender identity decrease by almost half of that percentage of whatever that exists and so that piece is so so important and I'd like to just kind of end it there okay uh Francine Maxwell Shane Parmalee and citizen number two you have three minutes apiece while the presentation was good there still lies many questions sitting on the floor my middle
208school principal is going to lose her VP so the four children that should be suspended for bullying are going to remain on campus because she can't suspend them to stay home at zamorano's losing a VP the VP that used to guard the back door that made the kids feel backgate when the kids feel safe they're no longer going to have that VP to walk by to come on campus to feel safe so I'd like this board to consider having a town hall meeting to help us rewrite the definition and the initiative on what safety means parents and communities have real concerns and they're trying to not only grow their clusters but sustain their clusters and the first thing when you ask a parent why are you taking your child out of this school they said
209they don't feel safe we lost seven children from Morris High School because the parents said they don't feel safe yes the charter schools are doing a fantastic marketing job on round rounding up our students based on Old API numbers they're not looking at our new interventions and as the Clusters in District e are trying to rewrite their narrative any type of positive Town Hall meetings would help us be able to help people know that you don't have to leave if there's something that you don't see here with us we can help you create it we can help you turn this thing around so that you can keep your family members here and not disperse them throughout the city so I'm just a little bit concerned I love the concentration on lgbtqia I have a problem
210when we want to sit on the diocese and say that we have high expectations and high standards because you've allowed the superintendent to exclude meeting with black people she decided that she didn't want to meet with aaae because she wasn't going to get attacked she's decided to do away with race and human relations race and human relations opened this office they've been doing it for over 20 years since the Carlin case so you want to reinvent the wheel I get it new directions new interventions new new new but remember the tire is still the tire and the road is still the road Richard Barrera I want to publicly thank you for coming to a meeting that the black men United invited you to and he shared his Insight he shared his experience he let everybody
211know that this this diocese We Stand United so there's one voice there's not a whole bunch of individuals up here because you don't ask any questions that go to one subgroup or not like I said in the past you've allowed this superintendent to dismantle any diversity on her leadership team so the one that she got it ain't cutting it don't look and think that we're going to celebrate that the African-American man that flies back and forth to DC on legislative affairs because I'm paying him 177 thousand dollars and an apartment in D.C so don't think that we're going to get excited for that black man love the fact that he has a job but don't don't get it twisted diversity is not here at the district [Applause] foreign Parmley Bell Middle School um yeah your
212lcap is it's not serving our kids um Morse cluster we and Hoover and Crawford and several other clusters are the ones generating the additional money in the lcff categorical strings got cut and it's been a big money grab ever since in this district and to speak to the VPS and the counseling positions that are getting cut we're getting staffed at the equal not Equity equal ratio to any other school in the district regardless of who's generating what additional funds in order to support to provide to provide the supports um I was on the SSC a couple years ago and we made it a priority to hire a full-time guidance counselor because we know that at our school the heart of our school is our Counseling Center and so we used our SSC money and and
213spent it on that and we had two counselors this year and our school is night and day from when I got there we have two VPS we have two counselors and a guidance clerk so when one counselor is sick and another counselor's at a training we still have a person who can work with kids and she runs that place she is awesome we're supposed to lose a VP and half a counselor we know we're going to pay for that extra half counselor because we have to have two counselors on our campus so you are great you're violating the lcap by not allocating additional resources to support our kids and we only pretty much only have intersectionality on our campus I mean we have a handful of white kids but when I look at my GSA
214and we have a GSA and these two are wonderful it's only students of color we have I mean the first stay this year I went out and I just spent my own money because you have to spend your own money if you're going to have a GSA and I bought the rainbow flags and I bought the mini rainbow flags and I was gaying it up as much as possible on the first day because I wanted to make it a safe space as quickly as possible on campus and I had all these teachers come and get them and ask me if I would order them the big flags too so we have tons of rainbow flags all over our school and the dialogue on our campus has changed so dramatically but if I weren't there doing
215that and we don't have counseling like it's insane we had a teacher the school like the first week of school comes to me like I'm some expert and I'm not because I'm not a counselor comes to me and says I I don't know exactly the Gen because it says one thing but it seems to be another and the kids don't know and we're not sure what's going on and they just got here from a different country and they don't speak a lot of English like let's go to counseling let's go talk to the people who are trained to handle all of this stuff we got the name change gender changed everybody's on the same page everybody's safe everybody's great but we need the adults who are not teaching out there to support our kids so
216when there is a bullying or somebody's saying something and you're right a lot of kids don't want to advocate for themselves but their friends will especially if they know there are multiple adults on campus and stuff will get handled and it does because we have counseling MVPs who can do mediations you want to do restorative justice guess what can't happen if we're all teaching we need adults who are trained and qualified and certified to be doing this to provide the supports to our students so please you got to bring back the VPS and the counselors because otherwise you're violating the lcap you can say all this great stuff but you're not actually doing it [Music] thank you hello I'm back uh by the way I'm citizen number two after citizen number one left already my
217name is Valentina Hernandez and definitely we need schools that provide a safe environment for students of all Races all nationalities all genders but not only the students also the parents parents need to feel welcome we need to bring back the family friendly schools training that you guys used to have and the flags that had been trained in the past got new principles that are not doing it and then you guys also get rid of a principal that was doing it at Hoover we lost our principal at Hoover out of the blue a couple of months before school ends how is that going to help graduation and how is that going to help the parents and how's that going to help anybody and of course you have your personnel and personal reasons why you do things
218but parents are not happy teachers are not happy Society is not happy the community is not happy with what you guys have been doing lately also you're going to be getting rid of lots of Vice principals Monroe Clark is also going to be losing their vice principal after the SSC had already voted to get the VP there pay for the VP with part of the lcff money and also we were we got rid of a counselor so that we could keep our VP but now the district is dictating that we cannot have the VP paid with those funds so then pay with it with your own funds and yes of course we have 124.4 million dollar deficit and you gotta cut somewhere but you've also been spending and overspending on things that you shouldn't have
219done like the new center Remodeling and then the other reef center over there the quality assurance office the quality assurance office you say you want people to report things that are going on wrong and then you investigate and investigate for months and nothing happens I'm not happy with you guys you guys are not doing a good job and yet you want us to tell students report it report it report the online bullying kids are not going to report it they keep it inside and the later later they commit suicide is that what you want right now you're stressing all the teachers that are getting pink slips they're at risk of losing their homes their risk of losing their their cars their livelihood they are stressed out to the max 48 in the Department completely or
220that that job description you're changing it to something else yet you know you know that English Learners need to be served and not only English learners but all students just like this person here that I drew today Malala she states what free quality education for all students all students in other countries they're fighting for their life to get a free education here we have it and yet our students can't get it please do the right thing and start thinking board and don't just all vote as a block stop and think okay thank you Valentina okay board member questions or comments on our excellent presentation Kevin do you want to start um I just want to say thank you to Mick Rabin and Sophia arendondo fantastic work um I can't believe how many schools have received
221informational trainings and thousands and thousands of Staff members have the safe the out safe badges really thrilled with your uh your presentation focusing on the laws because we need to comply with those laws the laws regarding bullying the laws regarding the fair Education Act and teaching of LGBT history and curriculum and Mickey also made a very good point that it doesn't always have to be you know in a cookie cutter lesson on one day only and okay we're done with that day we check the box we move on that it's ongoing curriculum for any subject matter and that was phenomenal I also really want to appreciate the folks in the quality assurance office thank you very much am for your work with the with the bullying reporting I think the thing that's really important about
222that work that I I really appreciate is that the principal agent in charge of addressing that concern is the site itself because that's really where we have to have uh accountability and awareness of opportunities and uh to see what can be done depending upon the issue obviously but we all know that that hopefully is a teachable moment to help people to improve and learn as people I really think that it's the the one of the other important things about the uh reporting The Bullying posters and the bullying online and the phone numbers and all this is it's really important there's a perception that oh wow we have all these people reporting bullying well I don't necessarily think that that translate into a negative thing I think that actually translates into a very good positive because
223we have over 500 bullying reports we're able to address those issues at the sites and to try to find solutions to them I think that's really really important and I just I I can't say enough about how much I appreciate the work you're doing one year out not even one year but uh really great work thank you keep up the good work and and I just want to also commend superintendent Cindy Martin for uh this lcat presentation this does have a very strong impact on how safe our schools are for our children because we all know children learn best in a safe learning environment when they feel comfortable and they feel uh you know support it they're going to folk be able to focus more on their educational opportunities so thank you very much Cindy
224I do just want to thank you for this report but also for the work you've been doing I know as a board we often pass resolutions about particular issues and state of our opinions and feel good about it but it's really much better to see it being operationalized and really being implemented both in terms of the bullying reporting but also the preventive kind of things you're doing to prevent the The Bullying incidents happening in the first place so thanks a lot my comment goes to the actual actual data collection you hear comments about this one's not happy or this is going on in the schools but we've we're building an infrastructure to actually capture those data so that we will know and someone talked about it earlier about actually getting the information out to students
225regardless to what their issues are so that if there are Latinos or African-Americans or even the students who came about their religion we're collecting those data and uh we're creating a safe environment for folks to report so that we will know and this has been a year of data collection so we'll see how it goes as it moves forward but that's critical because you keep getting the complaints but if you don't know about them and we don't have a system in place to even capture them and at least that's been established now yeah I want to thank Nick and Sophia both of you for stepping up and taking on this work I I mean you're doing it with such uh thoughtfulness and integrity and uh you know obvious commitment um you know like John said
226I mean we can you know sort of create certainly resolutions and even create structures and positions but um it takes uh you know it takes you you know to step into that work and and and bring it to life and you're clearly doing so and so it's um we're fortunate you know in our in our district to have you doing this work and I also want to thank uh vice president Biser and superintendent Martin for elevating and and creating a sense of urgency uh to push this work forward so we know uh in in the case of the work that you're doing and the office where we're one year in um and it's exciting to see you know where we're at it's exciting to see gsas at all the middle schools it's exciting to see
22760 of the schools um you know having uh started the trainings it's exciting to see the 102 and the integration into the um into the day-to-day uh teaching um so it's it's uh it's it's incredibly uh important work that you're doing with a skill and thoughtfulness and commitment and we're grateful to have you doing this work thank you okay we will move to item E3 our Magnet School assistance program Grant I'll move to a second recommendation yeah and can we just maybe tell us the three schools this is to approve the 2017-2022 Maria's here in case you have questions but I'll let you know it's for the Met it's the additional Magnet School assistant grants for Knox Middle School Nye Elementary School and Ross Elementary School to develop the science the steam Approach at those
228schools as well and Maria and her team has done an incredible amount of work and we're expanding this to these three schools to move forward and it continues the focus of um bringing the magnet program to our neighborhood schools into into a cluster pathway in this is in the Lincoln cluster so the same theory of action that we put in place and the last one that we just put in place at Montgomery in that cluster now doing this here in this cluster for Knox and I and Ross schools thanks any other board comments or questions I have not please vote great can we have the staff a second agenda okay please vote all right uh uh item G1 we have a proclamation so I'll move item G1 okay and second do we have a second
229and uh superintendent do you want to just briefly explain who we're honoring here sure this is to this is a proclamation recognizing May 20th through the 23rd is three Jim Noy one is home peace run um so nice to see our partners here today and we see the actual torch um the the to have the found the founder has his peaceful loving Spirit who was preserved and perpetuated in this Global torch relay I had the experience of having the torch come to Central when I was a principal there and to see this expand across the entire um well actually it's International but to see it expand here in our district is pretty exciting in 1987 the peace run was celebrating 30 years of passing the torch from hand to hand through more than 150 Nations
230around the globe as a way to promote International friendship and understanding when than 5 million people have participated in the run in cities and towns throughout the unite throughout North and South America Asia Africa Australia Europe and New Zealand and this year we'll visit 12. San Diego Unified Schools to encourage students to experience the values and cultures of others this is work that you've been doing for a long time and it's more important now than ever as students write essays about what peace means to them and that peace begins within and what we know inside and how we are our view of the world and our actions towards the world begins with peaceful actions within and students are writing essays about what peace means to them and then sharing that across your school and you're
231helping to spread this to 12 of our schools coming up in the next couple of weeks so we're happy to have you here tonight great thank you and we have Celia Wilson say a few words to us first of all we'd like to pass you the torch this has been held by Pope Francis Nelson Mandela Mother Teresa and many more so Make A Wish For Peace we'll be bringing this torch to 12 schools and the simple message of the Run it foreign is that peace starts in the heart of each one of us and that there's far more that unites us as one human family than divides us and we've seen tonight who knew that a board meeting was so fascinating and we know you know we hope we hope to to support that message
232that that there is far more that unites us than divides us and even the the people who you might characterize as complainants the the the passion that we've seen in across across the entire district is is remarkable and the problem would be is if you didn't have a problem you know that would then they would you wouldn't have the interest like these people they're so into this and so that's that's a great thing you're doing a wonderful job and um you know we'd like to sing you a song it's been a long meeting so we'll sing you a song that was composed by the founder of the Run tree Tim I will be performing it at all the schools and we have our choir here so you'd like to gather around the microphone there's two
233microphones [Music] of tomorrow's Sun [Music] oh thank you very much although you'll be at 12 schools I'm coming up in the next couple weeks starting Actually March 20th through the 23rd the grand finale will be at Hoover High School at 4 P.M so after you go to all of the schools and help to spread peace in the message that peace comes from within and it's our daily actions and words that help to create the kind of world that we want to see and we thank you for bringing that here thank you for everything to you with this Proclamation thank you [Music] yes [Music] okay please vote passive unanimously I'll move item G3 and G4 okay seconds so most of the second for G3 and G4 I'll move items uh please vote no vote first wait
234wait wait oh we've got a speaker on item G3 Lance Wren okay good evening Lance Wren President of Operations Sports Services chapter 7 24 CSEA thank you in advance for approving our wage increase now is the time to direct your negotiations team to agree to our proposal for the service our members deserve to be treated with equity other bargaining units have agreed to give up positions as their members retire our latest proposal our latest proposal agrees to do the same your proposal have gone further by asking us to agree to remove language that protects our bus driver's way of life that is unfair information regarding the cert cost breakdown that was provided to other bargaining units was withheld from our team until we asked for it that also was unfair the consonory scenario we were
235provided stated on the back page that the analysis is entirely driven by the assumptions set forth by the district if the assumptions are changed or Modified by the district the results shall vary from what is set forth in this analysis when that disclaimer was questioned during negotiations the district changes subject as fast as they could why because the idea that our serp constant district is based entirely on assumptions by the district after 10 years as a union leader I rarely believe numbers provided by the district because it is usually Fuzzy Math or a new term going around lately alternative facts our bargaining unit has provided a proposal that says when our members who retire in transportation using the server they will not be replaced saving the district millions of dollars every year of the serve
236it is a very fair offer we requested our members be treated with equity and be allowed to retire with the serve we request that you direct your negotiations team to us accept our latest proposal thank you [Applause] okay we have our more sun items G3 and G4 any questions or comments if not please vote okay do we have a motion on item G5 though Chief I'll move G5 through nine okay up we have citizen two you have three minutes foreign program okay listen to that guy and include them and make sure that you treat them equally the bus drivers it's not fair that Hoover's losing their bus driver and their bus and it's not being replaced how are those students going to get to school on time you're going to lose Ada money they're going
237to be absent they have to walk far also the early retirement I hear that you're going to be giving one year salary divided up into four years or something like that and you know yet they don't have money how are they going to do that pull it out of a hat must be magic I don't know we are definitely bad as far as money this District especially because of your mismanagement of funds and all the alternative effects so really consider seriously what you guys are doing and how it's going to affect all your hard-working dedicated skilled employees they're starting to get sick and tired of this starting to want to go somewhere else I myself had to go somewhere else back and valuing my education it's sad it's that that t teachers that have been
238trained in your district for many years and have worked with passion and with their heart for the benefit of their children the students and the parents and the staff that they have to live somewhere else because you're not valuing them enough and because of the poor management and the lack of funds bring back the elsts all the ones we had several years ago our students deserve it we have many English Learners that need to continue reclassifying that need to continue getting the support there's going to be a new test it's not going to be easy those kids are not going to be able to pass it as easily as before so that they could also get reclassified and take the a3g classes that they need to graduate on time and stop getting rid of kids
239that are 18 years old just because they do not have the classes that they need or because they turn 18. think about what you guys do and really each one of you has your own brain don't just vote as a block please think before you vote thank you thank you any board member questions or comments if not please vote okay can we get a motion on item G10 so moved appointment and reappointment to members of our independent citizens oversight committee on our bond program we've got a motion in a second please vote okay item G11 how do we do this excuse me president just on the item that you just voted on I wanted to just be as you voted for who would be serving on our own independence I wanted to say thank you
240to um recognize the members who recently completed their service on the committee Andy Berg Michelle magellanus and Jerry buckowitz serving their term as we were appointed tonight with your action Karen Prescott John Souza and Bernadette right thank you thank you okay so I think we have a slate that we're proposing on item G11 the delegate assembly to the California school boards Association I'd like to move item G11 and in so doing I'd like to suggest that we vote for the incumbents the four incumbents purgeshmeyer Otoro perfect and Ryan as well as Vargas and bunker as recommended by Dr Michael McQueary and in addition I'd like to add to that slate to make it a complete seven um Stefan Cochran from Del Mar Union High School or School District okay I will second that okay and
241I also have the information from Dr Mike any further questions or comments if not please vote all right item H1 this is our second interim financial report your present for our interim CFO Tish cook is going to join us up here for the presentation of our second interim which is required to present um an update AB 1200 requires the Lea files an interim report on an annual basis as of October 31st and January 31st Elias must conduct the financial data for these reporting periods and Miss Cook will give us an update on where we are for our second interim report this evening thank you members of the board superintendent Martin this can be a fairly brief report because you've taken many steps to get here and I think you're fully aware of what has been
242involved in and why we are where we are but the board action requested this evening is to approve the second end report and declare a qualified certification it may seem like we ought to be able to get out of qualified but we do still have that second year looming so the qualified certifications says that the district may not be able to meet its Financial Obligations due to this shortfall that still Looms in 1819 of 52.5 million dollars which assumes that all of the solutions for 1718 are ongoing but you do deserve to take credit for the fact that you have addressed the shortfall for 1718. so the second interim report is based on activity in the district through January 31st as well as projections through to the end of the year we also take into
243consideration the governor's proposed budget for 1718 and the latest guidance from San Diego County Office of Education um the updated career becomes the base for the multi-year projection as you are well know there will be an update when the governor releases his revised budget in May and the budget has to be a balance balance for adoption in June I do want to say that there isn't very much difference in the numbers from the first interim Report with the exception of the reduction of 124.4 million dollars for next year I also wanted to back up for just a minute and recount the history of the deficit for this year because there were some comments earlier that perhaps there the board wasn't aware that there was a deficit start of the year when you adopted your budget
244in June for 1617 there was an 85 million dollar deficit at the first interim we looked at it and called it 113 million excuse me 117 million and by the time of the governor's update we were up to 124.4 point million so the problem did deteriorate over the course of the year but it was the board was well aware at the June budget adoption that there was a deficit to be solved in 1718. um just quickly talk about general fund revenues because this is a recap as you know from the update of the governor's budget the Gap funding for 1718 is only at 24 and in fact as we recalculate the Target and the Gap today because of declines in Ada and decline in our eligible for student percentage we're actually going to get slightly
245less Revenue in 2017-18 from lcff than we are getting in 2016-17 so you'll see in the middle column there llcff year-over-year change a minus one and a half million dollars this is not not the direction we thought we'd be going um the next chart highlights the 1718 projection that the target at full implementation would be just over a billion dollars the allocation will be 964 million dollars the remaining Gap if it were fully funded today 35 and a half million dollars this is an update on our expenditures and of course the key line here is that the board approved Solutions of 124.4 million but there is remains a deficit to be solved for 1819. um their only other significant change here is that special education's contribution looks like it's gone down actually due to the
246good work of the department a lot of positions have been filled this year that had been vacant that was not so great on the financial side but certainly good for service to children and that's kind of reversed the Assumption we had made that the contribution would go down although this is a bit lower than we were projecting because we transferred from some expenditures from restricted to unrestricted so it's a little bit of an artificial number we've been showing you the employer pension increased rates at every opportunity because it is so significant to the fiscal health of this district and other school districts if you look at the comment at the bottom we've added to this chart the total cost of stirves and purrs in the current year for all funds is 116 million dollars and
247that's projected to increase approximately 16 million dollars a year so this is way faster than the rate of inflations or colas in our funding and as you can see the current projection for pers is almost 25 percent by 2021 and a little over 19 percent for calstrs on the next chart we just need to excuse me this is a comparison between first interim and second interim and you'll see very little change you'll see the difference on expenditures and transfers out and revenues and transfers in excuse me wrong lines expenditures and transfers out and other sources and uses that's the switch on the general fund contribution to special ed we moved some expenses out of restricted into unrestricted it really washes out there are some slight increases in Revenue but you may recall we anticipated some
248increases in Revenue to get a bigger deficit down to 124.4 by and large they came in as projected unfortunately on the expenditure side things didn't improve quite as much as we had hoped um but overall the change from first interim to Second interim is negligible the projected cash flow positive we have the tram this is 1617 as you know we have to borrow money to meet our cash flow needs during the course of the year and we have done that and we'll be doing that again next year and then a quick review for you although it's a time-consuming review for staff that all of the funds including the general fund are currently projected to be in the black through the end of the fiscal year um I might just call your attention to the capital
249facilities fund transfer out of 16 million dollars this is part of our effort to use other funds to support programs in the general fund that we might otherwise have had to reduce this is Redevelopment agency funds that can be used for a variety of services to schools in the Redevelopment project areas so this is one of those areas in which we're moving money or from One Fund to another in order to support the educational program uh finally finally we get to our timeline and we are at the bottom of this page March 14th with the action on the second inner report the upcoming dates of course we continue to deal with the layoffs generated by the budget reductions lcap planning team meetings the board will be looking at a third income report on May 16th
250that's required because of the qualified certification Governor's revised will come to the board on May 30th with the first reading of the budget and the El Cap on June 13th in action on June 27th and that's at the point at which staff will have implemented in the budget or put into the budget all the reductions that you have approved um we need to call your attention to change potentials for change there are risks requiring continued fiscal restraint the third interim report will give you an update of how we're doing this year we we wish that um we were seeing some of the savings that we had expected from the hiring and spending freeze but we've consoled ourselves by saying well it's it was action through January 31st and the freeze really went in in January
251so we're hoping that that will drop into the opportunity category but right at the moment we aren't seeing quite the level of savings we would have hoped to the third interim will give you an update on that the May revise we all have our fingers crossed that there might be some additional Revenue um and uh but there there may not be and the Board needs to continue to be aware of the fact that the deficit for 1819 may need to be addressed with some additional Revenue out of the May revise we are seeing uh still struggling with ECE and special ed with the help of their leadership to minimize or reduce encroachment from the general fund but that's an ongoing effort and we are still concerned about reductions in federal funds in particular the title
252programs um as I already said May revise may bring good news hiring and spending freeze may also bring good news so finally we ask that you approve the second interim financial report and the resolution declaring a qualified certification and just before you take that action I want to say thank you for the opportunity to have served you thank you thank you and thank you for all the work that you've been doing okay we've got a couple public speakers that can we get a motion in a second to approve second okay Michelle Cutters and Lindsey burningham you have three minutes of peace Lindsay runningham sdea president it's unfathomable that after having voted last month to laugh over a thousand hard-working employees including dedicated Educators and support staff that the district would be here today once again
253recommending to declare a qualified certification for the second interim thousands of parents Educators and community members have worked hard to pass propositions 30 and 55 so that districts like ours would be better funded to provide our students with the education they all deserve year after year you have declared qualified and year after year you have met your budget promises and not once have you actually gone off that cliff slide four that you were just presented shows the reason why we're in the situation we're in declining enrollment the time and resources spent on the Hoops you now have to jump through once qualified should be spent on developing and supporting programs and initiatives to keep our students in our amazing schools and not driving them away as we enter into negotiations we find this decision to
254be disingenuous and further adds insult to injury as so many of our educators are being terrorized by The District's decision to lay them off re- urge the district to not declare a qualified certification stop the mismanagement of finances focus on the strategies to improve our declining enrollment situation that we're in and budget with the best interest of our students in mind first thank you okay we have a motion in a second on our second interim please vote okay do we have any thank you for your service and your time with the district we appreciate all your support thank you okay we have a few non-agenda public testimonies so we'll allow two minutes a piece Katie Callahan Oscar Garcia Susan Taylor and uh Craig valencis instead of two are any of the speakers here if not
255we are a germ thank you foreign