001items and conference with labor negotiators. I would ask if we have consensus on the order of business this evening. Good. >> We do. Good. All right. So our first and one of the most important parts of the evening is our student representatives and let's hear from Asa. Thank you for coming. Thanks for joining us Mr. Mororrow Bay. >> Yes, thank you so much for having me. Um >> you know Asa, thank you. Um I need to say one thing that I forgot and was reminded by Miss Roger and that is that translation services are available. I'm usually so good at that. And uh if you are in the room and require translation, we have uh see the gentleman in the back with the cap on and he'll help you out. If you're online and need
002translation services, if you look at the bottom of your screen, you'll see a circle and click on that and uh we'll be good to go. And now we will have that translated. Thank you. All right. Sorry to interrupt you. >> Here you go. All righty. Um I'm Asa. I'm the senior class president Mora Bay and thank you so much for having me tonight. Um if we could get the slideshow up and then we Perfect. Um it's been a a fun start to our um spring semester and we'll just jump right into it and we'll start with um we had our trade career fair and that was hosted by um down in Santa Maria at the Santa Maria Inn and um multip ton of students went out and um participated. It was one of our biggest
003um turnouts. it was a super rad experience for all of our students um with uh careers like um being an electrician or or plumbing and being some of the most popular roles. So that was a really cool experience. Um also we have our MBHS um uh career fair coming up in um on March 17th and so that will be something we host um and even more of an opportunity for students to um explore other careers. Um, moving on. Um, FFA week just happened. The FFA, as you can see by that photo, um, congratulations to Mr. Furby who was voted to kiss a cow at nutrition. Um, just, yes, quite a an opportunity. And then, um, beyond that, our FFA does their barn dance. And this is just not even a fundraiser. It's for students to
004um come out and just um spend time with our FFA members and enjoy um some country music and line dancing. And so that's always a super popular thing at our barn. Um lastly, there were some other activities. Um there's there was an egging competition as you can see by that little enclosure and just a whole lot of fun um for FFA week. It's kind of just a joy. um already from the music department and sort of our performing arts collection. We are now going to host um our um performing arts show which is um on Thursday and Friday night at 6 p.m. in our theater. It is kind of produced by Dance Fusion that is our dance team at Morbay. Um and at this performing arts show there there are multiple um sort of performances.
005It'll be mixed in with the dancers and then you'll have school musicians and these will be school musicians that aren't necessarily in the school band but might have their own private bands with their friends. So, it's a really cool um experience for both the audience and for the performers. Um all righty. Oh, this was very neat um with the introduction to tutorial this year. Um we have some really cool people coming and speaking. um that is to students that maybe are um don't have anything to necessarily do at a tutorial and they're like, "Oh, wait. I want to go learn about this or that or um speak to so- and so." And so, this is actually a MBHS alumni who um is very involved or was involved in the um the tech boom in Silicon
006Valley. Um he gave a speech to a lot of students and was just you know he was involved in many um venture capitalist investments throughout the 2010s and 2000s and it was a super rad experience because he is renowned as a very um just really a really cool student. He was an ASB president. He was also captain of the football team for multiple years. Um, so great to just have someone that was once part of our community come back and and talk to those who are in the community now. Um, moving on, we had um sort of the closing of our winter sports and the open of our spring spurts. And with the closing of our winter sports, as you can see, our senior um Abby Tuler went to state for wrestling. This was really
007neat because with one of those soloist events like that, you you're really just, you know, it's it's it's all up to you. there's no team to lean on or or any of that. And so she was super courageous. We had a little send off by as you can see on that sign and it was super cool. Um moving forward as I said our spring sports our opening and with that comes our neon dance. Our neon dance is a very unique and sort of um original dance that Mororrow Bay um puts on. It's it's kind of um a less traditional um dance that that is just um really put on by the students. The students vote on the theme. The students set up this whole theme. There's no real guidelines to it. It's a lot of
008um creativity that's involved. Um so that will be happening on um March 13th. And then we have our neon rally as well as open house on March 11th. And that is all for me. Hi. >> All right. Good evening, everyone. My name is Zoe Fuji and I'm the ASB president of Slow High School. Um, I'm so happy to be here tonight. Uh, we just finished up our finals week, so this is a nice breather to have after that. Um, so I apologize if it seems like I'm just saying, oh, we have some academics and then all athletics because that unfortunately is exactly what happened. Um, but we're so proud of our students and we're just going to be looking forward into the new trimester. Um, our first day back was today. Um, and then going
009into the slideshow. Um, our academics again, we just finished our, uh, trime our second trimester. So, we're moving into our third and final trimester. Um, we're being a lot more strict on our phone pockets. Students usually uh put up their phones in almost all their classes, but especially this trimester, we want to work on having students be especially concentrated in all of their classes and just ensuring that every student is completely present uh and paying attention to what is happening. And then we also uh wanted to recognize some classes that are happening up here at the adult school. Um there's a bunch of programs that help with uh child support, extra education. Um, this is really a great opportunity and we just want to emphasize this for uh our slow high school families and give
010them the opportunity to look forward onto this. And then moving into our athletics, we've had again uh just like Asa was saying, this was the close of our winter sports into all of our spring sports. Uh so we had boys golf, which won the Central Coast Invitational. Uh both our boys and girls swim teams were champions at Rick Ernstrom Invitational. Uh there were multiple lifetime bests and CIF qualifying times. Uh we also had our wrestling team send three athletes to the state championship. Uh we had a top 12 state finisher. We had girls soccer who won a mountain league championship and made it to the CIF quarterfinals. And then boys basketball also reached the CIF quarterfinals um after winning their first playoff game in uh six years. Uh on top of that, we had our
011boys volleyball uh earn a tournament runner up honor at the Slowtown Showdown. And uh I think that's all for now. Um these are just a lot of events from our athletics. They've all been working so hard, especially our winter sports. And um as we move into the spring trimester, we expect nothing but the best and seeing them work so hard to accomplish anything that uh they work together to achieve. And then moving into our arts, uh we recently had the ending of the production of Urine Town and it was such a success. Uh it is a really challenging and unique show, but the cast and crew put months of effort uh into making this happen. I personally went to see it and they all have done such a good job. Uh our theater department in
012general is just really incredible. They always never they never failed to produce just such amazing shows. It's so clear that they spend so much time and care into the execution of it and all every single person did such a fantastic job. Uh we also last week had a choir concert at uh Slow High. All the students were so incredible. Uh Mr. Robbins, our uh choir coach director, he has done such an incredible job uh with helping them and uh they all just worked so well together. Voices of Angels, they all did such a good job. And then other updates, um we also just have our Tiger Fest coming up. I believe it's on March 18th. Um, I mentioned that this at the last meeting too, but it is a great job for future Tigers to
013see uh what's coming up for us to show off everything that we do at Slow High School, all our clubs, all our classes, all activities, all sports. This is just a really great job for our really great time for our school to come together and show off uh everything that we're so proud of. And then just with some upcoming dates again, we did just finish our third trimester, so we don't have a whole lot, but uh yesterday we had no school at for uh teacher work day. We had our first day of our third trimester today. Uh we have our first tutorial coming up. We have tiger fest on the 18th and then we have our spring b break uh soon enough, but also so far away. But uh yeah, that is all from me.
014Uh thank you so much >> as always. Thank you so much. And we realize you may have other places you prefer to be uh this evening. Uh Mr. Cl before I >> got a quick question. Uh as you mentioned there's multiple career fairs. Is that a newer thing or is that consistent with how it's been in the past? It sounds like that might be a expanding >> Yeah. So, the the one we host has gone on um since I've been there and has has been going on for mostly forever and that um that is kind of a trades focused situation as well. But the one we were just hosted by um in Santa Maria is a new thing that just happened and so that's been advocated for and has been read over the announcements for
015the past months and and so we did end up seeing a huge turnout and so I think it'll be something we'll continue. >> Thanks. And um yeah, I think you may want to go home and check the mailbox. You're waiting to hear from from uh from universities and colleges on applications. So, thank you so much for being here and we'll look forward to seeing you at our next meeting. Thanks again. >> Thank you. All right, we have a lot of people in blue here. >> And uh I believe that has to do with our next agenda item, which is program highlights of our apprentichip program. Mr. Black, thank you. >> Good evening. Thank you for having us tonight. Um we just want to give a real brief update on our apprenticeship program through Trust Automation.
016Um we have our our apprentices here. Um, and I have a couple that are going to come up and just share their thoughts on the program, how it's been going for them, and uh, where we're at with things. Um, we're about midway through the program. We have 19 total participants. Um, we have been lucky enough to have the direction from trust employees and we have two here tonight that are supporting our students um, learning the skills um, that they are looking for for upcoming potential employment. Um we have been lucky to have um a number of the departments from trust come and share what they do with quality control um uh human resources. Ty Soprano the CEO himself came and spoke about how the company got started and began um and just the history of
017things. And then um Bobby and Allan back here have been coming in with our builds and supporting our students with their their skill sets and developing that. Um but uh we've been uh enjoying this time. This is a great group of kids. I've been really enjoying it and um we have a couple that want to give a couple uh just real quick um thoughts on how the program's going. You guys want to rock paper scissors. Who goes first or All right, Ariel, you're up. Come on up, man. >> Um hello. >> My name is Ariel. Uh I'm part of the apprenticeship program. We are Oh, I go to school in Mororrow Bay. Yeah, Mr. Black reached out to me one day and asked me to do this program. I think it's pretty cool. We're learning
018how to solder. Cool tips opportunity for a career and a future job opportunity. So, yeah, it's pretty cool. >> All right. Al, >> hi, my name is Alan Rod. I'm a student here at Slow High and uh trust that uh the trust apprenticeship program has been like really impactful. I've learned like new skills such as soldering uh learning how to do a union a western union uh what's it called? Uh >> Wire connection and uh soldering it as well. And uh we've done three projects right now. We're on our third one making a Tesla coil and it's like been really fun and uh really helpful and the trust employees have been really caring to us and helping us along the way as well. >> Great. >> Thanks, man. You're welcome. >> Um yeah, so we
019have um like I said uh 19 students total. Um one's a personal just graduated from Oral Bay High in December, so early grad uh still part with us. um are from both sites. Solo High School and Moral Bay High School. We have three that are juniors that we're looking at potentially trying to work in a work experience um opportunity for them um during first and second period next year as seniors um to be able to work get some experience on the on the job site um and then come to school instead of the afternoon times that that work experience is usually held. So, we're kind of working through um different opportunities for the for the students to get this experience. Um, we're doing a lot of lessons on, uh, character building, um, being proactive, you
020know, you know, listening first, how to be a good employee. Uh, we've been working a little bit on resume building. We're going to jump back on that a little bit more. And then in a few weeks, we will be doing um, some mock interviews. Next week we have the accountant from Trust Automation coming out to work through some financial literacy and budget practices so that students can learn how to know what the costs are of living in the county and in the area and how to budget that out with mock payroll that we've been doing so they can see like how much they would be bringing in where their taxes are going and how they can budget that out to survive in slow county. That's where we're at. >> Thank you. Are there any questions
021or comments from the board? Um, Mr. Banfield. >> Yeah, I was telling Dr. Prader, man, I'm jealous of you guys being able to do stuff like this. I do have a question. So, coming into the program, were there any surprises? No. Okay. What would you say would be the most difficult thing you have experienced so far? >> Yeah. >> Can you step up to the >> to the microphone, please? >> Yeah. >> When you answer, >> they want you recorded >> having to decipher the instructions. Okay. >> All right. say having patience for soldering and like having a steady hand. I don't have a very steady hand, but like having to get like right in that hole and like heat it up and actually, you know, continuously do that. It's I find it very difficult,
022but I mean with practice, you know, make perfection or close to perfection at least. >> That is a terrific skill. Just that skill alone being able to do that. They say I'm jealous. Mr. closet. >> Yeah. I was wondering if any of you guys could share how much you've learned about what it would be like to work at a place like Trust Automation and maybe other what's seems cool about that or different than you expected. >> Um, hi, I'm Natalie. I am currently uh an apprentice at Trust Automations. The community that they provide is so awesome. Like Bobby and Allan have shown me so much kindness through um what they like the where I was working what I do um they they're so kind they um what do what do you say it's like a
023family so they give you like a family from different like say you come from a work my personal work experience was I was a caregiver and it wasn't the best environment, especially after when I had to quit to take care of my father and I was in a bad place and they offered me a better place to express myself and ways that I could never express myself when I was working as a caregiver. >> Thank you. >> So my question is how often do you actually go to the trust automotion automotive plan automation? >> Yeah, I'm gonna get it right. How often do you actually go to that um to theirite their job site? And how often are you here? >> How much of that is here? >> Hi, my name is Quinn Washurn. I
024go to Morbet High School and I just got hired at Trust Automation just like Natalie, an apprentice. And I'm there two days a week. It's not a steady schedule. It's kind of whenever they need you just because we're doing all types of different things. Like um last week we built shelves for their radars for one of their um parts that they build. And yeah, and I've learned a lot about the company, about the industry itself, about how the process of a company like theirs works. And I've also like Natalie felt a good sense of community. And it's unlike a lot of companies. >> Thank you. Well, this is an impressive uh program and our thanks to Trust Automation and to Mr. Black for bringing this together. It sounds like you're not just providing opportunities, but
025skills that will hold you in goodstead no matter where the future takes you. So, this is really great. We appreciate hearing about it and it was very interesting watching you watching you work on the uh the circuitry and the uh Tesla coils you're working on. So, thanks so much for taking for sharing your your newly found skills and uh coming in to see us tonight. We really appreciate it. >> Thank you. >> Thanks for coming. >> Thanks a lot. >> Back to work. Okay. 6.01 is uh official correspondence and at the time the agenda was published, no official correspondence had been received. Now it's time for public comment. This is an opportunity for those of you present in the room. If you have comments on items on the agenda that you choose not to wait
026for, if if it's an agenda item, you can wait until that time. Or if you have general comments that are within the purview of the board, this is the time to step up. We have yellow sheets on the back table that we request you complete prior to speaking. Uh and you'll have three minutes. Each speaker has three minutes that we monitor closely. It appear the time will appear on the screen in front of you so you can keep track of it. Uh if if translation is required, you'll have a total of six minutes. So at this time, is there anyone who wishes to address the board? Okay, seeing no one, we will move on to our superintendence updates. First up is business and budget. Mr. Pinkerton. >> Yeah. Just a couple of things for the
027board. Um Aaron Primer and I are going to be doing a presentation at Casbow for the California school boards. Um not for school boards but for school business officials in this case. So uh they kind of reached out to Aaron wanted her to present it. So I'll be doing that with her. So happy to do that. Um we do have our annual CISK meeting. CISK of course is our health insurance kind of a part of a a self-insured group right that provides health insurance for um a lot of school districts in the state state of California. Uh we are seeing increases in in health benefits coming up over the you know next year in terms of just overall costs. Um and so what they do at this meeting and well the meeting will be March
02817th here in this in this office in J2. Um and all the districts in the in the county basically can attend or invited to attend. But they kind of go through the the reasons why things are going up in particulars, types of medicines, procedures, those types of things. But um they kind of warned us that it's looking like a probably like a double digit increase in health um costs coming up for the next year based on the information they'll provide. So when the slideshow comes out, I'll share that with the board. And of course, if you'd like to attend on the 17th, you're more than welcome to come. Um last thing I wanted the board to know you you uh you sat through about six hours of public comment back in December in regards to
029band and band instruments. And so, um, I've been on a push to, uh, get a list of any broken instruments, um, together. And so, uh, I finally got my list from St. Louis Mispo High School this week. And so, we ordered those instruments this week. And so, we those will be replaced. Um, we had previously worked with um, both Loss Middle School as well as Lagona Middle School. Again, Moral Bay High School, they said they were fine. Loss Middle School said they were fine. Um, Lambs did have some needs. We already ordered those. They're in place. Um but we finally got the the list from slow. So I just wanted the board to know that we followed up on that and um and we're going to be working on an inventory system and making sure
030that you know this doesn't happen again in the future that kids have what they need in terms of instructional materials. >> Ask a question. >> Um it was about $75,000 worth of instruments which seems like a lot but it's not really that many. I mean, so but I'll share I'll share that in in Friday notes with you. Sure. >> Can I ask a question? Is this chef? >> Have we seen you talked about an increase in our insurance costs? Are we going to we we do our liability through CISK 2, right? The JPA. Are we seeing increases in our liability insurance due probably due to a the effects of AB218 which gave you know gave the extension of the statute of limitations on um reports of of potential um improprieties in schools. >> So yes
031is the answer to that question. So all all of our insurance costs are going up. That one in particular right liability wise um has has risen so and and has probably every year for the past five years has gone up. any any clue Ryan what how much that we're looking at this year what kind of an increase we're looking at >> so they they haven't given us that that information yet in terms of for those all I've heard so far was just the the health insurance aspect of it so but they should they they will hopefully at that meeting share kind of what each of the different insurance you know property and liability insurance versus um healthcare as well so we'll we'll hear what that is >> okay thank you >> Sure I will say
032Some of that is also based on um experience factor. So you know there the more issues cases you have those types of things can also of course affect your insurance rates kind of like >> and that >> driving car and crushing your car and those types of things. >> That's sort of what we're looking at for our workers comp, right? Yes. That that experience factor you talk about. >> Yes. >> Okay. >> Good evening board. Um, it's been a great couple weeks in my office and with my team, I continue to conduct site visits um to classrooms. New this year, I'm working to get with principles to get into every classroom in our school district, and I've completed all but four of the schools so far that I have left. So, hopefully you'll be hearing
033from me in April or May that I've been in every classroom. Um, I've been conducting some strategic planning with my team around LCAP and other plans for next school year. I had held a staff meeting at Bishop's Peak to talk about the LCAP and MTSS rebuild to get feedback and input from that school and I'll be going around to all the other elementary schools um to share with them our plan, the research I shared with you when I was here a couple meetings ago, etc. Um, I attended negotiations with our SLCTA members and Dr. Puchia and Mr. Pinkerton. Um, Mrs. Gold and I held a joint principles meeting and supported our principles in their use of SACE, which is the computer programming that we use to um develop and work through our IEPs and IEP
034processes and timelines. And so, we were working with principles on how to stay timely. Um, I got to speak to the wellness committee that Aaron Primer runs about the new wellness uh, policy adoption that we did a couple months ago to talk to them about some of the upcoming changes about all food that is served and sold has to be compliant with our food guidelines, etc. um had a couple parent meetings, uh prepared for our board policy review committee, had a chronic absenteeism meeting with the Hawthorne team, and also met with a um community collaboration with Grant Writing USA. Mrs. Helm um owns a grant writing training company, and so I met with her about some free training that our staff could potentially get about writing grants. So, more to come on that later. >>
035Thank you. And lastly, uh, measure C update. >> Yeah, we do have our, uh, next citizens bond oversight committee will be March 16th, um, where we kind of again update the CBOC on our progress on all of our projects for measure C. Um, other than that, really on the bond front, it's just getting out to sites, Mr. Bon and myself, seeing, you know, progress. Where are we at? We were at Loms today, Los Ranchos, uh, Pacific Beach, Lagona. um seeing you know just trying to get out to sites right and and meeting with principles. Um the biggest thing right now is really focused on next year in terms of what construction is going to be happening, what classrooms will they have, what it's going to be down um and helping principles really plan for all
036the different you know scenarios and um in particular make sure we have enough classrooms and spaces for people and those types of things. So that's kind of been our focus right now. >> Thank you. Right. We'll move on to item uh 8.01. Dr. Puchia. >> Good evening all. Uh tonight I am here to uh ask for your consideration and improving in approving a proposed resolution that authorizes uh the district to potentially reassign uh some certificated staff uh based on our uh budget reductions and our uh special education uh reorganization. That was one part of one of our reductions. And this is >> Is there anyone from the public who would like to address the board on this item? >> Okay, I'll bring it back to the board for questions, discussion. Mfield. Oh, I thought I
037Oh, I thought I Okay, then then um Mrs. Roger, >> I guess I just would like to say that we had previously discussed this in close session. So, the question some questions were asked and answered. Um so, the board is familiar with this resolution. Um we are have been familiar prior to uh Dr. Kuchi presenting it now. >> Thank you for that explanation. Right. Um, Mr. Clawson. >> Yeah, I just want to make a general comment um, which is just a ongoing request to the administration as we make adjustments like this to continue to be as resourceful and thoughtful in these assignments as possible so that we can find strong creative outcomes that that work for the staff involved in the students. >> Appreciate it. Will do. >> Any other questions or comments? Just to
038follow up, we do, you know, we certainly value our staff and their contributions to the learning environment for our students and um I think everyone who's been paying attention knows that these have been difficult decisions we're making based on financial considerations. Um if there's no more discussion than a motion, >> Mr. I'll um I'll ask uh for us to approve resolution number 14-25-26, authorization, reassignment of certificated staff. >> I'll second. >> All right. Mr. Vanfield, >> yes. >> Miss Baltadano, >> yes. >> Mr. Anger, >> yes. >> Mr. Clawson, >> yes. >> Mr. Roger. >> Yes. >> Mr. Buckman is not present and I am a yes. So that motion carries 6 with one trustee not at not present at the table. All right. Um so we will move on to 9.01 secondary engagement report.
039Mr. Nef, >> you want to hit the snooze install? always is. Well, thank you everyone for allowing me to come in and present. There we go. Yep. For our at this point second annual student uh secondary student engagement report. So, I appreciate the opportunity to talk about all the wonderful things going on in our secondary schools that provided for students to be engaged in a ton of different things. uh to be a little bit of I guess of a broken record, but I like consistency and repetition all about opportunities for kids. And so that is really the focus of tonight and this presentation to show all the different ways that students can be engaged at our secondary schools and opportunities to be involved in all different kinds of activities um and academic and extracurricular opportunities
040as well. So I'll go ahead and kind of hit some of the main things and then we'll dive a little bit more into some of the actual numbers on things. Um, one of the things that kind of came up, CTE used to be called RO RO O at one point, vocational education. My dad was a vocad teacher, was a met was a welding teacher. Um, was discussed with Miss Roger before the meeting. We love to change names and branding and education. Uh, but this is is is a it's an important thing in terms of for CTE at the national level. over the last couple years they have been discussing about I think it's it's probably more of a branding thing than most anything else but focusing on that kind of alignment to industry and experiences
041for students and industry and collaboration and and some um kind of interdisciplinary collaboration and so the national organization uh decided to change from career pathways to career clusters and then that was in 2024 after a couple years of doing work they did that and then uh California CD adopted it in the fall of 25. So just this year, practically speaking, at the kind of site level, the district level, we're still doing the same thing. It's just calling it a different name. Um it may have an impact in that. Um we look at, as I'll get into a little bit later, CT pathway completers is one of the metrics we use in our in the CTU world, right? And so they may change that to um career or cluster completers. We'll see. I don't know about
042that for sure. Overall, it's just a naming um kind of a branding change uh practically speaking for our CT teachers and our students. It's the same experience that um they've been having and Miss Bedall and I will keep pushing towards a focus of setting up opportunities for students to get real world experience at the job site. You know, kind of like what you see with Mr. Black and the trust automation trying to find more of those opportunities for our students um with that. But it's an FY that you may you'll see that naming change kind of in the future coming and moving forward. Some of the things in CT we've been able to do this year and and where some of that funding has gone. Uh and so you know adding um $75,000 for computer
043lab equipment and Theo's classes at Moral Bay. Uh continue add to the auto shop. U Mr. Buckman mentioned earlier that that auto shop had gone through a pretty major revamp a few years ago and is um it's phenomenal facility. It's it is really it's really up to date and cool. Mr. Remember does a great job. Uh so can some continue updating for uh some of his equipment there. Some money for um computer and robotics upgrades at slow and then money for field trips to get students out to those industry environments to see uh those experiences or what they are like. Whereas Diablo um and some other different uh opportunities there in biotech and even for bandon choir uh for festivals. looking at career college college and career readiness. And so one of the data points
044we use in the secondary high school especially is that uh CCI um college career indicator that's on the dashboard. And so part of that is this the CT pathway completion or the preparedness and and so if you notice in the slide deck in the notes I included links three different links to information from the CD of how do they calculate preparedness. So basically taking how many students met that preparedness level divided by the total number of graduates. Then there's a couple other links because there's two types of preparedness. There's college preparedness that has some metrics in that link and then career preparedness ways different ways students can meet it if they're you know in an internship on that end on the academic if they're A throughG take AP test pass the CAS test there's different
045ways they can do it. And so if a student hits one or both they are considered prepare. uh prepared in that metric. And so you can see how we compare with our neighboring districts as well as with the state of California. We do quite well. So uh almost 68% of our students are at the prepared mark. Almost 35% uh completing one CT pathway and that's work that we'll continue to try to improve in. Um it is one of the metrics we use in our CT pathway. Um and also on the dashboard at the secondary level. Another piece we talk about and I talked about last year as well is and we have a um a aou with Qua College with our county partnerships about dual enrollment. And so dual enrollment is an opportunity for students
046to get college credit. Advanced placement has been a tool around for many many years. I had an AP classes when I was in high school quite a few years ago I guess at this point. Um, dual enrollment is, I would say, more relatively newer on the scene than advanced placement, but the similar idea of allowing students to get college credit and a college experience while they're in high school. Uh, and so it's also sometimes you hear called concurrent enrollment, dual or concurrent, both referring to their students in high school and they're also taking courses at a university. Questa College is our partnership that we use. were in their jurisdiction um as a county. And so that's where our students would take those classes. And so within that, there's two different types of dual enrollment. There's
047a CCAP, which I'll get to in the next slide, and then enrichment. I'll talk about kind of next what those two things are. So CCAP referring to that's our QUA. If you remember, I brought it to you last year. We do it every three years. I think it was last June for approval, right? It's our agreement with Qua um as a consortium with the neighboring districts um that we're all part of of the courses we'll offer. A lot of them can be CTE is where you see a lot of them there. Um a lot of them our teachers are the ones that are teaching them for the most part that meet the minimum qualifications set forth by Qua to teach them. So that's kind of you know a lot of the courses you'll see here.
048I'll show you in a second in the next couple slides of what they are. There are students that do the other type of dual enrollment which is called high school enrichment and that is where they're taking Questa classes on their own. Not as many students by any means. We have a lot that do the CCAP part, but we do have some students that do the high school enrichment predominantly through during summer during summer school uh during that summer school time I should say. They're taking Questa classes um if they're not taking um summer school courses with us. So you remember I presented on the summer school data about 80% of our summer school credits original credit. So a lot of our kids are accessing sort of those opportunities for advancement that way. But we do
049have some students that do take Quest of classes on their own and that's referred to as high school. That's the enrichment part. So you have concurrent you have CCAP is thought of it as our CTE for the most part courses and then you have students that are just taking Questa classes all on their own are the two types looking at the CCAP classes. So these are the ones uh as part of ourou with QUA. We go through each each year and work with Questa on the courses um that we want to have the following year. We do we we submit it in January. It's a yearly process we go through. And so a lot of times you'll see if some of the courses are pretty similar each year and then as same with that process
050right uh guess it was last board meeting I think um where I brought the new and modified courses. secondary sites or in this case high schools for dual enrollment may get new I you know new teachers that meet men call qualss or the teachers that had or you know got a masters in something or got additional experience to meet those minimum qualifications and want to teach a a CCAP course and so those can be added um so that list can fluctuate but you can see the courses we do both at Moral Bay and then uh Pacific Beach consistently has it's the peds 110 which is the career planning uh course that's offered for the students there to get that college credit and then you can see the list of the ones at Moral Bay and
051these are the ones for this year at Sloh High. You can see the list there. Um, one of the differences is they have three a courses. They have three a teachers and they're able to meet those men calls. Again, the biggest um challenge can be especially within CT. Usually within those courses, those teachers have experience. A lot of times it's either a mast's in the subject area or if you're talking more in kind of the CT realm of courses, it can be experience. Usually it's a couple years or so experience in it um to meet those minimum qualifications to be able to be a CCAP teacher. And so you can see, you know, a lot of times there are that uh they're CTE based. Um but you have like AP environmental science is one and
052we're looking to uh hopefully offer a couple more at Moral Bay that are in physics and environmental science that we're working on now. But the challenge is typically meeting that minimum qualification um for the staff member because essentially a student in a CCAP course is getting Questa credit. So the experience is supposed to be exactly the same as if they were at Questa taking it. So the same um levels that are needed to teach or the criteria to teach what we call minimum qualifications to be teaching a QA also apply if it's a high school CCAP course. Um, so it's a kind of a unique setup that way. Looking into other forms of engagement. And so we do lots of different have lots of different opportunities for students um all throughout uh the different schools,
053middle schools and high schools. So obviously I'm not going to read all those off because that would be me up here far too long reading all those things. Uh but some of the highlights you can see terms of number of students that are involved in uh leadership classes. And so looking at, you know, Moray has 40 in their leadership class is a big number for a smaller school. Uh looking at the number of clubs, so high as 62 is a lot. When I was at Orra High School, we'd have in the low 40s and that was around 2,000 kids. Uh and even for, you know, Moral Bay, you know, having 25 and having a number at our middle schools is cool for a lot of different ways for students to be involved. looking at sort
054of the extracurricular piece and dances. We offer a number of different dances and different types which is I think is cool to see you if you you know I spoke earlier Moral Bay has um with the barn dance and FFA providing that experience for students. Uh looking athletic participation so something like Lamb seeing 72% of their students play one or more sports is awesome. It's great for kids to be in sports. as a former athlete myself and a coach, it provides a very uh enriched opportunity for students um as part of their being being at being at school seeing the participation there. At the co-curricular part or band and choir and drama, you can see the number of performances is quite a bit. Um and that doesn't include for like slow high band has the
055marching band. And so they also are at rallies, they're at football games. Um some of those things we actually didn't include in there to try to keep it comparable for like moral band that doesn't have marching band. they still do a lot of things. It includes competitions, um different performances and events and so they're involved in a lot of stuff and um no at especially at the high school level it's a lot of time. It's a lot of time and so thinking about our students are balancing a lot of things and performing at high levels is is pretty remarkable. Um it's awesome that they have all these different opportunities to be involved in things. So lots of stuff going on for students to be engaged in in school. A new thing this year was the
056expansion of athletics for achievement coming in the middle school. Mr. Black and the foundation team helped a lot with that. And so that has been a really big success to see a lot more students have the opportunity to participate in middle school sports. Traditionally, middle school is kind of where cuts first start happening. Um just logistically, you won't have 25 people on a volleyball team. You know, you you won't have 30 people on a basketball team. Only five are going to be on the basketball floor at any given time, right? And so by expanding the middle school athletics for achieve or expanding athletic for achievement up into middle school, a lot of students that maybe wouldn't have made the team and then they're not playing anymore and that may even negatively impacted their their desire
057to and ability to play at the high school level where it gets more competitive. Um, this allowed a ton of students to be involved and still have that experience and gain skill and be part of that team building, that culture building, be associated with athletics at the school and have a lot of positive experiences to then our hope is this is the first year doing it. We keep doing it that momentum rolls up in the high school so more kids are being involved. I know Mr. black and the foundation team is looking at um you know how do we do something similar at the high school uh model to get more kids the opportunities to be involved in different sort of um competitive athletic um events and opportunities. So that was a really cool thing
058that that was happening happened this year that we will, you know, look to continue. Looking at the academic side, our AP enrollment and our advanced ELA and and math accelerated enrollment numbers there. See um about 45% it's so high overall in AP and almost 37 38% uh at Moral Bay overall. You can see some of the subgroups there, their involvement. Um and then also looking at the middle school and the advanced uh pretty close in terms of those similar numbers to some degree and um a few increases I would say from last year. Uh the overall amounts went up a little bit. Um some of the others were a little bit flatlined uh but overall a little bit of increases. Uh the AP enrollment Hispanic moral bay was like a 14% jump. If you look
059in the notes section of the slide you can see some of the specific numbers and data in there. So some gains gains to be made which is is good and what we want to see. Looking at chronic absenteeism that has been a big big focus of Missy Masha in our middle schools looking at trying to get back to um I think ideally pre preandemic levels as much as possible. And so looking at kind of compared from last year to this year we can see drops which is good. So in this case numbers going down is a good thing. Uh and so we can see that over you know for the most part uh numbers are going down in absenteeism. I would say for the two where that was either up or um the same foster
060and homeless youth if you look in the notes you can see I would point out um it's sort of cohort size issue right if you look at maybe it's one students versus two students in a group or if you look at we had 100 students in a group and then the next year they went to 98 students and so it's a change because it's impact based on a small cohort size or smaller cohort size will affect those uh percentages and know that they are indeed sites. Middle schools are working very hard on reducing and doing some different things in the chronic absenteeism uh work. I know Miss Contrarus at LOMs has partnered up with the feeder elementary schools and working with those principles and norming on common language that they're sending out to their parents
061common times of when they're sending those uh notification letters and notification information around attendance. And so as those parents are coming up through Baywood and Monarch in the LOMs, it's a consistent message, right? And so they're all hearing the same thing about the same time and having the same set of expectations. I know in both newsletters at both LA, both Lagona and um Losus Middle School, Miss Conter, and Miss Mr. Miner regularly give updates in the parents of, hey, this is a big focus for us. We're at this percentage. Here's some things you can do. So, they're really pushing really hard to try to reduce um those percentages down and it's working. It is down. Both schools are also participating in a social emotional behavior cohort program that we're in partnership with the county office
062of education that includes ways to decrease chronic absenteeism and include student uh positive behaviors on campus. And so if you've been uh Lagona is at year two um so year one of sort of learning about it and figuring out you know kind of how that site wants to make it look what are the the positive behaviors they want to enforce and and set clear expectations around and how are they going to communicate that year two is then getting that out and so if you've been had the opportunity been at Laguna high Laguna middle school even though it is under a lot of construction you'll see posters up in the hallway talking about behavioral expectations and some of those things that they've rolled out this year. Uh and so they've been actively working to lower um
063get kids at school more and lower those absentee absenteeism numbers. Uh so now the next series of slides is kind of each school highlighting things they wanted to share in their work this year. And so looking um over those things, highlighting a few looking at you know LOMs is is lower in their chronic absenteeism and they're working hard. Again, they're part of that social emotional behavior team. That's we call the SEB cohort. Uh that they are part of with the county office of education along with Lagona Middle School. Uh they exceeded some of their testing goals that they had set uh for their state tests. Um they're continue to be in the schools for WAS uh schools schools to watch redesignation process. Um big thing that they have which I'll be sharing in a later
064board meeting is the role of the dual language immersion program. And so, you know, our first cohort is fifth grade at um Baywood Elementary. And so, they become well social science next year at sixth grade. And so, a lot of work this year and even last year uh working with Miss McFad and Sullivan, our our ELA Etosa and Heather and her team and um Baywood team of, you know, rolling up being ready for that and having a a DI program. It'll mirror what was offered at Lagona um in the city. And so again, more to come on that in a in a future board meeting, but it has been a ton of work and it's been a great lift and and we're excited. We did a parent information with our Baywood parents uh in January
065and it was they're excited and uh enrollment for it is good. Uh so really excited about that. Heather's or Miss Contreras I should say has had a big focus on increasing family engagement and so um having more things principles coffees that she's done increasing them having lunch on the lawns was a new thing she started doing and so that's been a positive outreach to parents and creating that sort of inclusive environment to come in where we know at least traditionally secondary is kind of where parents just start dropping them off and not as involved. Um trying to change that dynamic and and having parents be more involved which is great. Uh so some of those some things they're working on for Lagona. Um some of the similar features in terms of Mr. Miner and the
066team really working on that student connection piece and family connection piece and so looking at some of their youth youth data and seeing some uh positive growth and how they're feeling with connection. Same with the family partnership. Uh Mr. Miner team has done a lot of work to sort of try to bring families in um through different ways. And so seeing some of that data show up in in youth truth. And so same thing they they do the lunch on the lawn and different events for families to be involved in, as I said before, they're in that year two of the um social emotional behavior. Sometimes we also call PBIS polish behavior intervention systems. And so having those common expectations and where it used to be kind of traditionally or before uh maybe when I
067was in school it was just you were expected to know how to behave you know just said behave now the strate is much more about be explicit and clearly communicate with students and adults this is what we want you to do. So instead of just communicating when behavior is bad it's sort of be proactive be explicit about what you want students to be doing in a positive way and recognize that. Uh and so that's a lot of the work they've been doing. Like I said, you'll see those changes uh when you visit posters and things like that. And so that's work they'll continue to do going into next year as well. They've really decreased their chronic absenteeism. They're down to 14% uh which is great. And so they continue to do that especially for some
068of their uh most at risk groups. ELEL's being down to 10% is especially this year is phenomenal is really good. Uh so they're continuing to work on that. They've done a lot of really great work on focusing on their atrisisk students. So they have a population of students um they call it kind of not on my watch as the program and each a staff member has adopted each they have about 40 40-ish kids that they've identified that were at risk and then after the first grading period had one or more Fs and so even Mr. minor has one. Um they've all adopt, you know, the teacher has adopted each kid whether they have them in class or not and has touch points where they create when and work with them and find out what's going
069on. And then um part of our learning walk work that we did this year was shadowing. They would shadow their student to see what their experience is like, create more connection points and really gather data about how it's going for those students. Uh and so that's a huge work that they're doing and seeing some positive results in those students feeling connected in a positive way to an adult and then therefore seeing increasement increases in grades and attendance and those sort of things. So they're they're doing a lot of work with that. Um they will continue they'll go further schools to watch thing. Um one more thing that they're really proud of that they are very likely to not pass any LTES or long-term linguist language learners on the SLOH high this this at the end
070of this year. That's a huge deal. That's a huge deal. And so they've done a ton of focused work on getting their EL students redesinated. So they're at about four or five students, I think, at that this point left, eighth graders to get redesated. So they have a very uh feasible chance of passing no ELTELS on the slow high, which is awesome. So that's a huge piece focus of work that they've been doing as well. Looking at Moral Bay High, you look at kind of the top bullet points there. So they they continue to increase their AP participation, how students are doing in their with their AP scores. Um they have the best US News and report ranking they've had. Um highest percentage of students meeting A throughG requirements. They're on track to have 50%
071a little over probably 50ish plus% of their students to BCT completers. Uh which is great. They have some great data in their youth truth uh survey and then continue to look at their some of their subgroups are performing really well and they have a lot of their students involved in things over 70% of their students in extracurricular activities which which is phenomenal. Um high school gets to be a very busy time and so having kids in a lot of things is great. It's challenging um but it's good. Looking at so high some of the same markers there again highest participation rate uh in in AP as well as how students are doing their scores. looking at how many students are completing in pathways and completing pathways and meeting A through G requirements. Um I know
072Mr. Dixon and his team has been working for a number of years of reducing the numbers of students with D's and Fs. Uh and so there continue to see those numbers drop which is great. So the lowest in the p in the last six years. Um lots of programs and things as I shared in earlier slides opportunities for students. Uh some positive youth youth data. The new for CIF this year was girls flag football. Uh St. St. Louis High had a team and they actually did really really well. They would have been able to go to the champion this the see if I get this right section championship game. If there was one there wasn't enough uh teams to feel that there hopefully will be next year as part of I sit on the CI
073board as one of my roles and that is a is a goal they're going to have for next year. But our our you know for a first year team our girls did really well. So it was awesome. It was a really cool experience to to see and be involved in that. Um, flag football is a wonderful sport and so that was a great highlight for them. Uh, they continue to have success in their visual and performing arts, their dance teams, dance program and their uh, wellness center. Uh, supports a ton of students. Austin does a great job. Pacific Beach uh, continues with their construction program which continues to work with more and more students. So about 30% or so at this point enrolled taking it. And then something that's a little bit newer is uh,
074CT offering in digital media arts. And so having at this point they're about 20% or so. There'll probably be a few more students come on in this last sort of part of the um last half of the semester I should say. But getting those students those opportunities. Um Chris didn't know but as you know and I'll say you know the one of the main you know big things at Pacific Beach is the graduation rate. Graduation rate is phenomenal for continuation school. I don't remember the number off the top of my head but it's 95 96. It's it's really high percentage. Um and so making sure um they get credit for that as well as if you look at their youth truth data, it is phenomenal as well in terms of how connected those students feel
075to that campus and how supported they feel. Um Chris's YouTube data is off the charts for how high it is. So some some other pieces there that they have they do really well as we know kind of looking at so so you know what are what are the next steps? What are what are the main takeaways? You know looking at we have more students that are taking AP tests and doing better. It's one thing to have more students take AP tests, but if the passage rates go down, that's not that's not what we want to do. We have more students taking test and higher passage rate. So, that's great. U more students getting that credit. The athletics for achievement in the middle school level was a was a really cool and great addition. Something we'll
076look to continue as I said, you know, working uh with Mitzer Black and the foundation to even uh see how expand that into high school to get more kids those the opportunity to compete in different sorts of sports and athletics. um continue to try to reach and get more students in underrepresented groups involved in things. Uh so we we're doing that. We want to keep doing that. And then the decrease in student and chronic absenteeism um has has been a success. We still have work to do. The numbers aren't where we want them to be, but we're making progress. And so with that kind of so what did we do? One of the things that was new for this year, there used to be a 300 hour requirement for CT pathway completion. And so at
077slow high what that meant is it had to be basically two and a half years. It had to be five trimesters which was which was was challenging for kids to to finish that. And so the that that 300 hour requirement has been eliminated. That will mean more students will be able to complete pathways uh at slow high which is kind of had a challenge on the trimester system with them having to do five trimesters of it. And so uh we expect to see increases in CT completion pathway. So, Miss Badal's gone around, talked to all the CT teachers, talked to them as department um about those next steps of the want to do a lot. We'll still keep their introductory courses, but they don't necessarily have to do the same all of them to be
078pathway completers. So, we should see completion rates go up, which will be good. Um I think as you know, like before, we're want to still continue to get more as many kids involved as many stuff, many things as they can. Uh so continue to look to ways to how do we get students involved in programs both academic, extracurricular, co-curricular and then um and and with a focus on our underrepresented groups and then again continue the work at the middle schools to continue to reduce chronic absenteeism and student absenteeism. As I said, they're part of that that work with the county office of education. Loms is in year one or Sosus is in year one. Lagona is in year two. Laguna will continue to year three. Loos will move into year two. So, they're going to
079continue that work next year uh to keep implementing uh those strategies and those PBS programs to both increase student uh attendance and also improve student behavior outcomes with that. So, those those are the main things we're going to keep working on as as we roll into uh finishing this year and continuing next year. >> That was quite the presentation, Mr. Ne. So, I'd like to go to the public, see if anyone has any questions or comments on this presentation. See, none will come back to the board. Any questions or comments, Mr. Anger? >> So, I have a couple questions for you, Dan. >> The first, do we have any data or evidence that shows that our career pathway students are showing better more attendance? You know, that that's helping reduce chronic absenteeism. >> I don't
080off the top of my head, we can we can look at pulling their specific attendance. is are you kind of seeing how are the CT students attending >> to see whether what the influence of CTE participation is and CTE you know pathway completion maybe and chronic absentism. >> Yeah, we can look and pull some some data of kind of how their attendance compared to just overall >> and then the another question is it it looked like there was a big drop off between seventh and eighth grade participation in athletics for achievement. Any idea what what happened there? Mr. Black, you're shaking your head. Maybe Aaron speak to that I can. >> Um yeah, with the um the establishment of the new program, I think it's just a lot of seventh graders were still excited to
081keep playing and playing on. Eighth graders weren't. Something we're looking at adjusting for next year is when our seasons are being hosted. So, we're moving more to instead of um running alongside when the school teams participate, we're going to do a um kind of a runway before tryyouts. So, for boys basketball, we're going to open up for 6 weeks prior to boys B uh tryyouts for the school team and then we'll stop and they will take off and go from there. Try to get more participation. >> I see. And then the last question, this is probably back to you. Um are we seeing that our target that our target populations are participating in the athletic for achievement at middle school? >> Um so few numbers right now. I think it's going to have to wait
082for another year to see where we're at. Um but yes, our subgroups are represented. Um, I can pull up the percentages, but they're not going to be matching the district's percentage. >> Thanks. >> Hey, um, Mr. Banfield. >> Thank you for the clear presentation that I was able to follow along. I'm I'm going back to the um slide having to do with uh the Los Middle School and preparing the DLI program. Now, it it's interesting that Lisa, I was I visited with you briefly on this, and I'll I'll include you on this. Um, as we're getting ready for those fifth graders to go into sixth grade, and we're going to be offering the courses, um, the social studies, the Spanish language arts, and the science. I'm wondering if there is going to be some uh
083way to establish, shall we say, a scope in sequence or an articulation of sorts between what those fifth graders are currently being held accountable to and then what will be expected at the sixth grade level. Yes, work to still do, but work we've done in terms of uh the teachers at Los Souls Middle School as we as we identified, okay, who's going to teach the history and who's going to do that have spent time shadowing both at Pacheo and Baywood and those sixth grade classes, fifth grade classes, and working with those teachers to see what they're doing to have an idea already in terms of as they start building it out. But it'll be continual work we'll do of having the middle schools both at Laguna and uh Losa Middle School collaborate with their um
084feeder schools at the DLI program to make sure that vertical alignment piece right >> will um those that coursework then that'll be offered for example Spanish social studies, Spanish language arts, Spanish science >> um what process will be used in getting that particular curriculum put together what what are how is that going to be done? >> So the lossos program will mirror the Laguna program that has those courses already in been going >> but they don't grades for seventh and eth. Well, for now they'll develop, but based on so looking at so working with Shannon McFad and looking at that um the curriculum that's established in seventh and eth there is a sixth grade option. Obviously Laguna doesn't use it uh but it's available in the textbook and so that's working with uh the teachers
085to develop that. So that's already been occurring as well. >> Okay. I just want to make let you be aware and I was sharing this with uh Lisa um that I I get a feeling uh that there may be a lack of articulation shall we put it >> okay >> between Pacheo sixth grade and lamb seventh grade. >> Okay. >> There seems to be there might be a um a gap as it were. >> Okay. and that perhaps the uh curriculum offered at the seventh grade level at Lambs may be I'm talking for example about language arts it may be a little bit unrealistic >> the Spanish language arts >> for Spanish language arts for those sixth grade students to continue performing well at that seventh grade level. >> Okay. But as I said, I
086I shared that today with Lisa and and I believe you're going to investigate that a little bit and >> yes, we'll we'll follow up and and I'll get more information back to the entire board regarding the curriculum scope and sequence for grades six, seven, and eight DLI. Our K through five at Pacheo at Baywood and K through six at Pacheco uses our benchmark which is our English reading program comes in an exactly duplicative Spanish version. That was part of the reason why we adopted benchmark and so but that is not true I don't believe of the HMH program um that we're using. And so I'll follow up with the board with more information. >> Mr. Clawson. >> Yeah, thanks. I had a few questions. Um, first is on the CTE uh I guess pathways to
087clusters. I spent a little time on the cluster site and so so is it subclusters that pathways map to or how does the methodology work? And I guess my more specific question is what do we gain or lose there? Like are any of our pathways disappearing because there's not a subcluster that maps to them, >> right? >> And are there any subclusters that are new and exciting that we couldn't do before? That that kind of question I guess. >> Hi. Hi everyone. Um so the subclusters I would say it's more verbiage change than a structural change which you kind of probably saw to a certain extent. I think it was a recognition from the national CT organization and then our state adopted it as well that so many of the pathways have interconnected skill sets
088and like we're talking about pathways but you could use the same pathway that we have graphic design students who are in our fashion design class and they're using very similar skills and so they wanted to come up with this idea of clusters. So fashion design for an example was in its own pathway and now fashion design is under the graphic design um subcluster. So pathways are subclusters um clusters are kind of the bigger overall chunks of information and um I would say like industry sectors. So we don't lose any pathways, we don't gain any pathways. There's no requirement by the state of California for teachers to get a new credential. Um they wanted to make it it's more of a verbiage and I would say philosophical change than necessarily any sort of curriculum change. >>
089So without the 300 hour requirement I mean how much flexibility do we now have? I mean I saw things like entrepreneurship or >> subclusters I mean is that something that people can earn through their entrepreneurship club or through a class? How is it >> open the door there I guess? >> Yeah. So you still have to take essentially a minimum of two years. So they got rid of the hours. Um which again for Slowh High was great because now we can still continue to offer the introduction classes but they don't have to be part of the pathway. Um which at Slow High in particular with the trimester and the opportunity to take so many electives, we have a lot of students that are in seven different intros by the time they graduate high school, but
090they're not finishing a pathway. Now they can kind of have that intro experience without it counting against our completion percentage. And so they can kind of taste the rainbow is what we say at Sloh High with all the different pathways. So um our hope is that it improves our completion percentage because you won't have as many kids necessarily going into what's called the concentrator which is typically that second year now will kind of be the first year of that pathway. >> Okay. >> Thanks. Um my second question was about athletics for achievement at the junior high or at the junior high level. Um can a student uh participate on athletics for achievement and also on the school team or do they have to pick one or the other? >> Um this year this year it
091was pick one or the other because they we basically we ran tryyous the students that made the school team that would travel and play the other schools. Um, and we played at the same time. So, the A4A was in-house with Losus Middle School and Laguna Middle School. What we're going to do next year, trying to increase our participation numbers, is do the the startup, do the six week um season. So, if boys basketball triyouts is at the end of October, we're going to run from midepptember through till tryyouts start for all kids to play and then they'll do triyouts for their school team and have their season and we'll we'll finish. So, we're just going to shift our our setup. Does the players that are on the school team pulling away from the athletics for
092achievement create a cultural issue at all or >> little bit a little bit. So we're trying to fix that with that setup too. Yep. That stigma. >> So >> okay, >> good question. >> Thanks. Yeah. >> Um my third question is maybe more for you directly, Mr. Nef. Um it occurred to me you now have a few years here and you have a lot of experience around the county with with fairly innovative programs. I was just wondering how you're observing St. Louis Coastal and our secondary programs and if there's any kind of key innovations you see out there that you think we should be considering in the coming years. >> Good question. Um I would say comparatively I'm not as familiar with say maybe Paso High but south of that I know most of the
093programs. I would say we offer a lot for our size and and Martin missed but will tell you Mercy went but we offer a lot which is great. Sometimes it gets challenging on the sustainability part um especially as we roll in the budget cuts u but we do offer a lot in some of our opportunities within that you think of like the classes biotechnology some of these other the unique experiences our auto shop opportunities u both sites are phenomenal teachers are really strong um and a number of our our pathways and our CT offerings is great I think in terms of um kind of what's maybe the next step to take would be sort of alignment with what Mr. Black is doing with trust automation and creating those um internship or apprenticeship opportunities within our
094more within our pathway so it's a more consistent opportunity for students to be uh engaged or be in industry experience while they're in that pathway. Um and that's something that Miss Benell and I are working on and and as I think Mr. Black does his work. As you probably know, the word has gotten out, right? There's a number of different uh companies that want to be involved in a similar sort of thing. And so that'll be part of um our work is aligning our teachers as you saw um with the new course offerings I think of in Moral Bay with Theo's His redesign of his courses allowed for dual enrollment, but also for better alignment for precision manufacturing because he wants his students to be able to have some of those opportunities while they're still
095with him in Moral Bay. So those some of those kind of maybe strategic align better strategic alignments as we get more industry partnerships is what you know within CT one of the big things I want to move towards of having kids have those experiences. >> What's your perception of the just reception around the apprenticeship program at the high school level now that it's it's rolling I mean what's the buzz or the feedback or the observations from staff and faculty? >> I think pretty positive. I think there's a lot of curiosity. you know, is it is new and it is a it's a unique thing and it's um it's super cool in terms of what Trust is doing and Tai Soprano and that like it's kind of a unicorn of an opportunity and so I think
096there's a lot of you know this this looks really cool let's see how it's going to work and what could it be what it could kind of how could it branch out to other things I think there's a lot of uh excitement and curiosity around it >> thanks um Mr. Buckman. >> Um, it's always hard to follow questions after Brian. They're they're so insightful. I just want this is an incredible presentation. Um, there's so much data in it and it it was as you so we had some good emails back and forth because I had so many questions about it just was great. But I'm going to come back to two that I had. >> Okay. >> Um, one is about the uh trimming of hours at St. when I was high school. >> Mhm.
097>> And I'm still trying to grapple with how taking hours away from the program improves the completion rate. So, is there enough room in that elective at the beginning for all the for the number of students that you're currently having in the normal in in the prior that so now you have a program that's 300 hours. It was longer. Were there more students when it was longer? >> It had to be 300 hours before and now it doesn't. So they basically they can do four trimesters or two years instead of five trimesters. And so allows for students to be able to complete it because they don't they have one less course to take. >> Um they can still do the intro classes as as electives. Um and and Marcy's been working has been working with
098those teachers a lot of kind of >> what does that look like? Is is it a necessary component of that computer and concentrator course or you know pathway or not? Right. Um but it allows we'll have a higher comp we should have a higher completion rate because they don't have to do the five trimesters which has been a hindrance. >> So yeah >> I just wanted to speak to one thing too. So slow high barely missed the cuto off of the 300 hours within two trimesters. So then forced to go I'm sorry between four trimesters. So forced to go to five trimesters we were way over the 300 hour requirement. We were almost at about 375 380. So, it's not we'll really realistically we'll actually be in the margin of most schools and um like
099Mr. Anaf said the intros are still going to be offered. There's no deletion of any of our intro classes. It just won't be part of the pathway and they're still used as courses that they need to take in order to get into the concentrator. So, >> so when so I'm not answering this real well. So, in the intro class, how many students can you have? It depends on the class because different classes have maximums, but 27 to 35. >> And so when they move on into now the 300, right? Have we seen a reduction in the number of students >> going forward? >> We'll just be starting this next next fall. >> Got it. Yeah. Because my you know 99% completion rate of less students, it will be scary for me. >> Yes. I mean,
100we're we're hoping that there'll be more students ultimately, but because right now, that's kind of what's happening anyway is the students are not metriculating to what's called the concentrator. >> Great. Okay. Thanks. >> Have more students completing it, which is what we want. We want them getting that final um completion experience. >> And then I wanted to go back to the chronic absenteeism question. Um the c the county as I understand it the county office is providing programs to help the districts and a a are we getting similar results as other districts are through this program. >> I don't know if I can speak per se to other districts. I don't know if Missa has that information. >> I don't have that information off the top of my head but I can provide it to
101the board. >> Okay. Thanks. And um are we as a district happy with the the results? And if you could give us the percentage of results again, how how >> are you asking what our current chronic absenteeism rates at each of the school is? >> Well, how much we've been improved? So 1% 2%. >> Some schools have improved significantly. Some schools have have not based on the recent information I shared in the Friday focus. >> Okay. So, are we happy with those percentages or >> We're never happy with the percentages. No, we want to do better. And that's why I'm meeting uh every month with each of our principles to discuss changes in their absenteeism practices. >> I guess what I'm asking, are there better programs out there in the state than what the county
102is offering >> that we we might look at? >> I think we are using lots of tools at our disposal is how I would answer that question. I would say we're happy with the change the the I guess reduction which would be an improvement in the middle schools because that's where it's tracked. Is that are we content? No. But we're happy to see that growth and the impact of the actions they've taken this year and we would expect to see more improvement moving forward as they continue to to roll out those programs. >> Thank you. >> Miss Bolt Adono. >> Uh yeah, thank you. Um thank you for the presentation. Um at the one of the early slides you discussed some of the funds that have been spent on various field trips or improvements around
103CTE clusters I guess career clusters. Um I just wanted to clarify those funds are earmarked funds, restricted funds for that purpose, right? Can you just explain how we're not using general funds for >> No, no, no. It's money specific for CTE. It's earmarked for that. Miss Bal works with each uh teacher. They set a budget of things they'd like to do. Then she works with the group as a whole to allocate those uh funds, but they are specific to CT. They are not general education. They're not generally general fund. And are those federal or state funds or grant or or what where do those funds come from? >> I think it's state, I believe. >> State. Okay. Thank you. Um and then uh I had questions around the transition the eliminating the 300 hour requirement,
104but I think my questions were mostly answered by um Mr. Claus and Mr. Buckman's questions. So I think um oh well just one last question on that is uh does Mororrow Bay with the semester system stay at the 300 hour requirement or how >> yeah they'll stay in the current system um they because it wasn't it was really a trimester issue and they're like like Miss Bedall said they because of that setup they you know just >> missed it so they were then way over. So moral semester schools are it's not a it's not an impact on them. they continue businesses as they have been. >> Okay. Um, on athletics for achievement, I think I heard Mr. Black explain that we're not quite seeing the numbers of students in our underrepresented groups participate yet. I
105think that's what I've heard you say. Um, that if you pulled the data, it wouldn't quite reflect. >> No, our sub our subgroups are represented. It's the the quantity that is signed up. So, looking at data for elementary, when you have 500 kids or 300 kids per season and we had 80, like it's harder to get. We're not matching the district's like SED percentage as a whole >> um with our numbers right now that we have, but I can dive deeper into it if you'd like. >> Um but I'm just looking at the the the sample size. >> Right. No, I understand that. I I guess my what I'm really am more interested in is what steps are we taking to continue to improve those numbers and ensure that the program is serving students that
106might not otherwise be served in our community. >> Um I can tell you that Mr. Deleó at Lagona is jumping on board um and he's diving in. He's been um helping be our liaison for soccer which is upcoming which starts next week which is fantastic. So, um, he's out outreaching students at right now at our times. Um, it's been a challenge to recruit students to play. So, it's been volleyball. I was out there in the fall. I was there every day. Um, boys basketball was out there quite a bit. Girls basketball was not. So, our numbers started dwindling. Soccer is up right now, which is good. So, I think it's it's turning a corner right now for what we have, and we're starting that next week. Um but I would say that um getting the
107word out to participate and to like you know grab the kid by the hands that say you're going to play like come on come be a part of it. Uh Mr. Deleó is doing that for soccer right now which is fantastic for us. Um we need to figure out a way to do that and that's why I think restructuring the seasons to be where it's a everybody can sign up for the first six weeks prior to tryyous and then the school does their school team and and and moves on. Um, that will help. I hope our numbers go up next year for that. >> Yeah. Um, yeah. I guess the goal is to find out how do you systematize it or how do you make it just part of the school culture so that it's
108not dependent upon you being there every season. >> Yeah. No, I I agree with that one. Um, I I think as time goes by, something new right now. And I'll be honest with you, I ran that program when I was here at Kpali. That was my job through Slow Parks and Wreck. and we had seven, eight teams for every sport of kids. And so I thought it would kind of pick back up quickly, but it did not as as uh I was disappointed with. Um so I think as time goes by, as the kids keep coming up through that fifth and sixth grade program, like seventh grade numbers were good. We have very few eighth graders. That's the problem. So if the seventh graders continue to play as eighth grade, it'll build. It'll get better
109that way. as far as outreach for students, we need to do a better recruitment job of >> like seriously like what I was doing at Smith like know you're gonna play like that kind of mentality. So yeah, we need to work on that. Um we need to find a way of building that within the staff at the sites just to help us out and to recruit and kind of be a part of it, >> right? >> I wasn't disappointed with the first year. I will be honest with you. Like a lot of kids had a lot of fun. They were a part of it. They were engaged in school and it helped for the kids that were a part of it. But trying to get more is what we need to do. >> Excellent. Thank
110you. Y >> um >> oh and then the last is just a comment. I'm I'm pleased to hear that there's been more interest from the business sector in kind of doing a trust automation type uh arrangement with us is what I is sort of what I was starting to hear and you don't need to get into details about that but if that's if there's buzz out there and it's creating interest and additional opportunities for students then that's great. >> Thank you. This is Roger. >> Thank you. >> I just I had two questions. I think they're really simple questions probably. Um you made reference to uh I believe it was it was at the middle school level the 40 students that were at highest risk regarding truency. >> Oh, the program at Laguna, >> right?
111paired up with I'm assuming teachers. >> Each teacher is they call it adopted a kid and their slogan is not on my watch. And so they are working with that student the remainder of the year checking in with them on a regular basis. How they doing with grades, attendance, just how they feeling at school. It's it's a concerted effort to have a positive connection to adult that may or may not be their teacher. >> You had um used the term shadowing and I'm just wondering what that looks like. So um in the Friday focuses this year we talk and even last year but this year has been the focus the learning walks that we're doing and so teachers groups of teachers are coming in and then uh Mr. James my toast and myself are facilitating
112following along with University of Washington kind of a norm procedure how you go in and observe and collect data about student experience in a classroom is what we've been doing. uh uh twist that Laguna did last month, I believe it was maybe in January, later part of January, was instead of maybe going in and and looking at a particular group of students, they set it up and the teachers involved were watching their particular student during that time and recording that data specific to that student. And then as they shared as we shared out at the end >> sharing what you know what they saw and also what they know basically each student kind of had a poster of that or data as well as other connection points. So maybe the counselor knew something about the
113kid and even though it's my kid I didn't know that I then knew at the end of that. Um so it created some more connection points for the this the teachers participating. But they literally would went to two class periods following you know sort of shadowing following that student looking specifically during the class period on data on what they were doing were they engaged how did they engage that sort of stuff to learn more like exactly what is their experience is like in class. >> I think that's wonderful >> that's super cool. >> Yeah. Okay. And then the my second question, I should know what this means because I've heard it before. >> I should >> but I have never asked the question. >> Sheltered ELD is what we used to call newcomer students that
114are new arrival. >> Thank you. >> Okay. Um Mr. Black, I'll be very curious. I appreciate that with athletics for achievement, you are able to recognize uh shortcomings and tweak the program to try to uh try to improve it. So, I'll be really curious to hear how the restructuring of the seasons works. I'm going to expect positive results from that. I think that's great. Uh and also hearing that there is outreach going on um more as Miss Baldano said hopefully to fill your shoes a little bit in that regard to uh grab those kids and include them in the in the program. Um I'm curious about I'm was very interested in the not on my watch program. Is that something that is where did did Mr. miner invent that or is that a >> that
115the Laguna? Yeah, that was something that the Laguna team they came up with. >> They came up with I think it's fantastic. >> It's been really cool so far. >> I mean, it really indicates a dedication on the part of the teachers who are participating to recognize and accept some a little bit of accountability for those kids. >> And it's been a whole school thing like they have whole staff meetings that they're talking about and looking at what the what the kids are doing and stuff. So, it's been a whole school effort. I applaud them for that. It's really shows that consistent caring that I think is often established at our elementary schools carrying forward into the middle school experience. >> Ownership. >> Miss Shepard, that's what I was going to share. I think in
116the say equity challenge work we did last school year. Pacheo Elementary had done a similar activity with their e learners and moving up a level on the elpac test. And so Mr. minor and the Lagona team was part of that site equity challenge work that we did last year and so it's a similar um similar theme but different focus on type of children >> it's any child who is struggling uh academically right >> yeah I think that's wonderful I'll be you know curious to uh I hope they're collecting a little bit of data on those kids as to how they're >> they are they Mr. minor has a spreadsheet. I guarantee it. >> Yeah, I would imagine. Well, I I think it's a sounds like a really wonderful and effective opportunity, right? That's all I
117have. Thank you so much for a >> Thank you >> for a great presentation. All right. And I see uh our >> again >> don't go too far. And uh Miss Bedell re uh stepping up again now for our AVID program update. >> I'll do less slides this time. Marcy will talk more. Um forget it loaded in a second. >> So thank you for opportunity now to speak about Abbid which is a wonderful program. Um we've been offering it for quite a while. I was an AVID science teacher when I taught. AVID is a program that's been around since the 80s and started in LA. Uh national maybe even international at this point. >> I think international even big program. Um 11 acronyms, right? So what does AVID actually stand for? Advancement via individual determination.
118As I said, it's a program that started out of Santa Clara, I think I want to say off the top of my head, out of LA in in the 80s. Um and then obviously is expanded as a big part of of of what we do in our secondary level working with uh kids to support them. And so Abbott does a number of things. Um it provides I'd say ultimately uh it's a family for students. AVID students it is a family for them and they will tell you that. um teachers, the Abbott teachers do a ton of all kinds of support for students both academic, social, emotionally, um all the things to support to get those students ready to be uh able and have success when they go to college. Uh and so looking at different
119support structures that are in there, um teaching them a number of different strategies and uh successful interventions, whether it's notetaking, how to uh tutor each other, collaboration, work in groups, all these sort of things. uh they do they go uh the primary goal is to get them eligible and excited and able to get into four year universities and be successful um when they get in. And so that takes a lot and so a lot of th those things that do support them is get them there to see you know a lot of times these students have never been on a college campus even know what that's like. It's hard to dream of something if you don't even if you can't ever v if you've never seen it um and know what it can look like
120and feel like uh to create that sort of hope. And so they do they do field trips, different leadership opportunities, and then then the whole post-secary application and FASA, all that wonderful um I guess it's digital now, but paperwork and things that kids got to do to even get there. Uh our AVID teachers do a ton of support uh for our students getting them uh through those through those hurdles. So Abbott does a ton of things to get kids um to be eligible to get in and be successful in college there. So what is a kind of a student profile? Uh what does it mean to be an AVID student? And so there are criteria. Um they get they typically are kind of the main thing has been for a long time are for students
121that would be the first generation of graduating uh from college and so their parents um haven't gone to college or didn't graduate from college. um Abbott over the years have sort of expanded um with that and so they're also looking at are they from um historically underserved groups at universities maybe low economic back low socioeconomic background or maybe other special circumstances um but primary it's looking at students that'll be that first college graduate in their family as a big part of it and so to do that there are academic requirements to be eligible to apply to university and so that's where it comes in of having that 2.5 GPA and then meeting those A through G requirements, which are the minimum number of courses, college prep courses you have to pass in high school to
122be eligible to apply to a university. Things like four years of English, three years of math, two years of science, a foreign language, um all those different requirements. >> Hi. So, um on this slide, you can obviously see our current enrollment. If you look at the notes is the enrollment from last year. So, you can kind of compare and contrast. um some of our growth areas. It was interesting last year looking at the numbers. So, AVID requires that we do a heavy data report to them based off of our student enrollment. And it was really interesting to see some of the gaps, some of the areas of growth for our district. Um, one of those items is boys is teenage boys. And we Mororrow Bay High School actually had more boys than girls. Slow High
123had way more girls and not as many boys. So in our recruitment that was something that obviously as an AVID team we kind of talked about but overall our um enrollment in boys was was down and so last year that was a focus area for us that we have definitely improved upon. Um Slowhind's numbers increased within that and then going into this recruitment cycle I'm starting my uh what I call my recruitment tour. I'm going to all the elementary schools. I go to the middle schools and do a presentation on AVID and I'm also targeting certain students. So, we invite them to apply to AVID in trying to target some of those subgroups that we're looking at to inc increase um populations in those subgroups. So, this is a slide I'm really excited to share
124with you. So, um I would not normally refer to the notes first, but the the presentation was getting long and knowing you just had the secondary engagement presentation, which is also very long. We tried to decrease it, but I really really want to share the exciting news of our growth in AP and honors participation at our high school levels. Um so again, if you look at the notes there, um we did break it up uh by grade level and you can see the percentages that we're having right now. So, grade 10 at Mororrow Bay, 100% of sophomore Mororrow Bay students are in at least one AP or honors class. Um, and again, in the notes, you can see that's a 36% growth. Um, the big growth, St. Louis Abyispo High School, 11th grade, 46% growth
125of students taking at least one AP or honors or advanced class. Um, really, really excited to see that. Um, you know, I know Mr. Nef talked about the the high standards that we have for students and I think first and foremost that is due to the amazing team that's be behind me here and obviously more teachers uh that are included and the sites really being supportive of AVID and being supportive of the message. So first and foremost it's absolutely the work that is being done at our school sites. Um this this presentation is obviously about AVID but to include NextGen um as well because we require nextgen students as freshmen they have to take one or more AP or honors classes as sophomores they have to take two so that just leads to the overall
126culture of like this is what we do and you know Mr. referenced AVID being a family. One of the things we used to hear from students when early days, seven years ago, eight years ago when I first started teaching AVID is students would say to me, "Miss Pedal, I'm the only Mexican kid in AP, etc." And and that really stuck with me. And so that was something when I was an AVID teacher and certainly something that our AVID team from middle school on is really really trying to help the kids that it's a family. And so it does help when you have three, four or five, six plus of your AVID cohort in those AP and honors classes with you and then it just elevates the program in general. So I just wanted to share
127that with you. Again, huge growth across the board um at both of our high schools, but really really proud of the work that's being done at our school sites in that area. And then I know we've presented on this before um and I'm not sure if Mr. Black mentioned the partnership as well and the work that he's doing with Athletics for Achievement. But one of my I would say my favorite aspects of my job is that I get to oversee the CalPoly College Corps that we partner with to be tutors in our AVID classes. So this year I oversee about 15. It kind of es and flows depending on their school schedule. Sometimes they're working with me, sometimes they're working with Mr. black. Sometimes they're working with both of us um in the athletics for
128achievement program as well as AVID and um serving as NextGen mentors through our mentorship program. But I I think if you were to ask and and actually we have we've asked our AVID and NextGen students, they just really really love having the Calpaly College Core students in those classes. Not only because of the support they're getting and of course the tutoring they're getting, but they really really serve as an aspirational model. Most of our Kpali College Corps members are former AVID students or first generation college students. I think it's like 98%. And so it really really serves as this aspirational model uh for our AVID students and they just create really really um close tight bonds and one story Mr. Harmon and I were talking about in his class he has seniors they were applying
129for college. one of the most stressful times I know as many of you have students and uh children that have gone through this process and there was a student that was just in tears and she was getting ready to apply and she was like my my essay is just not good enough and I took a picture because it was just so cute and she had two of the Kpali fellows like side by side and was like you can do this we've worked on this it's perfect you can do this she's like I don't know I don't know if I'm ready and and they just were such a like a beacon of strength for and inspiration in that moment in that like Mr. Harmon and I are like, "Oh, that's mom and dad. These are like
130this is cool big brother and big sister that are giving me advice." And so while the tangible items of the fellowship certainly is important, it's also just those intangibles that we didn't even think about kind of being a byproduct of having these fellows in our classroom. Okay. So, at this time, I'd like to invite um our AVID team members up. So, they each have prepared a slide for you to kind of talk about the highlights at each school. So, at Laguna Middle School, we have our seventh grade AVID teacher, Jose Hernandez Dolmatio. At Los Middle School, we have our seventh grade AVID teacher, Julia Taylor. At St. Louis High School, we have our AVID site coordinator, Kyle Harmon. And at Moro Bay High School, we have our junior class teacher, Emily Cherry. I'm g lower
131this up a little short. Good afternoon everyone. I'm Jose Hernandez. I'm a math 8 and seventh grade AVID teacher at Laguna. And I just want to definitely second that um description about how AVID really does feel like a family. Um every day the students come in super happy and excited and always saying, "Hey, Mr. Hernandez, they want to give me the latest of what's going on with them." as it's really it really does feel a lot different than a math 8 class. Um so there's definitely that description that I really agree with. Um just a quick update here for Laguna Middle School. I'll start with the fun stuff because the students really love this and that's the college um field trips that we've taken. So in November we went to um Kpali. We came to
132the manufacturing and engineering department where our students got the opportunity to make a metal cast of the Laguna Lancers logo and it's a really fun opportunity for them and because they get to experience what students at Calpali in that specific engineering department do and they take away that little medal of um a little piece of that token that they can really um take with them to remember that field trip and it's really a great opportunity. We partnered with the Society of Hispanic Professional Engineers and as well as the manufacturing department to organize that all together. It's a whole dayong trip and it's really full of fun and they at the end they get to talk to a panel of graduate or about to be graduate um Calpali students the majority of them in engineering majors.
133They get to ask them questions and it's a lot of fun. The second field trip that we go to is to UC Santa Barbara and we coordinate that with the early academic outreach program. So we get a tour of UCSB. We get to go to their STEM building. Likewise with Kpali, we get to hang out with students that are in college. And for that one specifically for UC Santa Barbara, that's both seventh and eighth graders that go to that field trip. For the Capali one, it was just the seventh graders. However, um this Friday, our eighth graders are going to be going to um the manufacturing engineering department. The difference between the seventh grade field trip to Calpali and the eighth grade field trip is that the eighth graders, they get to mold their or
134create their own mold, their own design, and they get to essentially compete against one another first and then nationwide. And last year, I believe the student that um or one of our eighth grade students won both the local and then the state one. So the the field trips are such a great highlight for our students always. Um couple data highlights are that we have 25% of our students are in advanced English or accelerated math. 15% have zero absences. And I think this next one is a really gamecher. 44% of our students are taking a seventh period class, we just started offering that this year. And the reason why we wanted to offer that seventh period class was to give those students an opportunity to take an elective on top of AVID. And this the elective
135teachers um including specifically with the band and the choir, they've reached out and told us that it is really a game changer for those students to be able to get those two opportunities, right? And it's a and I really like that. I was honestly to be perfectly honest I was kind of skeptical last year. I was said well who wants to stay at after 3 p.m. right but uh no apparently almost half of them want to and so really like in my dream is that they those students will tell their the seventh graders coming in and like hey it's fun we get to hang out and pee have pee but then also be part of AVID and take an elective. So um I'm really happy about that piece for this year. There's a lot of
136class activities that we do, but just a couple to name a few. Um, Socratic seminars, we learn about financial literacy, note takingaking. There's so much that we do. Um, just specifically like this unit that we started this month or sorry, last month. Um, with financial literacy, there's that to me is my favorite because the students, you talk to them about money and it's like, well, well, let me let me hear more about it. um they're super into it and I really like that the AVID program has that piece um for our students. Um we invite guest speakers. Most recently, a couple weeks ago, we had a guest speaker from San Jose. He was an electrical engineer who was a graduate of Mororrow Bay High School who came and spoke to our our students and and
137they were super excited to hear about the uh his every all the extra things that he gets to do as an engineer which includes all the traveling and of course students will ask about the salary which that's really honestly that's really a big incentive as well. Um, a lot of our students like to volunteer for different things. More more specifically for our ELAC, they're always supporting the staff and the parents and and one thing that I really just to talk back about the 44% taking seventh period. This year we're starting to recruit students for ASB and I have seven students in my seventh grade class who are interested in being in ASB and I a couple I I talk to them about it just because I see it in them. I see the leadership skills
138that they have and hopefully next year they can take part in that which I think is also a gamecher because then it allows those students to both be in almost like a dual leadership position to represent AVID but also represent um the school with leadership and hopefully that opens the door later on for high school to for that to continue in ASB. But thank you Uh just really quickly, I wanted to point out two things. One, uh Mr. Hernandez Datio was a guest speaker at one of our NextGen parent engagement night. So if you don't know, he's a Moro Bay High School alumnist and he came and spoke to our NextGen parents about his college and career journey and it was just amazing. It was incredible and he did an amazing job. So I just
139wanted to publicly say just how incredible he is and the work that he's doing at Laguna. One of the other things I just quickly wanted to connect the dots on as well. So that 44% that seventh period class is a PE class that our AVID students have the opportunity to take. However, if you're in athletics, you don't have to do PE because you're in athletics. So connecting the dots with athletics for achievement, Erica. So kind of some of the numbers trying to get some of those subgroups. That's one of the things that we're talking to the AVID students. When I'm doing my sixth grade recruitment right now, I was at Poacho today and I told the students, "You can do the seventh period and that's where you do your PE, but if you play sports,
140you don't have to do PE." And there's a group of boys and they're like, "That's awesome. I can play soccer." I was like, "Yeah, you can play soccer." They're like, "That's awesome." So, I do think to Erin's point, it's the first year at the middle school, but I do see that growing um with the seventh period class at Lagona. So, just wanted to connect those dots. Uh next up is Julia Taylor at LOMS. All right, good evening everyone. Um, so my name is Julia Taylor. I teach the seventh grade AVID class and as well as eighth grade history at LOMs. So we're going to go over very similar things that we just heard about from Lambs starting with our college trips. So similarly, we went to Kpali in November of this year and we did
141that metal casting activity. Um, last year we actually participated in the same competition. one of our students in the same situation went all the way I think she ended up winning $1,000 with her own design metal casting which is really amazing. So again connecting those students with the um college students that they tour with is really really special and just illuminates to them like the opportunities that we have. So love the college trips. Our next one upcoming is April. We're going to UC Santa Barbara. We are privileged to be shown around by the EOP program and we are going to do a tour of their STEM build building as well as a physics lab that they call the physic the C circus physics lab. So I assume it's going to be something with circus. I
142think it's going to be fun. Uh looking forward to that. Um we got some great pictures up there of those first three are the college field trips. Um the kids were super stoked to be there. It was a wonderful day. Um moving forward to our data highlight. We have 38% of our students in advanced or accelerated courses which is excellent to see. Um moving down to 22% with zero absences and especially with the push that LOMS has been doing to you know deal with our chronic absenteeism that has been really excellent for us. Um moving forward to 20% taking a zero period. We offer one zero period class for only eighth graders and it's a history class that they have to take at 7 in the morning. So that shows um special grit for our
143AVID students doing that. And I do want to point out that that is only offered for eighth graders. So this 20% statistic is only reflecting like less than half. So keep that in mind. Seventh graders don't have that option. Um those eighth graders uh are therefore able to take an elective which I think is wonderful for the students. Similar to how Jose was saying, it gets them out of um kind of this AVID bubble and allows them to have influence in different spheres in our class and our school especially. Um I'm super proud to say that we have students in band, Spanish, yearbook, and leadership. And I love to see that because our AVID students are intrinsically leaders on our campus, but to have them in the actual leadership classroom, it's been really, really special
144this year. Um going down to class activities. Um we have pictures of our AVID college fair that we hosted earlier this year. Students um independently and created a huge poster board for a college of their choosing. They had to do some pretty in-depth research on it and then they presented it to all of their classmates during lunch. And it was a huge success. We had amazing turnout. In fact, our main takeaway when we debriefed afterwards is that we needed more space. So next year we will accommodate that. Um similarly Socratic seminars are a big part of our program. That's the bottom right picture. It's really special to see the students engaging in um academic conversations in the class and their critical thinking skills really come out. The most recent socratic seminars that I've done each
145time I present the topic and the students automatically think that they know how they feel about it and by the end of it they've all changed their minds. The one that comes to mind is we talked about the four-day work week or four day school week for them. And I pitched the idea about how we were going to debate it and they said, "Just miss Taylor, this isn't a debate. Everyone's going to go for the 4-day school week." And then we did research and we read articles about how it impacts families and students and um less privileged communities especially. And by the end of it, everyone almost everyone had swayed to the other side and decided against it. So that just goes to show that, you know, the tactics work and they're really using their
146critical thinking skills. I do want to jump back to our 22% with zero absences to kind of talk about the family element of AVID at our campus. It's relatively small. We have two sections. Um myself and Joe Kersner are the only teachers. We have Jose Felta who is our excellent AVID counselor. But it's a tight-knit family and I think it really has to do with um Miss Avid feeling of being in belonging. And that's a big thing that we're focusing on at our site. And that being said, I wanted to share some anecdotes from the students really quick. Um because I told them today, I was thinking about this presentation. I was like, I'm going to go present to the big important schoolboard meeting. Is there anything that that you should know or they should
147know about AVID? So, I have a couple um anecdotes. They wrote it on the whiteboard and I almost put it on the screen for you, but their handwriting was hard and I didn't want to hurt your eyes, so I'm going to read it for you. Um, Avid has helped me be more confident in speaking. I also love tutorial. My classmates help me in tutorial, helping me understand when I'm confused. Another student said, "Avid has helped me get very organized and has helped me stay on task with school. Avid has helped me improve my public speaking and social skills. Avid helped improve my goals and helped my grades. One way AVID has helped me is that it helped me prepare for college. And this one's my favorite because we're doing our public speaking unit right now.
148AVID has helped me overcome my fear of public speaking and has also made me more responsible. So, I just wanted I think all of us here care more about what the kids have to say anyway, so I wanted to bring that in. Um, but that being said, we're super proud of our program and we look forward to expanding it as we recruit more and more sixth graders going in the future. So, thank you. >> And now we have the St. Louis Bispo High School AVID site coordinator, Kyle Harmon. >> Good evening. U, my name is Kyle Harmon. I'm at the site coordinator. I also teach the senior AVID class and sophomore AVID class and then um oversee a little bit with our freshman and junior class as well. Um this has been a really huge
149year for our program. So I'm going to try my best to keep it brief. So I wrote very little. That's my version of very little. Um this October we visited UC Santa Cruz which was a fantastic visit. I'll talk about more in just a few minutes. Um and then in April 13th, we're going to go ahead and hit Cal State Northridge and then UCLA. So those are two campuses that we've had students apply to um gain acceptance into. And that's uh the students are really looking forward to that. When I told the sophomores about UCLA, a lot of um ears perked up. So we're looking forward to that. One big success that I do want to share with the board with UC Santa Cruz is we were able to connect with two AVID alumni that
150are now sophomores at UC Santa Cruz. And we had a handful of students this year that UC Santa Cruz was their number one choice. And so during our lunchtime, they met us up, had lunch with the three girls that were super interested in UC Santa Cruz. And then I just found out today that all three of them got in to UC Santa Cruz. And so that was a great um moment of like full full circle. We talked about the AVID family that even if students graduated and left, they were the first ones to jump in and be like, "We want to know how to help you. Like this is how you sign up for your classes. This is how like this is the dorms you shouldn't live in. These are the dorms you should live
151in." Um so it was really a testament to being like beyond four years. Um, and I've shared that with several board members before that it's a connection that we keep dipping into and that's the most powerful um, moment for me this year with that. Um, this year's seniors pretty exceptional group. Um, so I'll keep it brief with them. This year we applied to 216 different universities. So we have 22 seniors. So that's roughly an average of just under 10 per student, which is incredible. Um, that number keeps changing. I just got an email during this meeting. So, now we're at 119 acceptances. Um, and as we get more acceptances as San Diego State, Calpaly, and some more UC's release admissions this month, um, we are expecting that number to climb. Um, that's a huge accomplishment
152for those students. They've really worked hard for it. Um, but most importantly, the thing we talk about with AVID is not only applying, but then putting yourself in a position to financially be able to do it because that is our number one obstacle as we approach the finality of senior year. Um, up until senior year, everything is a hope and a dream and they're like, I'm going to go to college and I'm going to do this and it seems far away. um until August when I tell them we're applying to college in three months and then things get really real for them. So this year um with partnership with our college of career center, our community foundation local scholarship applications um this year students have applied to 450 scholarships which was um a huge lift
153for them. It was about a month project and we are anxiously awaiting scholarship committee decisions to come out um and hoping that we can fund more and more students um to attend that 4-year university. A couple of data celebrations for the whole program matches our seniors is that 100% of all of our AVID 10th graders and 11th graders have signed up for the PSAT. So, uh, March 30th, so the Monday right when they get back from spring break, we're taking the sophomore PSAT. And then in the fall, all the juniors took the, um, PSAT 11. So, that's a great testament to not only our school sites commitment to supporting our students in like pursuing a 4-year degree, but then our students like taking the chance to take an additional test, push themselves, challenge themselves, and
154prove that they are ready to take the SAT if they choose to. um for some of those selective campuses. Um the AVID senior class participated in February February um in a mock scholarship panel where several of you were involved in where the students applied using the local scholarship application um to a mock scholarship where we brought in community members, schoolboard members, foundation members, and they really did a fantastic job rising to the occasion to where I feel like when they do get their first scholarship interviews, they're so prepared. they're going to walk in there with such an advantage and such a confidence in themselves that they've done it before. And one message that we constantly say to our students is like it's okay to be the first one to do something. And for a lot
155of them, it was the first one to go do a mock scholarship interview. It was the first time that someone in their family like taught them how to tie a tie. It was a phenomenal event to where like I could see the confidence boost and feeling the nerves in the room um was so incredible because they handled it well. And then piggybacking off Miss Spol with our college core tutors like they were there and I said your job in this hour is to be the big brother big sister and just like wrap them up when they come back and tell them it's okay like debrief but like let them just breathe because if myself or one of the teachers does it it's expected but when we have um more of a peer that comes in
156and supports them it means a lot more. Um, one more thing I just want to touch on as we talk about, you know, seventh grade and eighth grade and socratic seminars that that does continue on into high school. And so, one um really transformational conversation we had this year was on imposttor syndrome with our senior class. And this imposter syndrome conversation um happened right around college applications. And where that comes up a lot is when students say, "I don't think I'm going to apply there because there's no way I'm going to get in." And then I look at their transcript and look at the GPA, I'm like, "What are you talking about? You have a 4.0, you have these AP classes." Like, "Yeah, but I'm not as good as another person." And so, going back
157to the avid family and encouraging each other to look beyond what you can't do and look what we've already accomplished. And in my room, we have posters of all the colleges the students got into um so far this year. And it's a daily reminder that through AVID and through the community that we've been able to foster that students that normally would be lost and want to have someone to guide them through it like they're guiding themselves and that is the best part of being an AB teacher. Thanks. Um, and Blair Brinkman couldn't be here tonight, but she's the counterpart to Mr. Harmon, um, and is the site coordinator at Mororrow Bay. You'll have a fantastic presentation by Emily Cherry. But I did want to just acknowledge the work of the site coordinators and Mr. Harmon
158and, um, Miss Brinkman, they plan all the trips, they help manage budgets, they help with fundraisers, they do t-shirts. um the mock scholarships uh interviews that I know some of you have done. Blair and Kyle just do a fantastic job. If you've not been a part of it, I really encourage you uh to attend because they are life-changing as you can see Mr. Herman getting choked up a little bit. This is so personal for all of us. um you know, working with kids in general, but our AV advocates are just so special to us. And those Mox scholarships is just such an opportunity for you to hear some really, really amazing stories of resiliency and grit. And like I said, Blair Brinkman, who's not here, does an incredible job um as site coordinator and obviously
159Kyle Harmon as well. So, I just wanted to share that. And we will end with Emily Cherry. Um, thank you so much for having me. My name is Emily Cherry. I teach the 11th grade AVID um, dual enrolled course. Um, this is my third year teaching AVID, so I'm pretty excited to be here. Um, we this, um, fall we went on a college tour. We went to San Francisco State, Sacramento State, spent the night in the morning, went up to or went to UC Davis, and then we went to Stanford. We were fortunate enough at all four schools that we went to over those two days that we had either AVID students that met with us and showed us around campus and talked to us. And then we had a former Mororrow Bay High School
160graduate who is enrolled at Stanford right now and he came and met with us and spent the day with us. So that was pretty special. Um we are going on March 19th we're going to be heading to UCLA and to Cal State LA. We're going to hit two colleges. Um, like I said before, our junior AVID class, this is our second year of it being dual enrolled. So, they are getting Qua College credits for college success studies as part of their AVID curriculum. So, that's pretty great when they apply and they already have three college units from that course. Um this statistic Blair um submitted a few weeks ago. So she told me this morning that this is a little bit outdated at this point because they have more acceptances coming in. Um but they
161have submitted over 160 college applications and as of a few weeks ago there were 60 accept acceptances, excuse me. Um and there's more coming in every day. So that's a really exciting part of the spring. Um, a few weeks ago we did have the Calpali um, club that came in and did a team building activity with our AVID students. Um, they built bridges to see um, and work on their engineering skills. And then we had a um, a competition at the end to see how much their bridge could hold. They were using popsicle sticks and rubber bands and tape. So that was pretty fun. And we do that every year. Um, and we also last week we did do the mock interviews where we had all of our AVID students that participated in preparing for
162their scholarships. So, thank you. >> All right. So, then finishing up kind of conclusions and next steps. So, as you saw, lots of lots of great things happening in our AVID program and our AVID classes across the secondary schools. Um some things to highlight of you know all our uh abbid students taking AP tests get those AP tests paid for um which is awesome uh opportunity for them and then our foundation supporting paying for all the college applications you saw those numbers if you've had students your own kids apply college application is not free process cost money uh and so removing that barrier for their kids is awesome so um we very much appreciate the foundation support in paying for those uh applications we see the as bad mentioned earlier the increase by soh high
163and uh moral bay high um 45% and 41% in the a in the sorry AP and the honors participation is awesome and then um nearly 100% of our average students are accepted to one or more colleges every year that's a consistent mark that's hit which is phenomenal uh because again that's that's the goal right get them get them eligible and into un one or more universities and then this particular year 70% of seniors attended a four-year or sorry from last year seniors 2025 attended a four-year university, 70% did. And as as Kyle had mentioned, getting in is great, but actually getting them there and attending is a is another series of hurdles, right? It's not just getting the acceptance, it's figuring out the financial aid, the ability to leave if they're leave, you know, leaving
164the area. Like, there's a lot to it. Uh, and so, you know, our the team does a ton to get kids ready to not just get in, but to be there and be successful. Um, and so it's a huge mark that 70% uh attended. continuing or looking at next steps, you know, continuing to increase student enrollment as much as possible and those course offerings and then really looking at kind of additional parent education piece. You know, as I as as you know, as a parent, if you've had students learning that what's the FAST process like, the college application process like and then for these particular students that are doing, you know, 8 n 10 college applications, there's a lot for parents to learn. Um, FASA's gone through some different different iterations over the last, you
165know, couple three years. it was it to be very confusing and hard even for myself as I'm in this game as an educator and um so our our team does a lot of work in supporting that along with the counselors but continuing um for the parened piece of really helping them through that because that can be um some pretty significant barriers um for getting them in and set up financially and ready to go. There's a lot of steps to that. Um so looking to expand that ability for parent education questions. >> Is there anyone from the public who wishes to address the board on this? >> Right. We'll come back to the board. Mr. Buckman. >> Thanks Dan. Thanks for all your help today and understanding this. But um I still have one question. Um,
166and I don't know if you guys can handle this, but what happens >> said guys, am I on? >> No, no, it's okay. What What happens when you have more applicants than you have room in the in the classes? What at what point do we add? >> I mean, we would add a section. I don't have hit that wall yet. >> Okay. >> Yeah. So, we there have been a couple instances where um, so Mr. Herman was getting ready to get up. Um because we did do that at slow high where we open two sections. Um so we will if we have the ability depends on how big is are we talking 36 or are you talking about 47? Like what does that number look like? >> Um we would love to continue to hit
167that wall. That's a good problem obviously. >> Yeah. And then just one other so when I did the when I did the interviews there was a young woman um I think she wanted to be an interior designer and there's a class at at St. that was high and she was unable to get into that class because of the conflict of time. Mr. I was >> Yeah. And I was just I was just so sad for her and we had what she wanted. >> Yeah. With that particular student, there was a couple different um things that happened with her credits as she transferred from Orbe High School into St. Louis High School. So, we had to do a little bit of credit work. Um I am happy to report that she is about to commit to
168San Francisco State for interior design. So even though she wasn't able to um accomplish that opportunity at Slowh High, um you should see her sketchbooks. They're pretty incredible and I think she's going to be very successful um at San Francisco State Go Gators next year. >> Hey, um Mr. Anger, >> so you you you mentioned in order to get into AVID, you've got to be in the academic middle. What does that mean? Um, so I think and um I believe it was on the slide, but we do require that students have a 2.5 GPA. >> I saw that. >> And so I would say that's an academic middle. Um, I just actually did data on our AVID GPA today. The majority of our kids, I think it's 70% of our kids have a 3.0 or
169higher. Um, and so, but yeah, I would say you don't you don't want to push the the GPA too high where you're missing out on kids that are, you know, meeting that threshold, but you also obviously want to have the standards high. So, you don't want to have it too low where you have students that can't get into, you know, just like a a normal CSU. So, we, you know, we balance that out and there's always exceptions to the rule in different cases, but yeah. So if a student has less than a 2.5 GPA, can they bring their GPA up and join AVID at a later point? >> Yes. So even when you're in AVID, we have essentially a we don't like to call it probation. So an academic uh recovery plans at all of
170our school sites where they have the opportunity um to increase their their grades and their GPA. Um and we meet with them as a team. One of the things that's not on the slides, but I I think you know, but it's a huge piece to this is we started doing cohort AVID counseling. So, at each of our school sites, there's one counselor that all the AVID students have. That's been a phenomenal change for our schools um because they are part of our AVID family. They're coming into the AVID classes. It's it's just a little bit of a different dynamic. And so, it's great to be able to include the counselors on that academic recovery plan, whether it's scheduling piece or just the letting the counselors do counseling work. Um, so that is something that we
171have if you have and we do grade checks literally every week. That's part of the AVID process. So every week is a grade check. Um, at formal grade report time. If there's a student that drops below that 2.5, there is this formal grade recovery process that we work on this with the students and they have that semester andor trimester to try to get their grades back up to a 2.5. And the last question I have, so at what point can can a student join join the AVID program? So if they don't join in seventh or eighth grade, >> can they join in ninth grade or 10th grade? Is there >> Yes. >> And is there a point where you say you just No, >> I would say it's rare for seniors. Um that that's rare
172for us to add a senior. Juniors a couple more freshman and sophomore definitely. Um, seniors are tough usually and certainly again Blair's not here but Kyle Herman would love to talk to you about this. Um, but seniors are pretty rare. Um, just because they don't, you know, again referencing the AVID family, it is different plopping someone in that hasn't been hasn't been a part of it. But at the same time, especially senior year, so much of AVID is helping you apply to college. And we recognize there's kids who transfer. There's kids who maybe didn't meet the qualifications, but this is a kid that's shown that they're a hardworking kid and they need support. We're we're never going to say no to a kid that, you know, is able to fulfill those requirements and be able
173to seamlessly transition into our AVID program. >> Well, and and I was talking to Mrs. Paul Tadano and both she and I and Mr. Buckman participated in the in the interviews at St. Espo High School. And I think one of the things that just was was so heartwarming and amazing to me was not only are we seeing students with GPA typically I think two of the four students that we interviewed had GPA four or over. >> Um you know the lowest was 3 point something like that. >> So these are students that are working hard. They're taking AP classes and they've got all these responsibilities at home >> and and many of them have jobs. Um it's it's it's incredible what our students are doing in order to to be the first generation of college
174of college graduates. >> Um it it's just an amazing program and and and and like Kyle to to see you know how you feel about this is just like super heartwarming. So yeah, you guys are doing great. >> Thank you. >> Um thank you. I, you know, as one of only two Latino students in my AP classes and the only woman who then went to UCLA and became an orientation counselor and was giving the tours to students coming to campus and to or and to new students. Um, I loved everything about this presentation because I love everything about this program and I just want to thank all of you that are contributing to the program and um, bringing your passion to this work because I've dedicated so much of my career to mentorship. Um, I
175just see so many avenues for mentorship. Just I mean setting aside your teachers, your AVID teachers, um, the college core tutors, the Hispanic professional engineers, bringing them on board, bringing in guest speakers, um, you know, all of these, uh, are, you know, if you see it, you can be it. And so we want to provide opportunities for our students to see it. Um, and then also the importance of just h having high standards and just the expectation that all of our students can be high achievers and can um achieve leadership roles if they're only given the opportunity, right? If they're given the opportunity and they're lifted up. So, I really just appreciated hearing all of that. Um I appreciated um you know even uh talking about imposttor moments right so we all have those moments
176and um it's really important to learn learn that language learn to identify them and have a toolbox ready to use when they creep up um because I I have the same conversations with my law students um and and I'm just thrilled that um our AVID students are having opportunities to particip participate in electives now. So, I really appreciate the effort and the leg work that was done to open up whether it's zero period or seventh period or however they're working it um because I feel like that truly was an inequity in our system. And so, I just want to thank you for for all of what you're doing and and keep doing this really really important work. >> Mr. Clawson. >> Yeah, thanks. I was hoping to get a little more context um maybe from
177Mr. Mr. Harmon or Miss Terry on uh the portion of the students that you're alluding to that you know have reached the ability to go to a 4-year university but can't get there because of obstacles and I'm just curious how much of that is by personal choice. How how much are there obstacles still remaining? And I guess my broader question is what can the community do to keep knocking those down? And um I just wonder if you dig into that a little more for us. I was just gonna say um working with the students because I have them as juniors and then I see them as seniors and I know um one of the stumbling blocks is leaving home and um obligations at home and leaving their family and that's really hard. So Kalpali is
178often a really good kind of middle ground for a lot of them. We have I can't think of how many we have at Calpali right now, but a lot of them will live at home and then go to Calpali classes. Um I think last year, and you can speak to this, um with Blair's senior class, we had more seniors go away and actually go to college last year than we've had, I think maybe I don't want to say ever, but it was it was a big group. And um when we were up in San Francisco State, we were able to visit with a lot of those avid kiddos that were doing their first year and they were thriving. So I'm not sure and maybe you can speak to this more about that. >> Um one
179thing to kind of connect with that, Brian, is the foundation has just recently started paying for the college applications. That's huge because previously the kids if they got a fee waiver but even then the fee waiver barometer is so low and as you know it's expensive to live in slow so even our low income is not low income when you're talking about nationwide and so our students were applying to two maybe three and if you get into one like they just their choices were so limited and so now um you know our senior avid teachers do an amazing job working with Christine Robertson on what that looks like but we have students who now are applying to five, seven universities because we have the ability with the funding to be able to do that. And
180it's strategic. We're not letting a 2.5 student apply to Stanford. Like there is some strategy obviously and counseling within that. Um but being able to have more choices allows for the students to have more choices and potentially be able to go away. So to Emily's point, we had 70% of our AVID seniors actually attended a 4-year, which to my knowledge was the highest that we've had ever as long as we've been doing AVID. >> So is the foundation supporting those applications for all AVID students or just the nextG program? >> All AVID students right now. Yeah. >> So when we talk about 370 look 210 and 160, I think were your numbers. the numbers. Yeah, >> there like 370 applications. Those >> those are all paid mostly by the foundation, but there are students that
181get the fee waiver and those are free. Okay. So, it offsets. Yeah. >> Okay. Great. >> So, um I think the biggest obstacle that everyone in the community should like really understand when we are applying to college is really that financial aid piece. And even if we have students that are on the lower income, FAFSA, the PEL grant, the Cal Grant, they have maximum amounts that they can award, right? So, the federal pel this year was 7,495, which sounds like a lot of money per year. That's tuition for some of the CSUs, not Calpali. Um, I'm a Calpali alum, proud alum, but they do charge a UC tuition for CSU. So, that's an obstacle um just right there. And then when you combine that with our Cal Grant, the Cal Grant does have GPA requirements
182to it, which is why we say 2.5. Um, but we really push beyond that, right? that 2.5 is to get into the program. But our expectation is that you are above a 3.0 because if you're above a 3.0 with your sophomore and junior year, now you can access the Cal Grant A um for a UC. This year it was $15,000. So that's tuition covered. um if you meet the um SAI requirement, so a little bit lower income, you can and typically just for reference, it's usually around um under $100,000 to qualify as family income for that Cal Grant. So if you take the Cal Grant and you take the Fed PEL, you're at $22,000. A typical UC is about 38 to 40,000 per year, right? So that's about $18,000 gap, which is what we're really
183pushing on these scholarships, laying on the community foundation. So I'd say the more people that can open up scholarships and provide funding for our students to access, we're not looking for handouts, we're looking for opportunity, I think it's a big thing for a population. >> So you're saying that even with the resources out there, there's an $18,000 gap to go to a UC? >> Yep. >> Okay. And if if you're at a Calpali, um you're going to be needing your Max Fed PEL and your max cow grant just to cover tuition, which is why a lot of our students that do attend Calpali live at home, which um is great. I love that they have the opportunity to attend a world-class institution in their own backyard. I would love it even more if they're able
184to fully experience college, even if it's moving down the street, going into a dorm room, meeting your best friends for the future. Um I would love more opportunity for them to do that. >> Okay. Thank you. Um, couple other quick ones. Um, you mentioned that there's a dual enrollment program. What What are we dual enrolling with? Like what's the QUA equivalent? >> Yeah, same. >> Uh, the dual enrollment is my class. This is the second year we have it. Um, we're partnering with Qua and it's um partnered with uh college success studies which is a class that they offer at Qua to help um bridge that transition into college level studying work things like that. So um I use the QUA curriculum and work closely with the QUA instructor. Um, in fact, next week, um,
185Avid 11 is going on a field trip to Questa College to get a tour of the campus, which is part of the curriculum, so that they'll get to see labs and things like that. >> That's really cool. Thank you for doing that. >> Um, a final one, um, is just on a broader basis, how would you characterize AVID students participation in non-avvid extracurricular events, sports, arts, other things? Um I mean just >> high level >> and again the sites could probably answer that from I mean a narrative perspective. I don't know if we have the data right off the top of our heads. Um I I can speak to my experience being an avid teacher at St. Louis High School that it has greatly evolved. Um and I know Erica you were talking about and
186I think you and I have actually spoken about this. Um, I had AVID students. There were not really Latin X representation at the in the ASB class at St. Louis Bispo High School. Not for a lack of trying. Mr. Johnson, who's amazing, um, tried, but again, they didn't want to be the only one. And, um, Mr. Johnson and I kind of tag teamed and we forced kids to go into ASB and apply. And we ended up having three students. And that has evolved to last year. I think she was also a board representative, but Linda Gary was ASB president, FFA president, like all the things. Um, I know at Mororrow Bay that's evolved as well. Initially, the AVID period that has all the AVID classes was the same period at at ASB and everyone kind
187of recognized that that is a huge opportunity gap that's occurring and so worked really hard to make sure that we reshifted that to be able to allow AVID students to have the opportunity to be an ASB. I think that zero period, seventh period to again Erica's point of being able to have electives um you know I I would say because that's you know requirement of AVID knowing that that's how you're going to get scholarships um our AVID students are pretty well I could certainly look into the data but they're pretty well represented in co-curricular opportunities. >> Thanks. >> Yeah. >> Okay. So thanks for the presentation. I um I'm really impressed by the growth and that we're accommodating that growth successfully and expect that to continue. I think that's really wonderful. Um having been a
188person who grew up in uh would have been eligible for AVID uh growing up based on just the my particular background. Um it's wonderful to hear that these opportunities are are available to our students. Um I know that uh and and the help to parents as well. I spent a lot of time with my kids friends especially friends of theirs for whom their parents English was not a first language. I did a lot of FAFSAs for their friends and was happy to do it. And then I renewed a lot of FAFSAs once they got into college and said, "My mom did that for me in high school. I'm sure she'll do it for people she's never met in her life." Um, and again was happy to do that. It is such a daunting process. It's
189so daunting. It's really hard. And I spent a lot of time feeling really frustrated about what about kids who don't have computers at home and how are they going to make this work and this isn't fair and this isn't right and all that. So, I appreciate that that we've got people who are willing to take those steps with these students. Again, to echo my colleagues, the opportunities uh for these kids to be involved in electives and in extracurricular and co-curricular activities is huge. It's huge in helping them develop completely um to a greater greater level than they would otherwise be able to. And to the teachers who acknowledge the challenges and and understand and are working to help them succeed and uh to reach the same have the same opportunities and doors open to them
190as their more privileged uh peers is is just incredible. So I applaud the work you do. Keep it up. Um, I love seeing the growth and the and and all that you're doing. Um, I would recommend Cowl Dorm at Santa Cruz focus on environmental justice. Uh, it was great. Um, so there there I just appreciate all you're doing for our students. So, thank you very much. >> Thank you all for coming. Okay. Uh, our next item is our action consent agenda. Please let me know if you'd like anything pulled. Uh, 10.01, approval of foreign exchange organizations. 10.02, approval of warrants for February 2026 and payroll for February 10 and 27. 10.03 acceptance of donations. 10.0 04 approval of purchase orders and cow card purchases. 10.05 approval of furniture and equipment requests. Uh 10.06 properties for
191surplus or disposal. 10.07 approval of minutes. 10.08 approval of certificated and classified personnel item. 10.09 approval of student intern classification specifications. Um, if we could have a motion, please for 10.01 through 10.03 and 10.05 through 10.09. >> I move approval. >> Go for it. You get to >> I'd love to second whatever Chris says. >> I move approval of 10.01 to 10.03 and 10.04 10.05 to 10.09. >> I'll second that. >> All right. We have a motion and a second for those particular items. Um, Mr. Anger, >> yes. >> Mr. Clawson, >> yes. >> Mr. Buckman, >> yes. >> Miss Baltadano, >> yes. >> Mr. Vanfield, >> yes. >> I am a yes. That motion passes 6 with one absence. Um, Mr. Buckman. >> Yep. I just spent some time with Katie on some of
192these agenda items. I just am down to one quick question for Mr. I hope I can answer. >> I'm sure you can, Mr. P. How much is five? No. Um, so we have um the Cal cards and we have petty cash and I'm just wondering what's the mechanism? What's the accountability? How is that monitored? Um because it's handled at the site. Some people actually have their own Cal card. So how do we make sure how do we monitor it? How do we hold people accountable? So number one, not everyone has a cow card. So we do limit who has a cow card for use, right? Never to start. Um all the cow card statements themselves go through a process where each of the supervisors go through those cow cards and purchases with you know as
193they come in. So so it has to go to that level. Um and then it actually comes to me and so I actually sign off on all car cow cards. Um, and so I go through them almost on a daily basis as they come through. So that's kind of the process that it goes through. >> So, so petticash is kind of the same in terms of, you know, it's only certain departments have petty and so it it goes through the normally administrative assistant and then um the supervisor oversees it. So if I need a pencil and I'm going to use petty cashache, I don't go use the petty cashache. It goes through like the site, who'sever in charge of it at the site. >> Yeah. But so but again, for a petty cashache, they would
194need like my signature to sign off. >> Okay. >> On the check. >> Well, that kind of answers that question. >> Yeah. >> Thank you very much. >> So like an employee can't just take the checkbook and go. It has to be a one of the signers. >> Just with the major cuts, I'm just looking at all the money. >> Yeah. >> Thanks. >> Sure. Would you like to make a motion? >> Yeah, I'd like to move approval of 10.04. I'll second that. >> Okay, we have a motion by Mr. Buckman and a second by Mr. Clawson. Mr. Buckman, >> yes. >> Mr. Clawson, >> yes. >> Miss Baltadano, >> yes. >> Mr. Banfield, >> yes. >> Mr. >> Yes. >> And I Yes. That motion carries 6 with one absence. Uh, anything for the
195advanced agenda and any reports by board members? Mr. Hunger? >> Yeah, I just uh I was able to go to Los Ranchos drama presentation of Toy Story and it was really really fun. So I thanks thanks Los Ranchos. >> Mr. Buckley. >> Yep. So um Hawthorne had their first dance. Um I'm always amazed at elementary school dances. um since the invention of line dancing, at least that I've seen, it's amazing because the kids actually know the dance that goes with the song. And so this was uh sponsored by the PTA. Lots and lots of pizza. And um the PTA president was the DJ. So I thought that was that was uh really fun. Um I got to attend the uh coastal choir event. Um Dr. Prader was there. I don't think what Dr. Prader knows
196is there was the first set of kids with the first group of parents and then there was an identical performance for the other kids. So there was I don't know like 150 kids involved in this thing. It was phenomenal. But mostly I have to thank the uh the choir director Rick Robbins. First of all, he did this twice in a row. Um and second I went up to him after afterwards I said, "So how how did you get started in this?" and he said, "Well, ever since I was in the I was five, my family's had me involved in theater or choir and he's still going and our kids are our kids are benefiting." And then lastly, I attended the student senate. Um, it was amazing. The pizza there was good, but what was amazing
197this time to me, it was I don't know, Dr. Pra's going to back me up. It was almost like the elementary students were making the the the really profound statements were kind of correcting the secondary students. It it was it was amazing. >> I'm glad you noticed that. >> Yeah. Our little tikkers are our our fifth grader, sixth graders >> and little pilots. >> Yeah. They're they're it's it's remarkable when you put together fifth graders all the way up to 12th graders and then give them an opportunity to speak around some pretty interesting topics. And our our young leaders are all the the student senate leaders are pretty impressive young men and women. But um but I will tell you the the the elementary kids I I see them I see them in six, seven,
198eight years and my mind is blown by what I see them becoming. So I just love where this is all going and and what a great set of presentations tonight and there's a lot to be grateful for. >> It's been a good evening. All right. Thank you everyone. Thanks to our people first. >> Thanks for all your help back there and for staying with us.