001select English if you are on the phone iPad or similar device then locate the three dot menu in the upper right corner of your screen click on language interpretation and select englishis if you wish to view Clos captions of this meeting please view the meeting in the SMU hsd board meeting YouTube channel the link to the YouTube channel can be found on our website you may view the captions in English as we live stream our meeting tonight and you may view the captions in a variety of other languages if you choose to watch after this meeting has ended viewers May request additional accommodations by calling 2201 for our deaf and heart of hearing Community we have a team from Hanah interpreting services and they will be interpreting our meeting this evening we would like to
002ask everyone to speak at a clear and reasonable pace for our interpreters thank you okay we'll have our student board Representatives lead us with the pledge of allegiance to the flag of the United States of America and to the Republic for it stands one nation under God indivisible with liy and justice for all okay we will go on to report of actions taken in close session the Board of Trustees took the following actions during close session upon the motion of trusty land and seconded by trusty Griffin they moved to approve an agreement to to wave student expulsion hearing and stipulation for expulsion case 24 25-3 with the vote of five to zero upon the motion of trustey land and seconded by trustee by a trusty Chavis moved to approved an agreement to wave student expulsion
003hearing and stipulation for expulsion case 24 25-4 with a vote of 5 to Z upon the motion of trusty Griffin and seconded by trusty land move to approve an agreement to wave student expulsion hearing and agree to stay of the expulsion recommendation for case 2425 -5 with a vote of 5 to zero okay we will move on to adopt the agenda the Board of Trustees May either adopt the agenda as presented or make a change to the agenda through a motion second and majority vote the brown act prohibits any additions to the agenda without 72 where we can hear uh some feedback from the interpreters probably not yeah it's probably okay um sorry I'll start over the brown act prohibits any additions to the agenda without a 72-hour public notice for regularly scheduled board meetings
004are there any questions or comments from the Board of Trustees or superintendent with respect to the agenda no okay if not then um I oh are there any questions or comments from the public related to the agenda there are none okay anybody on Zoom no okay um okay I would would like a motion I'll make a motion to approve the agenda as is thank you second okay motion by truste Chavez second by trusty land um uh student board reps how do you vote vote to keep the agenda as proposed okay vote to keep the agenda as proposed thank you okay all in favor say I thank you okay we'll go on to public com ments if you are joining us in person and wish to make a comment about an agenda item or during the
005public comments section at the beginning of the agenda please fill out a request to address the board form and submit it to the secretary the form should be given to the secretary before the agenda item begins if you are joining us virtually use the rais hand feature on Zoom to be recognized when invited to do so your camera must be on before before you are called upon to make a public comment we will call on you to begin your comment once we have promoted you into the meeting if your camera is not operational please email your comments to the Board of Trustees at board b a d at SMU hsd.org please note that comments are limited to 3 minutes the board president may increase or decrease the time allowed for public comment depending upon the
006topic and number of persons wishing to be heard um how many comments do we have five comments okay we will honor the three minutes um I'll call um all the inperson first okay our first speaker is and I'm sorry if I mispronounced names this evening but it's Elena babich thank you hello uh thank you board president Leia Andrea ziga vice president Robert H uh Griffin D J stop you for one sec we don't have the um timer up do we uh my timer is off is on one moment sorry it's not on the screen we can't oh no there it is it's very small okay no worries yeah sorry you can start over you can start over one sec can we start yeah thank you sorry about that it's okay thank you B president Leia
007Andrea vice president Robert hin Terry Chavez Jennifer yakobson uh Greg land and superintendent Randall uh Booker for the opportunity to speak my name is Elena babich I am ESL specialist and former student leader at s Matel adult school and today I would like to share my experience uh and explain why uh our campus and this location is important to our adult school students uh when I was a newcomer someone recommended s m adult school to me emphasizing this is not only English learn uh language learn uh learning this is also became a become a part of community and as a student School leader I made a lot of Friendship with people from different countries uh explore a lot of various of different cultures uh make made a lot of connection learn about unit the United
008States about local community advocacy and our student council is even gifted uh outdoor tables for our school uh providing students with more opportunity to spend time outdoor Outdoors which is beneficial for their well-being and help helps build community connections as a parent of uh Hillsdale high school graduate I want to uh highlight how is important are adult school for immigrant parents uh as a student leader I was a good example and support for my son also that's why I am happy uh I'm glad uh that our school building a connection with uh um partnership with theak um we are planning to educate our student uh how to be more involved in their children life and just yesterday one of our student um who is also a parent um of an 11th grade uh in a
009Burling game high attended the lock meeting as an ESL specialist um in contact with uh many adult school students I would also to share uh that a large number can you start wrapping up your comment I'm sorry it's almost three minutes thank you thank you a lar of number of our student commute by bicycle and by voan also they don't have a lot of students don't have an access to the internet and possibility to check our school website so after break if they want to come back to school they just come to school to receive re enrollment information in summary uh this compus is essential because it's accessible familiar and support both student well-being and Community Building efforts thank you very much for comment thank you um if we could stick to the three minutes
010that would be great so everybody could get a chance um who and you know what I'll do is at the 30 second Mark I'll say 30 seconds okay um so can we have the next speaker thank you very much Natalia plitnik I don't know if I hope I said that right thank you my name is Natalia plitnik and thank you both president uh Le here and um uh president Robert uh Griffin and Terry chadis and Jennifer Jacobson Greg L and superintendent randel Booker for their opportunity to speak my name is Natalia plitnik plitnik I am mother of three sons and I'm student of San Mato D school and also I am a student ambassador here uh you know when I moved to the the USA there five months I spent at home uh I didn't
011have community and I didn't have opportunity to um communicate with um some somebody here and when uh in January uh 1902 2022 sorry uh I started my uh study here I was so happy it was like um fresh brief for me and here I find my uh new family I can uh um I can tell uh but this is my new family and I uh found U friends here and uh after some months uh uh when I studied here I um I could uh to help my uh small my little kids uh uh uh with study uh in their school because they are students of s of I'm sorry Burlingham uh minino and uh I have uh my big son he is here with me and he support me in my education and uh in
012my learning um new language and um I will uh I will so appreciate you if our school will stay at the same place because because I don't have don't yet have my own car and I walk every day here and this is like some exercises for me too and thank you thank you for your attention thank you thank you thank you for your comment um and anina aunia I I destroyed that name I am so sorry can you tell me how to pronounce it that's fantastic name you said it way better than me thank you I can start yes uh hello everyone thank you board president uh Liah Andrea zja uh Robert H uh Griffin uh ter Chiefs and Jennifer Jacobson Greg L and superintendent Randal Booker for the opportunity to speak today thank you
013my name is eugia anina and I'm a student and ambassador of the San M adult school and today I want to express my immerse graduate and support for the school this school help me dream come true I got into college and I am person a career and graphic designer thanks uh to people who work here the administration and teachers teachers at the school don't just uh do their job they truly care for each students with great attention this school helped me become a full member of the community where I feel constant support and care I would love to see this school expand because there are not enough spots for all those who need help to establishs in society uh by helping people like me this school gives society as whole the opportunity to grow and
014contributes greatly to development please don't take away someone's chance to F fulfill their dream thank you thank you for your comment next up we have Eric love we needed more accessible microphone all right thank you thank you board president vice president board trustee superintendent ra Randal Randal Booker for the opportunity to speak my name is Eric love I am in a pred preg GD class at space originally from Oakland nine years ago I had an automatic automobile accident and put me in this wheelchair and I be because I couldn't work any longer I choose to further my education I've been attending the preg class since January 2024 I enjoy this campus and because because it is wheelchair accessible moving this campus or my class to another location will make a negative impact on my education
015because I can't because I take public transportation I plan my day around public transportation so I can get to class to the library and to my tutoring sessions on time moving to campus will be a big hardship and in convenience for me because it will change my daily routine I would also have to navigate new sidewalks curbs doors and ramps just to get there accessible accessible restrooms are also a necessity there are the these are all the things I consider every day just to live my life it isn't just a matter of picking up a new location and getting there going forward I strongly urge the board to consider my life my live experience and the experience of others when making choices that impact this school thank you for the opportunity to share my thoughts
016and my opinions thank you uh the last comment card I have is from glb plitnick yep so uh thank you for for you to give me the opportunity to speak uh I'm not the student of s mult school but I'm son of natala pnik who is the student of s Adult School so uh the main reason that when I want when I want to talk to you it's um this school is have the really good location because it takes about like just 30 minutes to walk to here because for example I don't have an opportunity to bring my mother here because I have the car now but in the morning I have college and after college I need to go to work so I'm usually at home about like 8:00 p.m. so for example I
017don't have the opportunity to bring my mother here and um you know when we came here like for the first I think about like 8 month uh my mom didn't even speak English but when she start to go to the school she got like really good classes and the main reason that she start to speak English she start to communicate with other people you know like she met a lot of friends here uh like she told me a lot about this school how she like this how she likes this classes like all about new her new friend friends because you know how it's hard for the like person who came here for me for example it was easier because I finished the Sano high school and now I'm student of s Community College so I
018think for the young people it's much easier to learn English or make some friends because for the adults it's much much more harder so and for example I us I usually can see how my mother tried to help my deal Brothers like uh she tried to help him with their homework but sometimes like because they're uh one of them in the fourth grade and one of them in the second grade and now they can they can help her with her homework you know like so uh I think it's not a good position for the adult you know like when the kids try to help like their parents with with their homework so I think well like that the classes like is really helpful and uh when I brought my parents here for the first time
019I think in the next first like 15 minutes they met like new friends and I think my mother still have friends here from she met them in the first day of school so they continue to communicate and they really good like relationship between each other so thank you thank you thank you thank you for your comments there anybody is there anybody else that need wants to speak going once okay anybody on Zoom there are none no so president Andra ziga just a point of order I know I have superintendent comments coming up later in the board agenda but in a couple of items but if if I could I'd like to resp respond not that we can have a back and forth but um I I I want to clarify information but that's just with
020permission from the board I can wait until superintendent point of order so again comments from this part are not supposed to be commented on not that we wouldn't love to comment but we're not allowed to right right then I'll wait till superintendent announcements exactly so if you want to stick around yeah will have some comments um okay uh going on anybody till nobody else to speak okay we will move on to governing board comments um do any of the um trustees have any comments trusty Chavis thank you um many of our students and parents and trustees attended the open houses that we just had recently and and they're exciting I dropped by Mills High School a lot of lot of excited excited parents and a lot of students helping out volunteering I was so proud
021of the students um they were out there greeting uh parents helping them find the right buildings and there was even a bingo game and I didn't play that but I think vote for the best teacher door I'm not really sure who won but I just wanted to give a shout out to all the students and and teachers and staff who helped uh facilitate the open houses um and then I so that that's it thank you oh I'm sorry so uh open house I guess yeah it's open house yeah or yeah back to school night back to school night sorry about that to school night yeah back to school it's been a long day for me so I apologize so just two open houses later sorry it was back to school night um and I yeah
022I wrote the wrong notes Here see um two other things real quickly uh yesterday last night um I wanted to give a shout out to the citizens oversight committee we had a construction tour Mr yansy Hawkins and Miss Jasmine Andrade they do an excellent job keeping everybody in line and visiting the the different School sites to to look at the progress that's been made over the past over the past I would say the past 12 months uh excellent work going on in all of our schools and then lastly I wanted to mention that today I attended the second meeting of the educator educator housing task force and I thought that was really great um the members um of that I'm on that I'm on that committee and it's great we have Foster City leaders mayor
023vice mayor County Su super supervisor Noel yoro and County Superintendent NC MC is part of that and there's two board members from SEO Foster City School District um and they also had staff members there and I think it it was just great we had a presentation from The lulano Firm regarding um teacher the teacher Housing Act and also some assembly bills we went through um and I just think that was that's that's a great way to look at um our Workforce housing so I just want to share those couple of things so thank you for letting me share thank you trusty Griffin yeah I just want to weigh in on back to school night at Berling game and I thought and I didn't understand because I thought one point the trustees were going to meet
024there or something with the music thing and I was there at the music thing enjoying myself without all the rest of you trust there I was there at the music concert I'm sorry I missed you yeah I was there and we went to the music room after okay it was room one yes I was there the other thing I I and I don't know that we missed each other that was the evening and I called the superintendent because that was the evening they had that horrible act that horrible pedestrian oh right and that made it made me late but the other thing I sat through a guided studies class and it was really interesting to you know add you know to to hear as a parent the perspective that the services the guy studies um
025offers to the parents and students there at Burling game and if you haven't you know wasn't that familiar with it I thought I learned a lot so if you have the opportunity you probably ought to you know sit through it I see principal Lan here he knows everything about everything he's got a he's gonna have a about it those are my comments thank you Tristy land so for the record I was late and I missed the music thing I know and I even got texted by President Le Andra ziga and uh so I was running late because of being a principal I had was way late at several meetings before that so anyway but I did get to duck in and go walk around a little bit because it's right in my backyard so I
026did walk around it literally is in my backyard so yeah parking was exactly you could park on my street noking um anyway I'm just gonna say un unfortunately there I've been late and missing a few meetings but I I do want to comment on something that as being a principal of one of your feeder of the feeder schools that go into our district um I am so impressed with um assistant superintendant kmy and uh director Brian Simmons who sets up all these articulation meetings to to work with us and I just have a you know want to my hats off to them for all the work that they do to try to bring us together because that's not something that's easy we're not a unified school district so as a result you have these independent
027organizations trying to get together to kind of communicate and they really doing a great job trying to make sure that that happens on a regular basis so my my kudos to them so that's my comment for today great and uh trusty Jacobson I'll just say I was not at the music uh thing because I had soccer practice and then um Hillsdale back to school night so I was at the Hillsdale back to school night I did see lehia there and it was wonderful I know she did she had a busy night and and um it was great students were there we had a they had a barbecue ahead of time to raise for the junior raise money for the junior class and there was a water polo game going on it was a wonderful night
028and I'm just very grateful that um the schools put this on because at the high school level it's really rare for parents to get in the classroom and to just be in the space and see what's on the walls and see who the teacher is that your kid is spending all this time with and um it's really helpful and um I was really impressed with all the teachers and it was a great night thank you thank you all right um I'll give my comments uh first I wanted to do uh the land acknowledgement um and this was written by some of our cap capuccino students a few years ago it says um and I've changed a little bit but not much our community acknowledges that all of our campuses lie on the ancestral homeland of
029the r r Shalon the raes are the original inhabitants of the San Francisco Peninsula whose land was stolen from them and whose native language was lost because of Spanish colonization as set as settlers on the stolen land of the peninsula we should be alongside the raush remembering and honoring their ancestors and relatives with we thank the first people the Rome to shalone for taking care of the land we now use for education and activities our responsibility of caring for the Earth is unique and personal to each of us but should be rooted in allyship with the r to shalone so we can work together to protect and preserve the land for future Generations um I wanted to just say how excited I am to have our new student board reps with us yay we've been
030waiting for y'all so welcome and thank you so much for for your service to your school district um I also was at back to school night um at Burling game I went to the music uh the music concert and yes I did I missed my colleagues um I went to the peninsula back to school night unfortunately I had just missed the ending of it but it was nice to um chat with the staff um and then I went over to Hillsdale um just to visit there and it was great yes I saw trusty Jacobson her family and I met um some really neat folks that were now taking over the foundation um so that was kind of cool um let's see uh I guess the only thing else I want to say is to please
031please vote um it's very important uh this election season to vote um it is your voice and um there are many different items on the ballot that are affecting our schools so please please do your homework on that because it's really important for some of our schools to get the funding that they need um not no not necessarily in just our district but in the districts that surround us um there are some districts that don't get as much funding and um I also just just wanted to um think about all of the folks that are going through War right now in our world um especially our young people because this affects them and it'll affect their Futures so I I wanted to acknowledge that um so thank you and that's it those are all my
032comments um we can go on to Communications to the Board of Trustees uh superintendent Booker any uh Communications none this evening okay recognitions same none the evening okay we'll move on to the consent agenda um are there any items that would like that the trustees would like to pull tonight do we have what about the rec the um okay great all right any items to be pulled if not I will entertain a motion I make a motion for approving the consent agenda as a second that okay motion by trusty land and second by trusty Chavis um um uh student board Representatives how do you vote yes yes okay and then all in favor I I thank you okay we will move on to let's see so just quickly on a point of order there um
033at this point with that consent agenda we have three proclamations on the agenda and our student board reps just have some summaries to read with them would that be okay if they read those summaries at this time yeah um should we do it during their comment um that's totally up to you yeah maybe we can do it that way it could be all together and you don't have to stop great good okay all right we will move on to a report of the superintendent thank you very much okay so I have a couple of things I want to address but the first one uh because we have audience members here that brought up some public comment items about our s Adult School program let me just say we're not moving the adult school program anywhere
034I'm actually a little baffled as to where that's coming from it's not going anywhere uh it's in the smart Center uh it's around surrounding that particular part of Campus over there you'll see on the agenda tonight though we do have uh a contract on the agenda where we are looking to enter into an agreement with the San Bruno City Park School District like we did last year uh to rent some of their space their classroom space because we're expanding uh from my understanding and talking with director Angela Taylor we have over 4,000 students that we support uh adult students that we support through adult education and we want to support more uh and as we look to support more we are going to need more space uh and and what we've done in the past
035from my understanding this is prior to my time here but we have utilized space in other portions of Sano Foster City San Bruno uh and and more areas of our surrounding area that's not to say though if we do utilize those spaces that we're getting up and leaving uh 200 yards from here or whatever it is uh the there's no moving of that space that's Adult School space Adult School is staining uh but as our programs expand as we have more students which I'm hoping we do uh we will need auxiliary spaces like we had in the past prior to the pandemic um prior to the pandemic like I just um said we had spaces that were using all over the county um we have an agreement tonight just like last year to use San
036Bruno city park space to better support uh our adult community members in San Bruno so just really clear thank you for your impassion plea I appreciate that uh if let me also say if there were plans to move it would have to be a major discussion in with this governing body I I would not be able to unilaterally do that I'd have to bring plans rationale fiscal impact it would cost millions of dollars this board would have to approve it we wouldn't just let them yeah that doesn't just happen that so it would need a tremendous amount of conversation over a long period of time so I just want to thank you for coming and I really appreciate the words you said about our adult education program I'm glad you're taking part I'm glad that
037it's support suppor in you um and we may have to expand and that would be a good thing actually that would just means we we are uh supporting more adult Learners in in our community um okay so there's adult education housing task force I really appreciate you bring bringing that up but I want to assure our community that's not our H housing task force that's the Sano Foster City School District's housing task force so as I have like DTA members and CSEA members in the audience Adult Ed members and the ad they may be like why weren't we invited not our task force uh so that's s Foster City and I'm glad they're doing it that that's really good and I'm glad good ide it's a good idea yeah anyway maybe um all right back
038to school night uh back to school night was incredible I spent uh the entire entirety of my time over at Sano High School uh I got to walk in every single almost every single classroom uh throughout the the evening and I was just so impressed with with our Educators and how many parents uh were there and how many student um representatives and and support staff were there and it's just amazing and our campuses look great uh thank you to our uh maintenance and operation Crews um they just were were just spotless and just happy faces and I got to play drums with the Jazz Band there and it was just great it was just a lot of smiles so I really appreciate uh everyone's hard work to make back to school night come to be
039a couple of other things I just want to list out here uh I want to acknowledge two upcoming holidays in the Jewish calendar and their importance to the members of our community who observe them I talk about this every single year uh this year the high holy days of rashash Shana are observed by Jewish people from Sundown on Wednesday October 2nd through Sundown on Saturday October 4th and rashash Shana means the head of the year it's the Jewish New Year and it's a time of inner renewal and atonement also this year yam Kapur will be observed beginning at sundown on Friday October 11th until the evening of Saturday October 12th it's a day of atonement and is one of the holiest days of the year for the Jewish people yam Kapur uh completes the annual
040period known in Judaism as the high holy days and students and staff observing these holidays may be absent on the days following nighttime celebrations and we as a district will be supportive to the needs of these individuals my last two things which we talked about actually at our last board meeting but we're in the um um the acknowledgement month and that is September is suicide prevention month and and right now it's National Hispanic Heritage Month uh so just celebrating those and I was over at uh Aragon high school this afternoon and the amount of flags and decorations they have um celebrating National Hispanic Heritage Month was pretty incredible and I'm sure other campuses are doing the same but I was just over at Aragon today and I I saw that there so thank you for
041giving me the time time to speak appreciate it thank you thank you yes and our students were great I forgot to mention there was a student at Burling game that went out of her way to like walk me all the way over to the music room so they're really sweet yeah thank you um okay going on to our student board Representatives good evening everyone my name is Joy zo and I'm a senior attending s High School I'm honored to be here as a member of the student board Council I joined the student board Council to help ensure that issues affecting students particularly those that may be difficult to identify and understand from non-student perspectives are voiced and prioritized at the district level I immensely grateful and excited to spend the rest of the school year
042working alongside my fellow board student um fellow board council members to do so oh one sec don't don't talk too fast our um ASL interpreters are trying to catch up thank you uh good evening everyone my name is Aisha fa I'm a sophomore at Mills High School and I'm honored to be here as a representative of the student board Council to start off the reason I wanted to join the student board Council was because I'm very passionate about creating real change within our schools especially when it comes to important issues like climate action inclusivity and making our campuses a safer place for all students I will now be giving a report in our first student board Council meeting we had the opportunity to meet each other and the incredible people who support and guide us
043within the district including members of the board and Leadership afterward we broke into smaller groups to discuss our goals for this school year some of the main topics that came up addressed climate change on our campuses combating hate speech and ensuring inclusive inclusivity especially for minority groups these are issues I deeply care about and I'm excited to continue working with the council to make meaningful progress on these goals I'm really looking forward to collaborating with you all to achieve these goals and making this year one of positive change thank you for your time and for supporting student voices in this important work thank you thank you great reports um are you did you want to okay gr sorry okay so first we have the um Proclamation for National lgbtqi plus History Month um in October
0441979 the first LGBT National March on Washington occurred marking the 10th anniversary of the Stonewall riots on October 11th 1988 the first national coming out date was celebrated the month of October has been identified to remind all cultures within our wider community of the important roles lgbtqi people have taken and shape in the social cultural historical legal and political worlds we live in today members of the SEL Union High School District support the freedoms rights and equality of those who are lesbian gay bisexual transgender queer questioning intersex and asexual also known as lgbtqi Plus in our district we believe that all students deserve to feel safe and welcome in their schools to be known by their preferred name gender identity story as well as to see themselves represented in the curricula the S Union High
045School District appreciates and recognizes the importance of lgbtqi plus History Month as an effective means of educa and calling action our community members to work together by fighting prejudice and discrimination in their own lives increasing visibility raising awareness and teaching lgbtqi history Fosters a welcoming School climate where lgbtqi plus students families and Educators can live their authentic lives and be treated with dignity and respect I'll give be giving a summary on the national disability employment Awareness Month Proclamation October 2024 marks the 79th anniversary of national disability employment Awareness Month also known as endem in the S Union High School District we believe that is important to pay tribute to the accomplishments of people with disabilities whose work helps keep the E nation's economy strong and Weir reaffirm our commitment to ensure equal opportunity for all
046citizens and promote an inclusive Workforce the theme for ending for 2024 is access to good jobs for all the spirit behind this theme is to confirm a commitment to ensuring dis disabled workers have access to good jobs every month of every every year the district is grateful for strong Partnerships with local employers who offer access to good jobs every month of every year for our students National disability employment awareness month is an opportunity to celebrate the employment achievements of our students with disabilities our Partnerships with local employers and are Educators both certified and classified for their support of this success and collaboration next will be the proclamation for national Filipino American History Month the Filipino ameran National Historical Society declared the year 1988 to be the 2022 125th anniversary of the permanent s settlement of
047Filipinos in the continental United States this set into motion its yearlong National observance to focus on the story of our nation's past from A New Perspective by concentrating on the economic cultural social creative and other notable contributions Filipino Americans had made in countless ways toward the development of the United States history in 2009 US Congress recognized October as Filipino American History Month in the United States in the San Mato Union High School District we believe that efforts must continue to promote the study of Filipino American history and culture mandated in the mission statement of the Filipino American National Historical Society because the role of the Filipino Americans and those of PE other people of color have been neglected in the writings teachings and learnings of United States history the San matau Union High School District
048has an important role to commit to educating students and the larger Community about the history traditions and diversity of the Filipino ameran community and we encourage our community to honor Phil Filipino American history and culture in October and throughout the year thank you thank you excellent yeah we've come a long way with disability disability import employment Awareness Month our country has come a long way and from having people with disabilities working in you know these factories making buttons all day to now being able to work um in just other places like different you know law firms and uh as teachers and um in whatever they really whatever they want to do um there's different programs out there like the work Inca program through Social Security that will um work with their benefits so they don't
049lose their benefits and it tells them how many hours they can work um uh for how much uh hourly rates and it just lots of there's a lot of more more robust protections for folks with disabilities so um it's Nate so thank you for for your uh proclamations um yes I just want to say this is a great way to highlight our proclamations you were both excellent and it really highlighted the core points that each of those proclamations so instead of just reading it through you really highlighted the elements and really appreciate that so both of you great job yeah the historical context is really important so thank you okay we'll go on to report of the district Teachers Association Miss Lauderdale well it's something [Laughter] new so Mees on there we go yes good
050awesome uh good evening president J Zuniga Board of Trustees superintendent Booker District leaders and our student board members y'all are so rad it's so cool that you're here thank you so much for being here um before I get to my planned comments and I know this is not a usual use of time but you mentioned the accident that happened on back to school night um and I'm not sure if you all received more information about the accident but um the Community member that was killed in the pedestrian accident was the mother of a Hillsdale graduate and um a part of our Bay Academy um and who is now at our adult program at Burling game high school um I had the honor of working with Stephanie our student in the best buddies program at Hillsdale
051and she's just absolutely wonderful her energy is full of Life Light and kindness um and sadly she lost her father two years ago as well and so now um her aunt plans to have Stephanie join her family for the rest of her life um and there's a Gund me to support her through this really tragic time if anybody's interested now on to my normally planned comments um and if Stephanie's listening we're here for you baby um so I appreciate the chance to speak with you it's been a really long time since being in front of you in person and having the opportunity to speak usually it's Craig um and I'm just really excited that you all vote on our tenative agreement tonight it is always a moment of Celebration when our F phenomenal bargaining team
052and the district come to an agreement that uplifts our Educators needs I have to remember to talk slow too I talk so fast it's a teacher thing I think um it's important to remember that our teaching and working conditions are our students learning conditions the more sustainable our teaching and working conditions the more we can provide for our students we live in one of the most expensive cities in the world and it's important that our Educators can focus on improving their practices instead of worrying about whether they will have enough money to pay rent or pay for groceries the 4% raise is not merely a number in the contract for some it's a difference between thriving and surviving the difference between staying in our community leaving I think of a teacher in our district who
053has three children who reached out to me to ask when our association hoped to have the deal finalized because she's depending on the raise to help raise her family or the young teacher who has four roommates to afford rent and live close enough to work in our district our Educators deserve the chance to thrive in the communities we work in likewise the reduction in our counselor case load is just isn't just an arbitrary number in a contract I often think of our uh counselors who will write hundred hundreds of letters of recommendation in the next month meet with students to plan for their next steps and per support their students who are struggling academically and emotionally the fewer students on their case loads mean that they can put in more time and attention to the
054students they meet with and make lasting impacts on our young people our goal as a district is to be more humanizing towards our students through our relationships pedagogy and practices I hope we continue to take the same approach with our Educators it is humanizing to work in a profession that is sustainable to be respected as experts in our content areas and to be trusted by our board our administrator and our community members when our jobs are more sustainable we're able to take care of ourselves our families and our students we can be more humanizing because we're also treated like humans remember when you approve our contract tonight it's not just about the numbers or the money it's about creating relationships between the district in our Educators that is humanizing uplifting and sustainable again working and
055teach teaching conditions are students learning conditions thank you thank you uh report of the csca chapter 519 representative Mr Brewer hello welcome pedagogy I had to Google Ito everybody Char thank you for your help to get me here today um good evening president Zena Board of Trustees superintendent Booker District representatives and student board Representatives you guys did a great job very good this is my first time talking so I'm you did really good um uh where am I at okay uh I want to thank those who are attendance and those who are watching on Zoom uh thank you for this opportunity to speak my name is Dale Brewer I am the new ca chapter 519 president and I am honored to be here tonight to represent the over 500 CA members in our Sano Union
056High School District first thing I bring to you news that in our meeting earlier this evening we unanimously passed and voted the ratification of the opening agreement that you were presenting to the board tonight thanks to both negotiating teams uh for a job well done I'd like to take a moment to introduce myself again my name is Dale Brewer I'm a proud cappuccino high school graduate sorry um class of 1990 um past president Sam uh past Superintendent Sam Johnson was my my principal um I have two children that graduated from cap and in my third child is currently a senior at cappuccino High School go Mustangs uh I'm a union trained electrician from the ibw a local 617 here in Sano and just this month I celebrated my 20th year here with the school district
057I am a smooshed lifer I'm a product of this District I'm a voter I'm a taxpayer and I like my over six uh my over 500 csca brothers and sisters am a steward of these students faculties and facilities in future meetings I look forward to sharing with you detail who we CSEA are and what we do to allow this District to run not just smoothly but to thrive for example CA drove you around last night when you were uh going on your tour uh Joanne yeah she's good and as we meet here tonight CSEA is cleaning our facilities throughout the district making sure the grounds are safe CA set up this room and when we leave here tonight CA will remain and prepar it for tomorrow's functions right now CA is securing our multi-million dollar
058buildings to ensure that our children have a safe and aesthetically pleasing environment in which to return tomorrow CSA is the backbone of our district that is why we believe that when superintendent says that we are all Educators he really includes Us in that and we we appreciate that um I look forward to CCA working closer with the district to help us both achieve our goals today and for a better tomorrow for our students families and co-workers of course I hit the wrong button give me a second I'm sorry um you're okay and co-workers like superintendent Booker likes to say here at Sano Union High School Districts were 10 cities six schools one district and one strong CSEA thank you very much for your time God bless you great report wow thank you all right report
059of the s Adult School Teachers Association good evening um I have a folder for um the five trustees I'm sorry I did not bring one for the student trustees next time we will be more uh well prepared okay thank you so thank you B president lehia Andrade Zuniga vice president Robert Griffin members Terry Chavez Jennifer Jacobson Greg land and our student um board members and superintendent Randall Booker for the opportunity to speak tonight my name excuse me my name is Kelly Underwood rosmus and I'm representing the CFT Union and the staff of Sano adult and Career Education um this evening we would like to share with you some updates from our camp um you don't need to look in your folder yet I'm not I'll I'll tell you when I mean you can but I'm
060not saying anything relevant to that yet um first I would just like to um talk about the positive momentum and collaboration that's happening on our campus um we've seen increased teacher involvement um with uh administrative tasks um our current ESL coordinator Lisa Sparks and Kira man um were at the helm and in collaboration with our lead teachers um to um complete the first drafts of the fpm audit outlines um so those are near a completion and our high school diploma and GED first draft outlines are complete and the Career Education um first outlines are also complete so we're we're um moving closer with our fpm um audit outline um completion um we have continued collaboration with our career building Partners um tomorrow we have a career fair with job train um that will be from
0611 to 3:00 on our campus um job train is an excellent organization in the community that um helps many of our students and other community members find jobs here um we also are collaborating with Nova Works um from San Francisco airport for resume resume building and interview preparation um secondly and this is where the folder comes in I'd like to highlight some smce statistics um as you'll note in the fact sheet the beautiful colored fact sheet um uh one of the first things we'd like to highlight was that our student enrollment um for the last school year um was 300 or I'm sorry 3,828 students and supporting that student body we had a staff comprised of 43 certificated instructors some part-time some full-time um classified in-house support staff of 24 and um making a total
062um employee count of 67 at um The Adult School um on the back page of that um fact sheet please note our student achievements and academic Performance Based on the comprehensive adult student Achievement System which we like to call kasas um our ASC program um is showing continued growth in the past couple years but our Target is to achieve pre-pandemic levels of enrollment and graduation we're still we still um are working on um increasing our program growth in um the high school diploma and GED sector um um also note that in our ESL Department we have a um continued significant increase um from 2021 to the present in both our Civics assessments and in students obtaining citizenship and in our Career Education um Department we're showing a healthy overall achievement um rate of 80% in
063the career Ed program and the Career Education Program is also a program that we are really pushing to grow at the adult school um finally I would like to take this opportunity to address our Union and staff concerns about the Bridge Academy sharing our campus and the possibility of building a permanent home for the Bridge Academy on the adult school campus um the first concern that we have is that of space the enrollment at the adult school continues to increase as you saw on the fact sheet our enrollment last year was 3,828 students not only is our enrollment increasing but we are also um increasing offerings in our career education classes this requires more class rooms however since the bridge program started sharing our C campus we have gradually lost classrooms each year Bridge Academy
064is now housed in six Adult School classrooms with their current enrollment at 60 students I currently teach um an ESL class English um to speakers of other languages I teach it in the morning to students at the high intermediate level prior to the pandemic our school had two sections of both low and high intermediate classes in the morning we would like currently to open another section of these classes but there are no classrooms available to us at this point um there is a great demand for adult ESL classes in our district three times each school year when our registration opens we turn away hundreds of immigrants eager to learn English I have heard from multiple students in my class who have tried to register two two or three times before they were admitted to an
065intermediate level class one student in my class reported that her friend has tried to tried four different times to register for an intermediate level class but has been turned away each time in my current class of 45 students only one new student was enrolled this term that means that only one student from the entire Sano Unified District at the intermediate level was allowed to enter school at the adult school because of impaction um all the other 44 students were returning students who had studied the previous term at the adult school as you can see on our fact sheet our ESL program last year enrolled just short of 3,000 students in the morning we have a total of 11 classrooms available to us for instructing ESL students we need those other six classrooms that are currently
066being used by The Bridge Academy my second concern about Bridge Academy being permanently housed on the adult school campus is one of fiscal responsibility The Adult School serves a large community of students with a very meager budget as many of you know our funding has never returned to what we had before the Great Recession of 2008 so that means we are currently operating in 2024 with a budget that is less than what we had in 2008 however before the bridge program moved to our campus we had sufficient space to serve our students this is thanks to the frugality of such School directors as steuart Diamond Larry tashera and Tim Doyle they saved enough money from our adult school funds to build the smart Center and our current classrooms now we do need to expand due
067to our increasing enrollment but we do not have the extra funds to build new classrooms and regarding the EXP expon into the San Bruno um City Park School District I was a teacher in the San Bruno Bruno City Park School District for the adult school I taught at Bell Haven Elementary in San Bruno which is part of their District um I was a ESL teacher there for the adult school um it was a very isolating experience not just for me but for the eight or nine students that attended my class they became friends with each other but they were not um exposed to the community events and the other services that are available at our main campus um our school used to also have a satellite campus at a church in Foster City we were
068then kicked out of that church we moved to a church in San Bruno and the rent became too high for us to pay so that's why we left these satellite campuses in my opinion are not a good option because we rely on the availability of other school districts or other organizations we are the first one to leave when they need their space um and also if they increase our rent we cannot afford that again as I mentioned due to our meager budget um our proposal or one proposal that the superintendent brought before our staff was that of building a new building for the Bridge Academy in the open space on our campus that I mentioned before or actually that I'm going to mention next sorry this would return our six classrooms to us which would
069be wonderful and it would provide the space we need to expand however due to the quality of the land in that space um it would be quite expensive to build a new building to house The Bridge Academy Mr Booker mentioned spending the 85 million received from the sale of the crestmore high school property toward the new building in my mind 85 million is too great an expense for a school with the current enrollment of 60 students my final concern is about providing a safe healthy and welcoming environment for the Immigrant students in our district immigrant students face many challenges upon arriving in a new country many are fleeing traumatic experiences and almost all of them face a sense of isolation our adult school campus though small provides an environment where teachers and students can create
070a sense of community and belonging in our Courtyard and Garden space students gather at break time and for lunch hour to Converse in their native language and build friendships they so greatly need teachers organize parties picnics Raffles and garden projects that also build a sense of community if the district decides to build a permanent home for the Bridge Academy on the adult school campus that healthy community community building environment could be all but destroyed we will no longer have the space to gather together for celebration and activities that so greatly benefit our students not only that but we will also have a permanent mingling of minor and adult students which may not be the best situation for the Bridge Academy in conclusion I am here to request that the district find a different property for
071the new permanent Bridge Academy building in a large District such as ours that owns vast amounts of property near the El Camino roale and Sano Avenue corridors I think we can find an excellent permanent home for the Bridge Academy one that is near public transit easily accessible and offers the amenities of a comprehensive high school and while each of our Comprehensive High Schools is experiencing declining enrollment we have heard no discussion about the permanent Bridge Academy on any other campus thank you thank you okay um we'll go on on to special reports and appearances uh superintendent Booker are there any special reports yes sorry um this evening we have our Spotlight on student learning this is on our academic progress uh Casp exam cast 10th graders on track and I just want to before I
072introduce Dr Kempy and um Mr L Mr Simmons excuse me um just want to ackowledge how much work they put into this presentation even spending most of the day because I met with them this morning and said could we add this that and the other and it's really fantastic so thank you so much both of you for jumping on it this this is as an old colleague of mine used to say this is a presentation with both belts and suspenders so H you did a really good job thank you so I'm gonna hand it off good evening um yeah thank you for allowing us to have the time to talk through all the belt and suspenders um related to Casp um so this is our first Spotlight on student learning um the first of many
073of the presentations um aligned to our lcap um this one focuses on the students um progress on the Casp like um superintendent Booker said it also will look at our ont track status for our current 11th graders it looks at what um classes where they were on track at the end of their 10th grade year and then we'll look at that State Testing results and we also have included um some data related to castp that we'll talk about as we move through the presentation so um just as a reminder we have three goals for the the elcap the first one being safe and connected Community a lot of these um uh actions and metrics will be covered later in this year tonight we're really focusing on goal two which is around humanizing education where our
074metrics are onrack um data for graduation the Casp and the cast data so the two State tests the final goals empowering staff there'll be a presentation later about um professional learning later this year so tonight we're focusing on goal two um and again here's another I think another visual of the same information basically of the three goals and the data that we look at for them and when we're presenting it to the board so you'll see under safe and connected communities you'll see one in October March and June for um that goal tonight we're going to be talking about humanizing education where we're looking at a lot of the Casp and um onrack data that also includes uh the English learner progress which will be covered in November and then the graduation rates that we
075usually cover in January and these are all generally based on when the state releases the data um we're a little bit out ahead of like final results tonight I'll say that the results we're looking at um for Casp are preliminary but they don't generally change um all right moving on I'm going to pass it to director Simmons to start looking at some of that data no turn it on Brian don't turn it off and then expect it to work um good evening nice to see you all uh board president Andre andr Zuna and board members um so yeah so just quickly uh this is the on track sophomores on track data um as you know we've had this metric for quite some time we see this as a as an early indicator uh leading indicator
076if you will of of student um graduation right we want to know so basically the big idea here is that um you know pretty simply we say you need to earn about uh 60 credits a year right to get to 220 um and that gives you a little bit of wiggle room because that would give you 240 so the goal is you know sort of P so that these are the cut points that we use and sort of the terminology we use to determine when a student is slightly off track moderately off track or really off track and so we're really targeting um students uh in the 11th grade there this is sort of well sorry students at the end of of of 10th grade and kind of where they are um so broadly speaking
077um and we tend to give you this data in longitudinal fashion just to give you some context and see sort of how are we doing over time as opposed to just giving you a single you know shot um in general you know our data continues to be flat um overall but you know and and P some persistent predictable gaps in outcomes around um you know that we see across unfortunately all metrics really um so on this particular slide you'll see the very the the dotted line is always the the sort of average across the district um and then uh you'll see specific uh targeted subgroups that we that we pull out because of their size and so this is our our key racial ethnic subgroup um display um that's the one thing I think I'll
078I'll call out here is the um is um Latino and Pacific I understood subgroups um are above where they were before the pandemic but they still lagged their counterparts um the um this is then what we call and again you'll see this in a few in a few slides always we have two ways of dividing our sort of special um populations or demographics of students so there's race and ethnicity and then simultaneously we take students across the racial and ethnic um uh demographic groups and and they they show up as econom so economically disadvantaged students with with IEPs that's student with disabilities um a multilingual Learners and a new subgroup that's just been newly added officially at the state level is this group called long-term English Learners so this is students who've been there's a
079little bit of debate over this term but currently it's seven plus years in US public school so that's the sort of formal definition of of a long-term English learner that that number has grown over the last couple of years which is interesting in of itself meaning that the number of the number of years that you need to be in the country or in US public schools to be a long-term English leer has actually lengthened um officially so um anyway the point is that's a group that we'll be tracking officially so on the the California dashboard on all of our metrics you will start seeing long-term English Learners as a as a unique subgroup so they are also a subset of our multilingual Learners so again these are students who have um been here for many
080years and they've never been redesignated as as English fluent right that's that's sort of the difference that's that's the key the uh defining feature of that group um um and so you know um this group I mean this slide basically shows you some of the same kinds of gaps again these students are duplicated just to be clear with the previous slide right so there they're separate Stu there they the many of the students who all the students are in the previous slide are actually in this slide but they're organized around these various subgroups it's a little bit confusing and complicated but um in order to make it clear it sometimes gets it gets confusing because we don't want to duplicate students in the total um but again you see some of the same persistent gaps
081and and honestly um we're very concerned because you know our our prime directive as a district is around every student graduating and we see you know so at the beginning of 11th grade year um under 60% of our of our of our a couple of our key subgroups are are not on track for graduation um so broadly speaking um we still see you know a high a relatively you know 90% of students are on track for graduation that's that's the good news um Asian and white students continue to exhibit really high rates of on track status um essentially all of them um are on track with a few a few exceptions um we've seen some significant Improvement uh for Pacific Islander students again I'll say with that subgroup as I often do with our small
082subgroups of students they are unfor they are because of the the size of the cohort they can kind of go up and down a bit um because of you know a few students can make a significant difference um versus you know Latino students in the district there's hundreds in a particular class right 600 or 700 um you know so we still see Latino student lag in the data um our our soci economically disadvantaged students continue to to to lag their counterparts our multilingual Learners um and and and most distressingly again because our long-term English Learners are the they've been here for a long time they've many of them have actually been born in the United States and the reason that they're they're just to remind us all why they're they're English Learners is because when
083their families enrolled them in school in whatever grade it was they put a a language other than English as their home language and so then that then warrants that they have to pass the the English language proficiency exam to to be redesignated um and so um that's it's an important sort of defining feature of of of why a student is is an English learner there is one thing I think we all understand newcomers who just newly come to the to the to the district um but it's a little more it's a little more complicated with long-term English Learners um so you know as a district we are doing a lot of work to and I want to you know we stand behind a whole lot of people um in the district who do a whole
084lot of things things to to try to redress our on track status I mean you know from our vantage point at the at the in the instruction department at the district office you know we're we're very much focused on creating humanizing spaces in our classrooms we've spent a lot of time talking to you all about what humanizing pedagogy is and it's all kind of codified now in our new framework we're spending a lot of time really enrolling staff in in that framework um you know one of the key indicators that we're seeing Upstream when students are not passing classes is that they don't come to school consistently and so chronic absenteeism is there's a real direct line between absenteeism and lack of performance which in many ways that's good news for us in the sense
085that we can do something about it if we just get kids to come to school um we continue we have a new um strategy a new intake counselor one of the things we've noted is that um with the increased number of multilingual Learners and and international students coming into our district uh transcript evaluation is incredibly complex um I've seen recently some really some transcripts from some countries where I'm like I don't know what those numbers equate to for us um because the system has a very different way of documenting and some classes are two weeks which we might think are like six months or anyway so it's very confusing so um we have a new intake Council to really help us um uh broker that early relationship with our newcomers um in particular um when
086they come I think it's a really great resource that we're investing in to support because then they do the the warm handoff to our school sides who then see those students through their through their time um we continue to do significant transcript review and continue to train staff on all these this issue of of what does this equal and and in terms of CR courses and credit so that students are really getting credit for what they deserve from their their past experience and then also mo more importantly in many ways they're being placed in the appropriate classes they're not re repeating things they're not they're not kind of getting forgotten um when they take the courses that they take because a huge part of credit you know credit accumulation is all about just getting you
087know the proper 220 and the proper buckets all filled and so that's the key piece that requires that transcripts get reviewed regularly um we have annual one-on-one meetings with with all students across the district um in the springtime that's all part of course selection and that's another spot where there's a moment to sort of individually talk about okay I see that you're on track or I see that you're off track Etc um and then on the on the mitigation slash you know remediation side of things we continue to offer significant credit recovery options um summer school on-site credit recovery so during the school year um we have classes uh in our in our schools where students can retake classes that theyve failed um I will say we even have then kind of the the the
088the largest version of that or the most kind of kind of a profound version of that we we we offer a non-grad senior summer school right so students who don't actually graduate we we support them after they were supposed to have graduated to finish uh up to 15 credits after after their graduation date um and then lastly um we have um you know there's senior me there's prior senior year meetings with 12th graders to kind of really those who are who are who are on um not on track to make sure they get a grad plan in place um early in their in their senior year and then lastly we have you know peninsula where a student can earn up to 90 credits um over the course of the Year given their trimester schedule which
089is you know significantly more than than their than their um the the comprehensive sites um so that's the that's the sort of uh big take on our on our on our on track status I'm going to now move us into State the sort of results of the state test um I apologize UPF front because this is going to get a little In The Weeds on um some of the data but I think it's important to um to make sure you all kind of understand the complexities of this data um so big picture we as a district um as you know uh we imple we we offer two tests during during High School in California one to 11th graders uh during uh the spring in language arts and math and the other in science after a
090student takes the third standard course we uh that basically means senior year um because most of our students complete the third course in their junior year but we don't administer the exam to them in their in their junior year because they're taking the other test in their junior year as well as other tests by other companies that they take in the spring specifically the College Board and the advanced placement program so that's why we administer the cast this California this science test in this in the spring of their senior year we would love to do it in the fall of their senior year actually but the state doesn't allow the test to be taken before January so they're really trying to help us help kids be motivated you know get seniors motivated to take a
091test so it's really you know we we continue to Lobby when we can um that it would be great if we could offer that test in the fall for seniors because it would really change I think outcomes and engagement with the assessment um but we're really asking seniors to take a class take an assessment in April um that you can imagine their level of motivation for that um so big picture we're seeing some of the the same kinds of outcomes across the subgroups um here some some sort of swings again some of these groups are smaller some of them larger um I think that you know broadly speaking um we we're concerned about kind of the the general because language arts had sort of always been as you see kind of in the in the
092in the broad sweep of things it's always been around the same level but but it's but it's we're concerned about this this dip um to 70% overall and then certainly kind of across the board kind of how students are doing um again this is the second slide of populations as I referred to them earlier um and again you see these same kind of you know almost like mirroring uh almost parallel lines um across the district and so in general this is definitely um um information that we're sharing with staff and we'll talk a little bit more about what we're doing about that but again this is language arts and in general language arts as you'll as you've noticed if you've already T taken a look at the presentation um is our students are doing much
093better in language arts overall than they are in mathematics um and that is true across the state right that's not just us um ma language arts tends to be going better Statewide uh than math does um so this is just a a a simple sort of distribution of how this how the students actually scored across the the test has sort of four broad areas of designation standard not met standard nearly met standards met and then standard exceeded and so you can see how over the course of the last uh three years the distribution of scores across the four achievement bands um you know broadly speaking the thing that stands out to me is that growth in the standard kn met group um that's what's troubling to me about this particular Slide the rest of it
094I think is it within kind of a within sort of a like a an it seems fairly static um otherwise with some variation here and there um we're going to go even a little deeper uh now um into um this concept that the state came up with a few years ago which is actually pretty helpful um it's now part of the California dashboard and part of how your your school actually is sort of school and District are are uh measured in terms of growth right so then this notion of distance from standard right so this idea is yes students might not meet the hard target of meeting the standard right so if we go back to that previous slide you know standard met is the green bar the green row there right that's like that's
095the bar and so yes maybe not all students have have um met the bar but the question is how far away are they from meeting the bar um and so this chart is just a kind of generic chart to help you kind of understand big picture that the distance from standard is basically how how far students are from the lowest possible score of standard met right so standard met in this particular uh distribution here uh well let me just jump to the next slide actually standard met for this for this cohort of students is 2582 right so you have to get a a scaled score of 2582 to meet the standard on the on the 2024 um Casp and so about as we said as you saw earlier 70% of students met it or exceeded
096it and the qu and this idea of distance from standard is how far above it and how far below it are you right in the number of of of scale score points that you got and so I'll jump to this chart so I don't know how but my formatting got a little off there but anyway um the little the little Graphics there on the side but basically what I was trying to make sure you all could see was you know so for all students across the district the the the our our distance from standard above the standard is actually on average is for white students is is is basically the same right 46.1 versus 46.2 it's essentially the same but you'll then see on the right hand column I'm not going to go down these
097um um individually but I think you see sort of um in ela uh in language arts like this these you know sort of more red arrows than you actually see green arrows which I think is for me like that's the that's the symbol of like huh so in so even if where students you know like Asian students for example are you know 109 points above the standard as a group they actually though have have have gone down year-over-year right and again this question of what was going on in in 2122 now I will say 2122 in general across the state we can you can all remember what was happening in 2122 so I take 2122 data with a pretty significant grain of salt uh in terms of because the because also students had not we'
098not administered the test in the district to any of our 11th graders for a couple of years um and so these students had not taken a they and they might these students probably didn't even take a test in eth grade um these particular um uh Juniors yeah yeah so anyway I think you see like to me the the value of this is really looking at the right and seeing are you seeing a lot of in a perfect world you'd see a lot of green arrows right because no matter where students were we want to see them growing we want to see their distance from standard growing we don't want to see it declining because you should always be compared to your group right or your your own yourself if you will so this is the
099the um Ela distance from standard for special populations again we talked about what those groups are again I think the good news here is we're seeing a dimunition in the in the the distance from standard for students with IEPs in particular like that's one that we're actually going to do some digging into like huh that's a significant decline in the distance from standard for students with IEP so um as well as Soom socioeconomically disadvantaged students from their 2122 data um yeah it's just pertinent to this one that one so one of my concerns is like when you talk about it goes back to what you were saying digging a little deeper multilingual learners are we getting more newcomers in the multilingual because then if you have a lot more ones in elpac than twos and
100threes that's why you're going to see a deviation because you have you're starting at a different yeah you're starting at no language you know no language in English to some language in English and so is that a factor did we you know is I think a factor I think we would all agree it's probably a factor when we look at the at the demographic the growth of our multilingual learner population our newcomer population in particular I think we're seeing that that's I imagine that's probably has something to do with when you look at a lot of those charts for multilingual Learners kind of this degradation in their in their credits in their in their in their Casp scores yeah okay thank you um so this is one more layer deeper you're gon to get way
101into the onion here um so this is um um the achievement level descriptor so like any test there's subtests right so this is essentially the subtest for the language arts test right so you can imagine it's reading it's listening it's writing and it's research and inquiry well it used to be until this year the state has decided to consolidate um these areas into two areas so what I've done on the far right hand column there you'll see is that you're like where where did the other row go well it's because the state's actually collapsed these two and it's actually why I think the results haven't been released yet is they're figuring out the math on this so these are definitely preliminary results on the right the 23 24 data um but when we look in
102our own system um and our in our student information system we did a query and we looked into you know how students scored we were able to pull these numbers but my my sense is they'll be around these numbers of 42% uh who who um who met the standard or sorry met the standard or or or or exceeded the standard in reading and listening um and then in um in writing and and research inquiry it was a little higher again because they're combining these I would not stand by these numbers completely I think that's really our taking what we have in our system clarification this data is just for students who have exceeded the standard correct thank you um for some reason the way the state releases the data is that it doesn't have met
103the standard it just shows us proficiency based on exceeding the standard and that's why you see total percentage of students above standard at a lower rate than what we saw as um meeting and exceeding the standard in the earlier slides that's right thank you for clarifying and they have to have met all these right they had to meet or exceeded in all these areas to be in that 43 43 33 uh group um so now I'm going to move on onto mathematics um and again we're going to have plenty of time for questions and dialogue at the end if you have um because I'm sure you will have them um in mathematics similarly speaking like so now we're talking about the same set of data just about math so hopefully your the orientation to the
104data in ela can has given you some basic understanding of like what this is all about so again um our students took the Casp last spring I will say one big thing is that we had about 94% of students take the test last year our sites did a really good job of rounding students up who might have missed the assessment the first three times um and so they did a great job of getting kids to to take the to take the test um they do a lot of work in the spring to to find to find students and get them to do it um because yeah anyway um the um want to just call that out to all of our our Casp administr Casp administrators at the site level um so yeah you'll see some
105of the same kinds of patterns but in general it's sort of lower overall level right so you sort of see that we don't even have like we're not close to 100% or or 90% for any of our groups which is not the same as in as in um uh uh Ela um and again you see I mean I think the most Troublesome thing overall is just sort of the general degradation of the line right the the dotted line just kind of goes this goes down to the right um and we're going to talk a little bit about why we think that is and more work we're going to be doing to try to learn more and more about it um again similar patterns with our with our um our our special populations um again I'm
106going to jump to this slide so I think we've already talked about what the distance from standard is but basically in mathematics it's a it's a different scale score right so the number is different but um actually the same actually in this case but the point is that the the percentages are obviously different right so we had it's about 46% of students who score who meet or exceed the standard um in in math um and so again that this is the one I think bright spot in this particular set of data is that many of the of the arrows if you will on the right are green in mathematics um and that's good news um right because the idea is that students are actually less far from or they're further from the standard in each
107of our in in many of our subgroups right um and so I think that the um the key here is that it's there's there again there's going to be and again like you even see like white students like there's some fluctuation there that's kind of funky right like it's not doesn't all completely add up yet but I do think where the pandemic had this kind of jarring effect on the system in many ways because when you look at this data in like 2017 18 1819 around math the numbers are more like they are in in 2022 23 they're not like as wildly off as they are now so again I think we're still so that that definitely has had an impact on the system I think none of us would would deny that among many
108other things um and then this is the special populations data again I think another good sign three green arrows out of four um do think you know this this the concern about multilingual Learners is their significant um distance from standard and that math is presumably not as heavy a language issue right now what I think we know is that a lot of our new multilingual Learners a lot of our newcomers are are a little are unders schooled in many cases and so their level of math proficiency might not be what we'd hope it was in given that they were you know 15 or 16 years old but it is what it is they are who they are um so this is again the distribution of the the score range um reporting this is that same
109data we looked at a few minutes ago so this is just for the students who met proficiency this is sort of those that did it um um across the oh sorry this is just the this is the scale score range across the four achievement bands um I think you're seeing again it's again this just another display of the data but it gives you the distribution like what percentage of kids were you know because the the longitudinal charts showing you the data over time only those who met it or exceeded it this is the the intent of this slide is to help you understand what's the distribution of student outcomes um I think I think you know clearly our goal has got to be at a minimum to get students out of that that bottom band
110there um because there are you know a third of our students were at the bottom band of achievement um in mathematics um the the um I'm almost I think it's almost your turn I've lost track of what slide I'm after this SL perfect so glad um and so then this last one is really about uh again this the achievement level descriptores and again the state is collapsing the bottom two into one so take this with a grain of salt um we do see um um some um some improvement um I think in that in that area but again it's a little fuzzy how they're combining those those two um sort of subtests if you will achievement level um descriptors so um but I think generally speaking the and just to be really trans arent and
111clear the purpose of this information is really the teacher information right this is the kind of stuff that can help teachers make some decisions about what they do and how they do it with regard to supporting student need um as they dig into sort of the details and there's some actually even more detailed information uh that Cass provides us um that we're really going to spend some time looking at this fall given where we are I'll hand it back to Dr kimy all right the once we started looking at the data we begin to realize that we really need to dig a little bit further into what's going on with our 11th grade math so one of the things that we looked at was the grades um the the course that the students are taking
112when they're in 11th grade so this is the course that they're enrolled in and the year that they take the Casp tests so the first three courses on here the multilingual math so that's ml um math class ml algebra and ml geometry are specific classes for our newcomer students you'll see that 2% of those students were um meeting or feing the standard the ones that were enrolled in those classes so the question that trustee land had is probably answered in this slide to a certain extent that a lot of our students who are newcomers at the very least would struggle with the 11th grade cast test integrated math is a course that math 2 is a course that's between Algebra 1 and Algebra 2 that some of our students take as a support um many
113of the students there struggle so not many of them pass the test if they're enrolled in that class and then geometry it's actually between geometry and Algebra 2 it's a brid geometry and Algebra 2 yeah so um not many of the students are enrolled in that because usually it's con it's considered offg grade level geometry or math 2 is off- grade level as well um because most students should enter ninth grade taking algebra one that's considered at grade level um so the students that are in grade level courses would be Algebra 2 so when we saw that particular piece of data where 36% of the students are meeting or exceeding the standard who are enrolled in Algebra 2 um is one of the questions that I think we started to dig in a little deeper
114and started talking about like what are some strategies that we can use as a system to see why the students that are enrolled in the class that the test is actually testing the concepts that are in that course so Algebra 2 is aligned with the 11th grade Casp test essentially so that only 36% of our students are passing or exceeding that Test shows us something's going on we don't know if it's misalignment with what is being taught in the class or something else but um that was one of the things that we really wanted to make sure we pulled up and started to talk about this is not data that we've shared with the board in the past Pathways to statistics and the the last one on the previous slide is um considered a add
115a grade level course um but it is not necessarily content aligned with the cast pest so it's a it's a statistics specific class where Algebra 2 will cover several other Concepts that are more aligned with a cast test so that's probably the reason we see the um lower pass and exceeding score there you may want to just say a word about what math two and three are oh sorry yeah math 2 and three are the integrated classes for Cappuccino those are similar to geometry math 2 Algebra 2 is similar to to math 3 it's just an integrated model which other school districts have we just it at one school um and so these are the courses that are considered above grade level so students had already passed Algebra 2 and now they're enrolled in these
116classes and we can see the Pass rates go up quite a bit still have a question about finite math and statistics because the 14 students that took that class had already passed or moved on from Algebra 2 and now are taking a class that's above basically we just say above grade level course um so we can see that this this slide's probably not too surprising to us that the students are um quite a bit above grade level are going to be passing or exceeding the standard um by quite a bit where's the finite math What what schools um SCH that's just all school but just 14 I I think there's very few Juniors that are enrolled in that class it's generally a senior class senior class so all of our schools offer it but it's
117rare for a junior to take it it maybe that Junior just said there might be some insight to why that yeah there's not many students enrolled in that class for a reason yes as Juniors I should say um we can go on to the next slide um so we just wanted to make sure we did Cover cast so this is a fairly new test actually um so it is the one that Brian mentioned our seniors take this in the spring of their senior year based on the fact that they had um gone through three courses in science and generally you can see the scores this is the special student population groups selected student groups um have stayed pretty consistent over the last three years with the dip um for some of the special you know
118some of the smaller groups again are kind of moving around a little bit um but generally this has stayed fairly consistent you know in our our opinion for the cast um so some bright spots from the ELA and math and cast is is we continue to see really strong performance for Asian students um they continue to excel in ela um with high percentages of percentage of students meeting or exceeding the standards we're seeing steady growth for white students um and then math achievement in specific schools certain schools in the district we didn't break it down by schools demonstrate significant growth in math performance so particularly among our higher achieving subgroups so with that being said I would move on to the areas of growth just because we go back to the sorry um we still
119see some of these real persistent achievement gaps in math so our Latino students or African-American St students continue to to score lower in math um compared to their their peers um and we know this indicates you know a need for focused intervention um math struggles for our socio and economically disadvantaged students you could see that in the data as well and then underperformance for La Pacific Islander students um and I don't see it on this slide but we also know that it is a district-wide focus around our multilingual students so our multilingual students um certainly struggle across all three of those um data points um so this is something that we've started to brainstorm and we're going to bring back to the teachers um is just doing a deeper dive into Algebra 2 so looking
120more closely at the grade outcomes for the albra 2 students so how well aligned are the students that are getting C's or above in Algebra 2 to students that are passing or exceeding the class um is one of the questions that we're going to start to look at and um share that data and talk about that data with the teachers doing some case studies on individual students so if we begin to see any discrepancies in what we would predict happen so a student that is getting a fairly good grade in Algebra 2 what might be causing that misalignment with what they're doing on the test um we do wonder sometimes if some of the you know some students may come to class and not feel like they want to take the test seriously so we
121don't know if that might be in you know influencing some of these scores as well um we're going to do a survey of students after the Casp I think we started to talk about the actual testing environment for students at some of our schools to make sure that we understand um that whatever that environment is feels good to the students and allows them to the best on the the tests that they can um and then as Brian said we started to take a look at those different elements of the tests and how they're broken down and we want to work with our teachers just so they can better understand the areas of the tests that the students are doing well in and the areas that they're not like in ela the research and inquiry um
122area we knew that students are just not doing as well in that area so are we focusing enough in class or is there some way that sometimes standardized tests require you to to go about in a particular way that we're not um actually preparing students to take the test um other strategies that we're thinking about to address the needs here is we do have some Innovations happening at Hillsdale and cappuccino that we're excited to see the results of this is the year that the students that started in geometry in n9th grade and are now in Algebra 2 at Hillsdale um so they had a different sequence most students go Algebra 1 geometry Algebra 2 at Hillsdale we've heard from them they do geometry Algebra 1 Algebra 2 so we are excited to see if that
123does have an impact on retention and how the students are doing in that Algebra 2 class cappuccino um has something similar so they're doing a math one two and three that integrated pathway was started um just about three years ago as well so the students our 11th grade students this year will be taking the cast pest so we're hoping to see some um improvements based on that as Brian mentioned the instructional framework and our instructional leadership initiative a lot of this has to do with ensuring that all students are engaged in the classes and feel like they have the supports they need to be successful um and this is a particular important point in seeing more of our students take advanced math classes we saw the difference there when students are able to access some
124of the higher math classes and how well they will do on the test um we continue to work on additional tier 2 supports tier 2 supports mean meaning that we're not adding an additional course for students but we're doing some um real time in the- moment support for students that might have some gaps but we don't want to put them in another class because we know that oftentimes just bogs them down with some another course that maybe they can't then take an elective so those tier 2 supports are something that we've been working on for a long time um we do have some new common Assessments in literacy and then we're going to Pilot in mathematics um we're using the measure of academic progress or what you would call map um with our students and
125that will give us some benchmarks to see how how are they doing and how they how do they look at the beginning of the year and we seing progress through the year um we continue to have some implementation of reading and literacy interventions this is the second year of um an intensive literacy course that's meant for students that are reading significantly below grade level those students oftentimes really struggle with all these classes um and we've expanded that pilot along with some of our other interventions that are at the tier one level um we have some new math intervention specific to Algebra 1 that teachers are working on right now so we hope to see some of that and then um our science teachers continue to evolve their common learning experiences so those are um a
126sort of common task experience that a lot of students will have in those classes and with that I think we're opening up to questions thank you all the belts and suspenders does anybody who has questions right uh truste Griffin yeah I have a I don't have a question at this point I mean I have a lot of questions I do appreciate the uh the presentation it was akin to calculus um whatever math analysis but you know one of the things and this is not I don't know who to give this constructive criticism to [Laughter] you know I asked I asked about the presentation and when it was going to be available and it was available on Monday but there's not other than the performance charts the linear yeah data there's not a lot of stuff
127that's similar we didn't go into the depth in the preliminaries so I'm like oh man you know like now you got some good questions well yeah but I mean you know and so um I don't know if it's the time frame because I think it would be helpful for the board to see something that's closer to the F and and you know you guys are doing a good job it's hard stuff um you know you're not the only ones in the state that have to present data to to to governing boards but I'm wondering if it wouldn't be you know final if if we were closer to the final products and had more of this some of these Concepts you know would it would be easier I think for us to deal with some of
128the concepts and some of the challenges and issues I mean you know it's it it's I know you worked hard on it and you know you're putting all your effort there but it's kind of at least to me there's a lot of stuff there and I know principal land here he's probably already had to deal with this but you know I'm a debit and credit guy on at at during the day so maybe we could you know we could back these up yeah and not have that sense of urgency yeah so that we could have I mean because this could take several hours to deal with the questions and you know and it kind of becomes um yeah you just went down to the to the bowels of to the depths of the the ship
129you know to you to the bows of the the ship there and you know and we're kind of still up on deck at least some of I'm up on Deck trying to find the stairs to get down there and kind of understand where we're going now I think now that you've made this presentation and we've kind of been Ori you know got an orientation the future will be better and I think we it won't be like oh yeah look at this we talked about this we talked about this a little bit today in the sense of the timing of when we do this presentation and really looking to maybe push this out next year into mid to late October and if we do that we'll have a little bit more of the data readily available
130for us to present to you earlier and what we could do is develop a a a weekly or two leading up to the presentation so that we can maybe chunk some of this information over maybe two weeklys and then have the presentation and the memo to to better prep the board uh with the the there's just a lot of data you're right L just at once yeah try land so I'm in the engineering section I'm down in the basement and I already been there so I never got out I never got out of the basement I'm with you guys 100% um but I do really appreciate it I mean you guys really Dove deep into what I some major questions and I think like I asked multilingual multilingual Learners there's such a divide there's such
131a range a spectrum of them that you really can't you know when you see that number and you say okay it's gone down but the logical reason why is maybe new newcomers or new lower the ones who have less ability to speak English and they need so much more work you know these are things that we have to start considering so you know I I will say my concern here now I'm I'm channeling Peter Hanley um my concern here is we see a drop overall I mean you do see a drop and you're starting to see from and again lots of explanations lots of you know understanding that hey over time things are changing but the message to me is we're going down not up overall and and and how do we deal with it
132so then when we get and then again looking at all that data I get it and I know where we need to work and it's nothing new and it's not like no one else in the state has this problem everyone does but again one of our major goals for this district is to disrupt and try things new so then I'm going to go back to your last couple Pages which I love so this is where I'm saying yay is when we start getting to your recommendations you know your strategies needing to address and and I love the idea of deep diving a little further into subjects and I would love to continue this conversation that you've started you know and and Julie I really am talking to both of you because when you start thinking
133about okay so where are we going with that deep dive let us know cuz you might be really Insight you might learn something about our district and where we need to go so then when we get to the last page your pathway Innovations let's see what's happening with that because that's the disruption that's taking something on new you're identifying the tier 2 supports in in the moment I mean exactly what Julia is talking about where I we don't need a separate class but what if we pulled out of that class and had something in the moment for kids who needed certain things could there be a co-taught model where it's not just Co teing but it's C- teing at a newer level where it's an mtss Cod teing not a special ed Cod teing where
134it's an expert in the room to help out with a class to say okay these five didn't get the concept in the moment so they're going to get a retach I I need this that's the kind of innovation that where we looking at but what that means is we got to put our money where their mouth is that's FTE Beyond FTE that's that going back to what are we doing with FTE because giving help help in the moment I mean I'm sorry we're institutionalized in the sense that we have seven periods of the day and we're one teacher in Far charge of 30 kids and 180 kids are on our list to do grading and whatever what can be different so when I see this I look at it and say I'm supporting you 100%
135because but what it means is then Julia and Brian you need to convince Randall that we need to try things differently and what is that going to look like and so you know when you identify tier two supports could it be in the moment extra teaching um new common assessments I totally agree we got to have common assessments you guys have great plc's I know that I know each school's got their unique PLC work going on and so with when we look at plc's you got to have common assessments and we should be looking at that data at some point how can we Channel up to data that these guys could look at and say oh we're doing pretty good you know and it goes to that first part of your stuff where the first
136part of the presentation where you're talking about who's on track and who's not on track right and those common assessments really kind of funnel into that a little bit more and so we'd learn a little bit better the data that way um sorry I'm all over the place but I'm loving the idea of implementing interventions at leading literacy levels because again El's multilingual Learners and disadvantaged students you know economically disadvantaged students they were struggling in Middle School some of them had a third grade level reading level you know and so how can we help them I mean how can I help them I'm having the same struggles try to get them to be at Great level before you before you get them in ninth grade so those are some things that I think we need
137to work on again my compliment to you in this presentation is your strategies at the end you have some great ideas that need to be fleshed out that we would I would love to see more of and going back to what you're saying it needs to be okay how's this going how's this going what are we doing here yeah you know and then how does it affect things you know because overall again I'm going to repeat we are dropping off a little bit and you know and the whole state is so it's not like this is a surprise especially with certain subgroups but I want us to be different I want us to find the an so that we can be that because we are to be very candid we are a great District we
138have so many resources we have so many great things going on we are being inclusive we're being you know we're doing a lot of the right things we got the right culture and I want us to build this the way you're Bu you're you're suggesting it so okay I that's my sorry I know it's nine o'clock I have I have a couple I have a couple of questions so one um was are there any like are there any other districts that are similar to ours that are doing things to move the needle that you can think of that um you know might be worth look looking at and taking some pointers also second um have do you feel that or have you seen that um the level of poverty is is expanding in our school
139district um is there are there a lot more students that are um housing um that are um housing insecure or that are food insecure um and how does that correlate with all of this um that I you know seeing that there's students that have been struggling for a long time and if it's getting if that is getting wider in terms of like you know socio economics then that could be a correlation so um and you know and what can we do about that I know we have a lot of great services and stuff and a lot of great um like we have ETA and we've got um the food pantries and thing like things like that but perhaps there are other places that are doing good things too that we can learn from so it's
140one of the I think superintendent Booker mentioned that it would be good for us to have this presentation a little later it gives us a little more time to look at how other districts are doing yeah we we don't see yet their scores they're not publicly they're not published yet um we tend to Trend right with seoa in our kind of our proficiency in standard met um but we are curious to look at some other districts if they're doing better by some of the student groups that you're referring to because I think we can do better by some of those groups what I'll say is like challenging around socioeconomically disadvantaged is that we know the the cost of living here is so high that the true reflection of struggling financially in our district is a
141larger percentage than is represented in that group because right because we're looking a federal poverty level that we're we're matching at and you know that I don't you know I can't even imagine living at that but even twice at that level is going to be really challenging for someone to live comfortably around here so um it is an area that we really are going to start if I I would add that to one of the strategies is to take a look at how some other districts are doing who serve some of those student populations that we know we want to focus on so our multilingual Learners our students from um disadvantaged backgrounds and students that are housing insecure if they have some ideas on how to support them I think that's a really good point
142um I would just add quickly that in my tenure in the district the one unceremoniously uncool term is the unduplicated pupil Camp right that's the combination of Soo economically disadvantaged but they don't want to duplicate them at the state level so uh English Learners uh homeless and Foster Youth and that number has grown significantly in my tenure in the district so so I think you're right even at the with the even with the the um not area friendly you know calculation it's still grown um and so I and and I think it's even grown beyond that you know above the poverty line sort of stuff so yeah no I think it's I think that's true and I think we you know but just know that I think organizationally that's not an excuse for us right
143like yes we appreciate that families have have uh have have needs and we need to serve them and that's why we've invested mightily in in social workers and other resources because it's you know it's we got to support the whole child so do I mean I think we all agree that like we are responsible for those kids no matter what they do or don't have at all right well and with our Schoolboard associations I mean ours we're going to have a workshop um with some presenters from um e the from San Jose um there's a school district there that um is doing great things for the multilingual Learners and getting the test scores up and things like that and so when that happens I mean we can bring some information back and there should be
144some information share that we can do as well as trustees because that's our job you know is to when we go to these conferences is to talk with people and say Hey you know this is what we're struggling with you know but this is what we can bring back and maybe we I mean it's a partnership right so I think we can help each other so we'll um be mindful of that um are there any others comments questions yes I'll I'll make mine quick um first of all I want to say thank thank you to both of you this was a lot of data and I'm not sure if I'm on the top of the if I'm on the bottom top with maybe we should just take a cruise to get all of us not
145um I love data and I think that it's great to to take a look at it and I think it's great to take a deep dive and also that that's where we we can come up with some ideas you you guys have clearly come up with some some great ideas about um what we can our strateg your strategies um so I have a couple of questions um the 10th graders on track uh to graduate I'm really glad that we're looking at that you know way ahead of time 10th grade instead of looking at it you know when school starts as a senior right so it's great to to to get our arms around who needs additional support so I wanted to make a comment because our our graduation rates are higher than what's shown here
146for the 10th graders on track so that means that your staff our staff your team does does a really Fant fantastic job in between 10th grade identifying who needs more support and then getting them getting each student all the way up to graduation to walk across the stage in August so I just want to give you I'm sorry did I say August I meant May I'm having an off night um so I hope that that's do that make sense um is that probably that probably is the reason why the percentages are lower here than they are for the actual graduation races because staff analyzes this and identifies what students need need more support to get there is that right I think that's a piece of it sure yeah okay well for giving you kudos for
147that thank you I know yeah I agree so my my question I my other question is regarding the special populations I know there's several um slides here regarding the select student groups I I was a little bit confused you me I think you mentioned this is unduplicated or they're duplicated they're duplicated so if you're if you're Latino you also counted in you know if you have an IEP or also oh right right I me on the page where it's um economically disadvantaged students IEPs multi multilingual Learners if you're a student and you fall into all three of those categories D are duplicated yes in that case you are duplicated in that particular slide yes okay great that's that's that's it for my questions but I didn't want to say thank you for your presentation and
148I um I'll leave it that because because you guys kind of said some of the comments I had and I would like to take a more of a deep this was a deep dive but going forward seeing where we go from here thank you um yeah go ahead go ahead so yeah I I think a a lot of great things have been said this was a really good presentation I like you know I know you kind of apologize for getting into the weeds but I thank you for it and I thank you for your um attention to the details here and I also appreciate that you're you know you're admitting where our weak spots are and what we really need to address you know when less than half of our students are proficient in math
149it's not um something that we want to talk about but we need to so yeah um I had a question about the so we have school counselors annual one-on-one meetings with all students I'm wondering if the ones that we know the groups who are more at risk the multilingual Learners and some of the others should we would it help to do more than once a year for those absolutely I mean I think again I think that's that's the what we would call the tier one approach right is that every student gets this one meeting but absolutely I mean many of our schools with higher concentrations of multilingual Learners have a dedicated counselor for that per for that particular student group so I think there's depending upon the school and the and the and the quantity
150of those students we definitely do more than once a year but that's sort of the guaranteed floor for every student is they have a moment yeah to get to get engaged with but that's a it's a really important thing that we we need to keep paying attention to to make sure folks are you know providing a higher level of support for the students who have a higher level of need okay great thanks can I add on on just on that one and then you can come back would it help to involve I mean you know because I think one of the things is parent community and parent Community involvement somewhere in there uh do we involve the parents when we have these oneon-one or would that be something as okay yeah I mean I think
151especially in acute situations uh you know where a student is really off track track or yeah definitely we engage families uh on track off track meaning like in their classes in the moment or attendance or whatever so definitely there's there's definitely Outreach that happens um in fact this is the moment literally like this next week I was just talking with our Student Success coordinators and they are all about to get you know the the set of students who didn't do so well in the first six weeks it's time those grades just got submitted so we're going to be so folks are getting organized to to reach out and and and kind of go after kids whe whether they want us to come after them or not I'm gonna I'm going to interrupt really quick because
152I know our student board reps want to leave but I want to know what they think about this because they're the closest to this than we are and so um and perhaps they have some ideas um and then also about taking these you know these tests their senior year how can we get more kiss to take them earlier go ahead um I just want to start with thank you uh your presentation was really interesting um the data was really informational especially as a student um it was interesting to see all this the strategies also seem really interesting so thank you I don't really have much to say yeah thank you as well um this is kind of my first time seeing this data um at my school I don't think um our students don't really
153see the importance of taking these tests um of course the teachers tell us that like these tests are important because they go to the state but um it's really nice to see that this district is looking at the data and our performance and that the scores don't just go to State and disappear into nowhere um um and I would like to comment that um I think personally I see among my peers that again I reiterate that we don't really see the importance of taking these tests um the most we hear about where our scores go is that they go to the state so that the state can assess how schools and students overall in the state are performing um I don't think students are really aware that the district sees this data and is making
154changes accordingly and um they don't really see that it has effect other than um going to the state because again teachers only really mention that it goes to the state and we're like they stress that it doesn't affect our graduation status it doesn't affect anything else um in our high school experience so I think it would be really nice to um kind of have more Outreach about this I think oh sorry I was gonna ask you what as a student would be motivating for you to hear like how what what could we say that would get students to interested in taking this test from student perspective um so I think something that my AP language teacher mentioned last year when we were taking um these tests was that um I think that's something that really
155resonated with our class when we heard it was that these scores kind of impact the funding in schools um she mentioned that when it goes to like the state and the state looks at our performance it kind of if um I'm not sure if this is true but this is just I remember um it kind of um if our school is performing better the state sees us as progress and may um allocate more funding to our school districts or also that um it kind of validates our great performance if that makes sense because um my teacher mentioned that there's a lot of like gr inflation and worries about that and she was mentioning that when students are applying to colleges um kind of when they also look at um academic performance overall from like State
156Testing and AP scores and other testing and when we score higher um it looks more like um our grade are like valid in their eyes so it improves if it improves your the way that the college sees you that might be motivating for students K we have discussed point we have discussed the possibility of putting it on the transcripts the score we haven't done that before it's something we would have to have a process and we'd have to have a lot of conversations about but that is one then it's a it doesn't really do anything but it's at least a public sort of pronouncement of that that is one way that some districts go about kind of reminding students about the importance of this exam okay so to to your point Joy I think one
157of the ways that we could help students understand how this test directly affects them right so it directly affects us as Educators because we want to know how you're doing and how we can support and improve and it's this is one one indicator of of many but when you apply to a college uh admissions officers you know they're from all over the state they don't they might not necessarily know sateo High School from I don't know any other High School across the state so how how do they know what kind of student you are so they look at a number of things right they look at your transcript they look at your grades they may look at AP scores they may look at your application and your your essay and your writing skills and the
158clubs you've been involved with and all those kinds of things but what they're also trying to determine is who are you Joy as opposed to Aisha that goes to Mills and let's pretend Mills was in a different School District well you guys have the same GPA your transcripts look really similar the clubs you're involved in look really how do I decide to choose you instead of you and one of the things they look at is this thing called the school profile so schools publish a school profile and admissions officers will look at that and this is kind of a a fact sheet and a brag sheet cu you can write it any way you want right so some schools in a district that I used to be a part of our Casp scores were so
159high that that was like one of the first things we LED with number two in the state on the Casp math number one in the state on Casp Ela like we're trying to tell a story a brag sheet of the kind of school you go to and you were just saying this in the sense of um validating your grade right so if you have an A at a school where math is number one in the State Woo that's a pretty big a right there so it it can impact you or at least in the way that admissions admission officers look at Joy from site oh high specifically they're going to want to know what is site oh high all about so I think we could do a better job of of communicating that messaging that
160to students yeah and you can be our ambassadors oh well thank you I mean that's exactly why I wanted to know you know I mean you all are are in this more than we are so you live it so thank you um yes um just one or two more questions or comments um I did notice in the memo there was a breakdown by school and if I remember correctly bur BHS had kind of overall higher scores across the board like across all student groups so to president Andrade zuniga's point if we could look at you know while we're looking at schools that are doing something right maybe we look at bring game and and what's the reason for that and of course that has different that has different feeder schools right GRE but um so
161yeah looking at our feeder schools and and finding out what they're doing right that's maybe I I would think that that's a fact Factor right um I don't know but I think one of the problems with that one is the socio economics um I don't know if it's comparable to other you know other schools so we'd have to get like it have to be it would have to be something that is similar that way we can see um but I'm just saying BHS across all of those groups even FS is doing better right so right and I would just say all joking aside feeder schools and where they come from in their program and how it integrates does have a factor yeah well but also no joking but also the the the demographics of those
162areas are different absolutely but I I think Jen I think Jen makes a really good point if it if you look at BHS and you look at the sub the the sub categories as well you see an increase better than some other schools and so why is that and it's not just some of will be economics like you're saying but some might not some might be there's actual programs that are making better impact for kids and that's what I'm thinking we should look at too yeah just while you're talking about what maybe they're already doing some disrupting things that we can continue or in other schools yeah okay I remember something I wanted to ask I I was also wondering if I know we don't want to look at it by schools site by site
163or I guess we kind of have the data already but what do you think I was wondering how how the Yonder pouches may have had an impact as well on students who didn't have access to their phone all day maybe they were more uh not not more serious but more focused during the class during the class instruction so then when they took the tests they retained more knowledge or more I was just wondering if that had any impact but but you're saying that BHS had higher higher score so we only won school be P She says to make a lot of cause CA claims about two very different data points just meaning that like yeah that that one doesn't necessarily beget the other and one way or the other I don't I don't think we
164would know um I think that outcomes at Sano are good overall but I think in general you know they they still have the same gaps that everybody else has so okay thanks okay we gotta we got to move this Mee along go ahead I meant this to be the last comment because you know uh trusty land started with point and it was if you look at the charts everything's tailing off as we go from left to right and uh we were in the the covid period and we said there was learning loss and we've put a lot of supports in place and we're still going we're still going like this um and I think it's really you know the strategies is where and I did I did have some real subst substantive comments but I
165think the strategies are really going to be crucial and I'm trying to figure out how can the trustees figure out what's going on as you're developing is this coming through the instructional console is how is how is this stuff going to work out and you know how's it going to play out and how can we get kind of What did the what did the superintendent say he didn't say dumps what what was that you used bels and Spenders no not no you said you're going to get us a couple of different loads of oh oh chunk chunk chunk yeah I don't I I'd kind of like to like yeah let's careful here this is deteriorating quickly well what I what I'm trying to say is I think this is the kind of thing that we
166would be interesting interested and kind of following the development of not necessarily each and every meeting in each and every move but you know maybe a a follow-up report or maybe you know a Friday report that gives us some of the ideas of what kind of strategies we're we're trying and and what we think might work and who we're talking to% little by little glad you clarify it was chunks and not dumps anyway all right well thank you very much for your comment um well thank you for your presentation and we will go on to the next item okay let's see construction are there any construction items not tonight uh division of Human Resources Mr Black you are on yes we'll start out with the Personnel consent items we have the Personnel actions Adult School
167transfers Pride prom coordinator job description a memorandum between the CSA and uh District again for the athletic P study hall supervision approval of aou with a university for student teachers an M andou for Contra Contracting out some work for special education that we were unable to recruit for and policy number revisions those are the seven items on the consent HR consent agenda are there any questions from the trustees polic I'm sorry yeah policy number updates is this just what we normally would put on consent in regular consent why is it last week or last meeting right so these uh couple meetings ago the board approved the 2024 Title 9 regulations and these are new regulations but they don't really replace the old ones Al together because anything that happened before August of 2024 still relies
168on those old ones so csba combined theirs all into one Lozano Smith advised us to have two different different policies so we had to then create yeah go ahead no I get it but I'd rather have this on regular consent not the Personnel why is it in Personnel that's my question that's my because normally policy updates have to be on just regular consent but I thought we were doing policy updates in human resource stuff I think we also approved something earlier well I don't think board policy has been done here in this point before this isn't this well so in consent we do have the board updates like you said tonight this is something that you've already approved it's just a change of numbers so it's corre I don't think we've ever brought something like
169this before I've never had to change numbers it's just because of this uh Title 9 uh conflict with the old and new regulations I guess what I'm saying is I understand it I'm not opposed to it but what I'm saying is the proper venue for it should have been on regular consent to say if it's going to board policy this is HR related okay because again HR is in my mind separate it's like but title line issues are HR right oh oh yeah maybe it's because it's Title Nine that that that is why so when you look okay it's Title Nine not not regul not not board policy and not it's not in our board policy and it's not on our board regulations no no let's pause let's so there Title Nine issues that are
170much Beyond own and there changes right is what you're saying is that correct no so hold on so these are administrative regulations that were previously passed by the board uh the recommendations that we've been getting from Lozano Smith is not about changing the policies but changing the the numbers the when it says AR 514 5.72 No it should be ar 514 5.74 so we're not changing subst substance of any of the policies we're just changing the numbers as they apply to and Human Resources now my point is I I hear your point we can move it anywhere you want in the future can we just approve it well I I just want to be procedures it's good to have standard operating procedures and if we just can have a consistent in the future can we
171just make sure that it's on consent yes so that it's regulation because policy regulation changes when somebody looks in the minutes they should be looking in the minutes that say it's in the consent agenda well I now we will never forget that I know sck normally not at 922 at 9 maybe it's because it's 922 that I'm all stick right I was wondering why it was there as well so like if there was a if there was a board polic if there was a policy we were changing and it was around facilities we wouldn't want to see that under facilities we would think it's going to be with in the regular consent so just having said that I I make a motion to approve the consent Human Resources well first you need to ask if
172there's any public comment there's none thank you and I'll second that oh see there's a procedure here sorry okay okay motion by trusty land and I seconded that okay second by trusty Chavis all in favor I I thank you okay all right moving on yeah the first item on HR um is the Personnel action addendum and there's no recognitions specific recognitions I move to approve the Personnel addendum um first I need any any comments okay are there any comments from the trustees no are there any comments from the public there are none thank you okay um motion by trusty Jacobson I'll second that I'll go ahead go no okay second by trusty uh Chavez all in favor I I excellent okay uh public hearing public hearing yes so this is a public hearing for A200
173which we're going to find out when exactly was created but it was created to ensure local education agencies throughout California are prepared to meet their financial obligations the district submitted its ab200 to the county office for its oversight and we received approval and now we would like to uh now we're required to have a public hearing thank you I will open up the public hearing are there any questions or comments from the public there are none thank you I will now close the public hearing those are always very silly okay thank you um approval of tentative agreement with SMU SMU hdta sure yes so this was uh referred to previously we reached an agreement with the cemetery Union High School Teachers Association of um that included many things but as a brief overview we agreed
174to a salary schedule increase of 4% we expanded some of the co-curricular positions like mock trial and Robotics and then moved other ones up and up uh through the categories um we are proud to work with the Teachers Association uh in terms of health care benefits and we agreed to a joint statement that says the Teachers Association and the district agree that controlling health care costs is the is in the best interests of both parties and we agree to work together and we will undergo an education campaign for our members about the differences benefits and costs between the HMO options and the health saving account options um and this is really important because right now the ongoing and one-time funds applied to increasing the health benefits from what was in the contract of this year
175is a cost of $2.7 million and that is what we will need to um recover as we go into 2026 not counting any increases so it's a very uh important um and you know uh expensive situation that we're in but we did agree to address this jointly other things in the agreement are a uh evaluation rubric for our athletic directors that went full-time last year a new job description for the Deans that are now at every school we agreed to extend the multilingual program class size into this school year we lowered the the guidance counselor school counselor ratios and we read drafted the sabatical language so we recommend approval of the district's agreement with the cemetario Teachers Association thank you are there any comments from the trustees okay uh comments from the public there are
176none all right I would like a motion I make a motion to approve the um agreement second motion by Tristy land second by Tristy Griffin all in favor I I yay thank you all right approval of tened agreement with csca and we also the district also agreed uh with the CSA chapter 519 for 2425 with the same salary increase in medical benefit coverage we also added career growth language anou for bus drivers and we agreed on clarification to the reclassification process and we recommend approval of the agreement thank you uh questions or comments from trustees okay questions or comments from the public there are none thank you all right motion I make a motion to approve the agreement with CA a second motion by trusty land second by trusty Jacobson all in favor I I
177thank you okay approval of salary schedules and these are the seven salary schedules that are related to the two agreements that you just approved so we recommend approval of these salar revised salary schedules thank you um uh questions comments trustees questions comments from the public there are none thank you uh motion I make a motion to approve the salary schedules I'll second that motion by truste land second by trustee Chavis all in favor I I thank you right we have another public hearing slide it down for you okay thank you all right division of student services none this none this evening okay division of instructional services so this is a public hearing for the sufficiency of our instructional materials and approval for certification of our textbooks and instructional materials thank you I will now open
178the public hearing are there any questions or comments from the public there are none thank you I will now close the public hearing okay adoption of resolution for and approval of of certification so this is going along with the public hearing this is approving and adopting the resolution for textbooks and instructional materials um that are included in that attachment questions or comments from trustees questions or comments from the public there are none thank you make a motion okay motion by trusty Griffin second by trusty land all in favor I I thank you approval of self and social empowerment course of study so this is the formally the course formally known as guided studies we're updating the course name to self and social social empowerment and this is also just an update to the course of
179study to align with um the strategies that they're using for the students and the teachers came together and um put together the course of study based on their most upto-date practices thank you all right questions or comments from the trustees questions or comments from the public there are none okay motion I move adoption second thank you uh motion by truste Griffin uh second by trusty land all in favor I thank you all right division of Business Services none this evening okay nothing in board operations future board agenda items are well so far we have CTE math Pathways partner districts cell phone in the classroom in November uh trustee Jacobson I thinkk you yeah I was just going to bring up uh I know that Randall has brought this up in weeklys that we in our
180board policies we are to have a annual board self- evaluation and I wanted to agendize us discussing how we're going to move forward on that and yeah we we'll we'll ah he can't even talk we will definitely do that and um we're working on our board government stuff too so it it'll be all encompassing okay uhu just a question on that is the board self- evaluation in closed session or Open Session the development of how you're going to do it would be an open session the actual self- evaluation is in closed session that's what I wanted to hear thanks great okay yes so I I just have to make a statement um I was kind of disturbed by The Adult School presentation today and some of the things that were said and so I want
181to address that in ideas for agenda items so I a couple things that I would like to recommend I'd like to recommend a study session for developing uh the use of funding for the sale of crestmore based on what originally the plan was when we were on board a different board and so I'd like to have that conversation because we need to evolve obviously and this a new board so what are our intentions and where are we going um future of Bridge Academy location that would be a subject or Adult School space you know that would be a study session as well that I'd like to either have integrated or separated as part of it a future item well we we have talked about the bridge program right so an update then like updating our
182update fine I think Adult School location or what's going on kind of a good study session I think that'll evolve that that agreement that we made okay excellent so um with that said I I wanted to say thank you to our ASL interpreters and our Spanish language interpreters they are Troopers thank you and with that we are adjourned thank you thanks sh