001Definitely thank you. but they're gonna they're gonna start the program, I think, a site that's open to all of Welcome to the Special Meeting Study Session of Islamic Board of Education. We're gonna have a called the order and maybe and would you lit up Okay, Foundation Thank you. Go ahead and get a roll Call Trustee Lavelle here. Trustee done here. prestige, Trustee Cohen Thompson, Trustee, Coleman, Trustee, Dean, Trustee Sharp Thank you, and we I believe, superintendent is, and you had a request regarding the agenda. Yes, please. I was hoping that the Board would consider changing around. The presentation student, mental health and wellness and joint equity, statement, development. We could trade this to just due to folks availability for the presentation. The board would consider that change. Please. A motion made by Trustee Coleman, seconded
002by Trustee Cohen Thompson. Trustee Cohen Thompson, Trustee Coleman. Yes, trustee, Dean Trustee Sharon trustee dun. Yes, the steel of Bill. Yes, and then real quick, our consent items. Here we have our usual resolution, which is Andrew Stuff. I moved to approve the resolution Hi Motion, made by trustee and seconded by Trustee Coleman Trustee, cheat, trustee, Cohen Thompson, Trustee Coleman. Yes, trustee, Dean. trustee, sharp trustee. Dunn. Yes, trustee label. Yes, so moving on to the review of scope's mission and mission. Yes, thank you. I have the opportunity to bring this information back to you. From a number of meetings that go with requested to bring back the vision and mission And so I have a brief presentation for you today. Really looking at revisiting the process by which the So team develop their vision and mission.
003The last time that I brought this to the board was in 2,019, and Ask for feedback, and and any thoughts and perspectives that the board would ask, considered. So i'm bringing it back tonight for your free information as well. if we, if you recall the vision and mission, takes into consideration the actual work. The county office of education staff in the field and so that's what it really regrets. Reflects, and I wanted to take the time to to just bring back how we got to this. I'm gonna spend about the next 45 min revisiting the vision and mission, and certainly I'm taking into consideration any feedback you might have related to where we so next slide please the way that we approach the development of the vision and mission. The time was through an appreciative
004inquiry, Approach and But I like about the appreciative inquiry approach is that it really takes into consideration what's going right with the organization. Especially at the time we were transitioning into the leadership, and I had been with the organization for a number of years already. So. I really want it for Staff to really think about. You know, this is a very high performing organization. and how do we continue to work in a positive way to help take this to the next? So appreciate inquiry? Versus problem solving is really focused on doing more of what's going well, and what works appreciating and valuing the best of what is. And there are just some amazing things going on in this organization, and we have had staff that has been lisco for a number of years that have
005made it what it is, and really just wanted to look at not looking back necessarily but taking what is great about our organization and moving it to you've heard about the book, and he'll add it just from good to great right. And that really was the perspective that that we took and revisiting the vision and mission of our organization. And in fact, very intentionally and purposefully, did not have current vision and mission at that time. In front of us I didn't want people necessarily to think about what we've been doing at what we can do to move it also. Versus a problem solving a focus takes us into envisioning. What could be and dialogging about what she should be given? What we know about who we serve so i'll take you through that process. Throughout
006the presentation, and then also taking the time to innovate. To think about. We know what is. But what could we possibly be an envisioning? What an even better future would look like for so we approached it not from what's wrong, and trying to solve a problem. But really, looking at this is the high performing organization. and how can we take a next slide thing? So. We also wanted to ensure that we were looking at the entire system. We weren't just looking at a specific department or a specific type of work that we do, but really looking at, not only appreciating, then questioning. I'm been looking at. How does the result of our dialogue and take us to a whole systems level approach. And so what you see here? it's a graphic of how all of
007those opp approaches, then work together to help us as a whole organization move forward in a positive Next slide. Thing. So in terms of revisiting our vision and mission. We really 18 months at the time to look at each of these questions, and we've worked in a in an iterative process with lots of charts around the room and over several months. Really dope into these key questions. The first question was, why we even exist as an organization. And if you think about the nucleus of a cell And what is it that gives that cell, if you like? That is really the why so even exists? If you think about it, he goes to Oh, we started there. The next question that we ask ourselves over several months was, If this is why we exist, who
008do we serve? Who do we really serve? And that also was a real iterative process. And you can imagine, depending on your perspective, what department you might be working in, and the partnerships that you might have in your work. And and and the work that you're doing you may be serving different entities for different a community partners. And So we really had to get down. Okay? Well, that might be part of our work based on the responses. But who do we really serve? and And that was really interesting. Next question. Now, we asked ourselves, is in our daily work, because the vision and mission again is okay about the daily work at the ground level, when you are not being on doors. With our families, or with our partners. I asked Oops to think about.
009What do we know about And the next question we asked ourselves: Well, if this is why we exist, and this is going to serve. And this is what we know, What do we want? And obviously that has to take into consideration, not only what we want as those of us on the ground level, doing the work every day, but what is it that our who we serve really wants and that needed to be taken. Alright, it wasn't just our thoughts about what it is that our constituents need but what do they feel? And so we engaged in a process about resurfacing that if and then the final question is well, if this is why we exist, and this is what we know about and this is what we and they want, or who we serve,
010and what will we actually do about? And so the vision and mission of Go is really about epic ground level. What we actually do on a date. So the next slide. Is synopsis of the responses of the team of the staff, and several months really taking into consideration and the nature of their work. And so you see their responses there these were large charts around the room, and and the dial them and and so I won't read all of them to you. But some of the things that really jumped out. You see, there are the focused on equity which is part of our conversation later today. Nice a lot of it is around. support The words that kept coming up over and over again. Notice. There are students, students, students, minutes, and support over and
011over and over again, services, services. And so you can see a confirmation. There of the the work that we do, and why we exist is really about providing, for instance, who are students. First and foremost, there's lots of different ways to get there, but as an organization who We actually serve, and you'll get to the next slide slide that i'm sorry not the next slide, but chart number 2 on your slide is who we serve, and you can imagine again based on the perspective that you come to with the work. that we ultimately got to, who we serve and support is that is really why we accept. We have different departments, and we have different programs. We have different community partners. That help us get there. But the staff really got to. Who we served
012is our students who are birth and I. You know we have some programs, and I hi call Susan Lebrick and her team even talked about serving adults, you know, from the department of Brief. So it's not just for the traditional age that we might think of as a county office. It really goes beyond depending on the program. Well, then, our excuse me. Our next question was, What do we know? And so you see that on chart number 3 what we know is that we have a diverse population of individual Not only in terms of ability, needs culture, primary language. And abilities. so it really our vision and mission really need to take into consideration those diverse perspective of the individual. What what was also very important. to to bring forward was that we don't know
013everything. I we only know what we know that's an important land and a perspective to have one bring in, because we might think we know. But we ultimately don't know everything we only know yeah So you'll notice there in the responses from the team. And a lot of it was around a relationship opportunities potential. And frankly individual which is worth the next chart. There is chart Number 4 is Well, if this is what why we exist, and this is who we serve and what we know about who serve. Is it that we ultimately want? And so at the time we took and and I remember explaining to this, when I used to do that workshop is and with staff in the room, I would put them in 2 separate separate areas of the room, and
014one of the strategies was to ask No, from the students that you have right here and now, what do you hope they will achieve by the time? Maybe Then I would ask the parents the same question for, child I, that you have to make your nurturing and loving and sharing For what is it that you want for your time? And ultimately, when we review the time, for example. and so So we took that into consideration as well, not only from the perspective of your work, wisdom at the ground level on the pavement every day as a parent. What is it that you would want for your own children? and if you don't have children and niece, and f do a loved one? Yes, bye, it's fine and so you'll see there are compilation. Was independent
015productivity. Hold on next positive relationship. self advocates opportunity embracing challenges. And so what you see there highlighted, were the words that the very team doing the work, highlighted and circled in different colors. And over and over and over again, and then ultimately is a chart number 5. So if this is why we exist, this is we serve. This is what we know. This is what we want and what will we go from there. That's where the development and so right here on this stage are on chart. 5 are the responses of the very staff that is doing the work that we serve. We miss the model. we create opportunity. we advocate, create a supportive structure, provide a safe environment. Provide support, learn or increase our own knowledge, collaborate, provide non judgmental feedback. We celebrate successes,
016the allocate resources to based on effective practices, and and a lot of the work that we've gone into since then is the equitable allocation of resources, regardless of where you are in the organization resources is not just funny, but it's training still living material. In some cases it is month but often, folks think of resources, money, or physical research. And so we talked about that at at our staff level. Really looking at. What is it in each department we are doing really focused on? Add port or equitable i'm using data to make our decision harrying for those that are in our here. That counseling, and we provide access that works and those key partnerships so incredibly important. Next slide, so the result from the asco team that was working on this over again several months.
017The vision and mission that you see there again went through a very iterative process, and over several months and sessions of finally coming to a refined, a vision of preparing students. Well right. learn grow thrive in a cheap life month, and Our mission of promoting equity and excellence by working with our districts and our community partners create opportunities to get that address and need it. And they are assistant very intentionally set and when i've done this work over many years with community based organizations and schools on school board. I I use the model in the approach of because i'm old enough. It needs to fit on a matchbook. So I try to help folks think about the size of a matchbook, right? Because we could have a lot of words on here. But if you
018count, express a vision, a mission in a distinct manner. To those whom we serve, to our community partners, to those that you might see in the place like the grocery store. Then, then, then, it's not useful hi as often especially as a county office information. People don't know what we do and they don't know who we serve, and they don't understand the scope of Our community partners. And so folks, I think not not it. They came to a really good place. this is our vision and Our mission is how we're going through conflict and We also talked about having one purpose, one as We are such a diverse work in the date, and we also are only 1, 58, and I often say the vote in one county office in education. You've seen one county
019office in and so we also give them the diverse scope of our work needed to make sure that we have one vision. So, as I mentioned, I did bring this to the board in in 2,019, and I wanted to take the opportunity as we're going into Our our developing our joint equity statement, and it would be a good time to bring it back and get your perspectives, your thoughts. Did we miss something? If there's something that we should be taking into And notice, even in 2,018 and 19, talking about equity for a number of years. Now it's not something that is new to this organization that has been at the ground level of our work, and our mindset for our presenters are going to take this next and the board at various times have talked
020about Both revisiting our vision and mission of the organization meaning the ground level work. I'm Then taking it to another level with a joint equity state, which is more about our mindset as a governance team. It's not so much about doing the work at the ground level, because these folks here are the ones that are doing the work at the ground. Now. but an equity statement is more about the superintendent and the Board as a joint governance team, and how we you through the work that we do, and the lens through which we do we do the work So how we do it is You heard me talk about our guiding principles leadership and collaboration and work, and, in fact, these guiding principles have been in place for a number of years, and not new
021since 20 8 they have been in place for for quite a long time, and next. that. But this really takes into consideration is our guiding principle Yes, do these help us to do our work i'm on solid ground versus shifting things and leadership and collaboration are those kinds of things that But we found as a team doing the work on a daily basis. Is that it doesn't go out of style someone I heard someone say, recently, you know what's the latest open. So these are not the latest coconut water. They are rock alright. they don't shift depending on the year, or the contact for what's banned leadership and collaboration is something that you can stand on and support if you're always focused on and and always focus with me so that is a brief and
022not sense of how we got to the vision in this. And then next slide. Please want it to you. to gain your thoughts and perspectives and feedback. Now a couple of years into it i'm just doing the work Perspective. any feedback stick up for comments. very thorough. This was the apparently a very deep dive, and as you were going over these different, if you will, I was recalling hearing them without really knowing that I was hearing them. That we have been going along this path the last few years, Covid years, but the last year. so That makes my whole hard. You know it looks like I mean, this is the same type of up that week. Right. I think we're right on traffic Thanks some of it. I mean this That's that's true and so
023the intent is during the next session. Really focused on our governance team you're absolutely right and if I recall It's. I I believe it was under your your leadership as the President suggested. That's when we started our our journey. with equity work. is we need a joint equity statement. and then, President Lavelle, have you can that charge? And yes, we got the real with covid and and a couple of other priorities that have come along in between there. But you're absolutely right and tonight is our opportunity where we're gonna spend more extensive time doing exactly Really appreciated the slide with the different charts and posters and the questions. They're just such key questions, and having that back in them by lighting just to really pops out what priorities are for people and like me from
024an education background. So look very familiar with student centered and families it was just great to see on that. and hearing that different groups of people came up with the same thing as priorities in education and are the same thing. It's the kids and the families and then going from there of course. So that was just great information to have on those charts, and that And I just wanted to add how grateful I am for the explanation. It was a long process, and it and trustee cohen Thompson said a deep dive. This wasn't something that you took on a superficial level, and I hope we at the Board can you that practice that that this isn't the one and done moment that where that tradition forward to continue to evolve and pro in our understand
025a best It's. it's that's also the reason I want exactly because they're the ones at the ground level. No On the next item, actually takes us into the development and dramas is pointed the item, and I I I will preface with saying I'm so breaking or for your direction and your priority going back a number of years. Csba was going down this route, and then our Mono County School Board station and our work with Nicole Anderson. I would have found those sessions like these and And so I, as a superintendent, I appreciate that. That. the Board also sees the importance. of point governance and point approach in terms of plans, through which view the work. That's Odet And so thank you. President Coleman at the time. And now, President Rabel and keeping us moving in
026that right direction, you know we have a little bit of some with other priorities coming back to it, was really important and frankly, setting aside the time to Do it outside of your regularly board meeting, and yet making it a priority of this. So we're gonna have the opportunity to work for about an hour in 15 min, as I finished a little bit early. But but it's critically important and and again. I'm really looking forward for us to work on this together. I get to be a participant which I don't often get to be so. So. Dr. Mail. Good afternoon, Everyone i'm really happy to be here this afternoon and evening, to be able to, but only present. But to introduce my colleagues here, who are going to also help through this journey. I think
027list that really affects everything really. Well set us up for a connection to the work you have been doing and have been thinking about leadership of President Coleman, President Lucille, and everybody on the Board. Really indeed the work that Nichol Anderson led and there ever after that that I know i'm part of, and so I would. I want to take the time, and as the team comes up they'll introduce themselves as well. But instead of having us second birthday We'll Introduce, you you know many of them, we have Marnie Lynch, who is our senior director of district in school support, Dr. T. C. Rogers, who is the director of Assessment, research, and Evaluation, as get those mixed up in the Order and then Amy Robinson, who is our program manager for language and Literacy and
028this team has been engaged in the work that we've been doing at school around equity, not only internally with our management team, but also as leaders in the organization leading scholars which has been developed to deepen our equity work as an organization for those who are interested in engaging as well as with our district, so really connecting to the work of equity. Happening in the districts and looking at their own needs everybody's on a different journey, and i'm different parts of their journey. And so we really step in from an improvement, science and and supportive perspective. How we can support that work. so we also hope to then do some of that work here with you as well, and engage you in a similar process to what list that was describing. But really customize and
029tailored to your your needs here. And so, really looking at this joint governance, equity statement and the lens through which we view the work that we do. If you look at our website, there's through an equity lens is one of our little areas that you can zoom in on and go to our different web pages. The focus on some of the partnerships work we've done which have resources and things on them, too. I do want to just add just the tie into the appreciative inquiry which is the approach we aren't going to take you through. And so, as in with the sets of work appreciating and evaluating the best of what is envisioning and imagining you sure where we wanna be, and where you all want to be in that joint governance equity statement So
030we're excited to be here and really have this opportunity to to think and and learn along with you. And and really okay, I through a statement process. So if you could go to the next slide, Dr. Lamos she mentioned it a little bit is is the critical important of the work also. You know this isn't a one shot deal but it's the work that we've been doing not only with our but also internally over Dr. Like the team brought to you out some of the work and the beauty of it is now. So we're hopefully taking all of the learning and experiences and and different pieces that we can bring to help think through. And and really all of this, as we go through, is coming from all of you, and the the information and
031ideas that you bring and envision for the future. So our agenda we're going to really look at a definition of equity from the lens of the National Equity Project, which is a really foundational group that's worked with a lot of districts from aid and the country. And then looking at how we were in we'll show a little video to ground us in some similar understanding, and the understanding that you also bring with you. and then we'll go through that if you have inquiry process, which will be interactive. we'll have you up and moving a little bit and engaging in different ways with the work and the learning and that way we can get some perspectives and really get to a good solid to the statement and get hopefully it pretty deep into this process it's.
032I think we're structuring it in a way. that'll allow you to to go pretty deep a little bit more quickly, too, with the smaller group we were working with about 50 people when doing the appreciative inquiry process with our larger management team with a smaller group. Also shake a little, and then we'll talk about some next steps, so next slide, please so I will soon turn it over to Dr. Rogers. we'll go into that definition of what equity is from the perspective of the national equity Project. You'll view a little video clip. and we really want to and base this on your voices and your perspectives as a governance team, a joint governance team. And so really thinking about what this means to you for the vision of this work? And we want to ground
033it in some common language. and understanding from from our lenses all that we can people. And again list that shared some of the work that we previously have done. We brought that presentation to you. I believe you know what a year and a half ago to share some of our equity journey which just continues along the pathway and continues to expand in different areas, and we continue our learning because we also know that everything continues to shift, and we wanna continue to grow and and know, and and we make sure that we are at the forefront of this work as well, questioning our own biases and and really making sure that we are serving the needs of our communities in our own programs. So I am going to heavily turn this over to Dr. Rogers
034continue the next step. Thank you again for letting us keep here this evening. Well, Dr. Rogers is, is making her way up to the microphone. Also be thinking about, because it is only going to be an hour an hour and 15 min. And we likely may not get to. I know, really good product, that we feel very good about and so be thinking about the end in mind. How do we continue to have these conversations? Would you like for us to bring it back to the larger board, or you have the ad hoc committee that could continue to work on it and bring it back? And then iterative process. so we'll be thinking about that as well as we go through the work. How you would like to continue so that we get to a
035final product that may or may not happen Thank you. Good evening, President Rabel thank you superintendent Austria Henderson. trustees, colleagues, and guests. I'm Dr. Rogers and i'll be supporting the facilitation to the next part our presentation this evening, and as Dr. Lamos mentioned we'll be using 2 tools for some as grounding resources, and we'll start with the national equity Projects definition of educational equity, and I would like to ask you respectfully to as you listen to this definition to note down any words or phrases that you hear, and also any words or phrases that naturally come to your mind as you're listening. Because, as Dr. Lamo said, the National Equity Project, they focus in supporting organizations and school institutions. With this work, and so we believe that this definition will help us. Help ground us
036in similar thinking as a starting place, the service our as our baseline, for which our ideas will sprout So the definition is here on the poster it is a little bit small. So i'm going to read it i'm gonna take my time, so that you can make notes as thoughts come to your mind. And this is a definition of educational equity, meaning that each child receives what they need to develop. They're full academic and social potential working towards equity in schools involves 3 things: insure equally high outcomes for all participants in our educational system, removing the predictability of success or failures that currently correlates with any social or cultural factor Yes, working towards equity in schools involves 3 themes. Number one is ensuring equally outcomes for all participants in our educational system, removing the predictability
037of success. 4 failures that currently correlates with any social or cultural factor The second involvement is interacting in equitable practices, examining biases and creating inclusive multicultural school environments for adults and children The third involvement is discovering, and cultivators the unique gifts, balance, and interests that every human possesses. A few moments to finish, and notes Okay, ready for the next resource. Get those like ideas flowing I'm. in Dr. Lamos mentioned a video that we have. And this video is on our website. And it was created by Californians dedicated to Education Foundation in partnership with San Juan. Unified school districts and Sacramento County, and we had it posted here on our Educational equity page that like the dental mention from National Equity Project. This video will also support grounding us in some common thinking around equity and
038educational equity. So I also ask that as you listen to this video that you do the same process, anything that you hear that particularly resonates anything, Any other ideas, You might not hear it in the video, But an idea might come to your mind of a topic or subject or point of emphasis. Please note that down also. This video is about 6 min long so we'll listen to it and then also allow time for you to finish up your notes before we engage in our next step. I think we're ready earn me thank you so much I would like to become a pediatric physical purpose. So I can help kids. I want to apply to Ucla and Major in psychology. I want to be an entrepreneur and start my own clothing brain. I'm, hoping to
039go to four-year college and major in architecture. I want to be an animator. I want to practice law. I want to help either in civil law or immigration law because they'll start the things that I see that are needed in my community to move forward It is completely true that all students have the ability to succeed, and the only reason students are not succeeding is because they are not close enough to the opportunities that will allow them to succeed. Education was not built for everyone and that's the problem and until we really start looking at that reasons behind it. and look at all the isms that play into the classroom. We truly can't do what we need to do for our children. Oftentimes the adults and the system around us are blaming the kids for
040their failures. What our work is about is looking at the system around the student that is producing the outcomes students that go through different things, such as homelessness, you know, foster care. Even people great to this country, or like move states, needs more support to just go through the education system because they have to deal with coping with what happened to them, or is happening to them. Newcomers and English language learners I feel like they don't get enough support. What I think of it stood in the way of my success is the student teacher ratio. I wouldn't say didn't learn anything but if I needed one other one help. I didn't always get it as you can see i'm a black woman, and obviously like the system, was not constructive for, like people of color
041to succeed. So every day I felt like I had to struggle extra hard to succeed in my classes. We really have an opportunity to do better, and to see students from a really asset based lens, and it's really on us as adults and on the system to change the policies and practices. and procedures that we are implementing that further perpetuate structural racism and the gaps that we see some students come to us needing more. There are deficits of learning by the time they get to is because of that structural racism. They don't have the supports their needs are being met by their communities. And so we have to overcome all of that and catch them up and advance them. Educational equity ultimately it's when every child has the opportunity to succeed in education, regardless of
042race, regardless of Zip code, regardless of color, regardless of ethnicity, where every child has an opportunity to succeed so How can we everything that we can to meet the child where they are that's what equity is. And so we have to be willing in our system to give more to those who need more when they need it. Students, parents and families are in classrooms. every day So who better to determine what solutions are than the folks who are closest to what's actually happening every day. We should always listen to students, and we should always ask students what is happening for them and what are their ideas and what are their needs. It can start by focusing on a small group of students who are experiencing success. And we can do this by listening to their
043stories. Understand? the communities are from asking their feedback. I mean if we do this, and we identify their needs it'll actually build the capacity of the system to impact the whole. We need more resources in school, specifically investors, black and brown students, because these students have to work extra hard and do like double the work just to succeed. For me having a trusted adult at the school is very helpful, because then you always have someone to talk to here. I think it would be helpful. The teachers got to know me more and like interact with the students. If you look at the kids that have stuff going on at home and stuff, and you put in the the work to help them, then it can really change their lives. I stressed myself out, so I
044feel like there should be their best at school because it could really help kids, especially first generation. College students need more support on what to expect in their future college experience, and and how to navigate through all. That is the ways our systems are set up like it's very segregated by neighborhood and race class ability. And if we make policies to like integrate schools, not just like, basically, but economically, then it would just better the education system for everyone What we're seeing more and more today is that belonging in equity are connected. You cannot produce a curriculum policy, a treatment of people in a disparaging way. If you feel like they belong you just can't do it We have to move people to see that other children making it means their child is making it,
045and if somebody's child is not making it. It means their child is not making it that's a hard turn for people to make. But that's what's required for People to see that equity is in all of their interest. We need to actually put our money where our mouth is, and resource and invest in education, so that we can achieve the outcomes that equity envisions. I know we will be successful, not going to come tomorrow, unfortunately, and it will be a battle. But we will eventually get what's needed in order to truly educate all of our children, regardless of where they live Okay, we'll give you a few minutes to finish up your notes We'll take it to our next slide So, Superintendent, I show you. Anderson talked through the appreciative inquiry approach, and Dr. Lamos
046reference. That will be going through that process this evening. So we'll be interactive, very engaging allow for The dialogue in a written fashion around some components that might be considered as we move forward, and I will echo a few things that Superintendent Shaya Henderson said, related to appreciative inquiry the process focuses on valuing the best of what is envisioning, what might be, and dialoguing around what should be. And the process is engaging in frequent inquiry where we are always questioning and imagining, as she said, and innovating and emphasizing the need for co-creation of the future. So it's a perfect scenario it's the best strategy for this engagement of the collective and where the joint governance statement where we'll go what it will focus on Hmm. I want to emphasize some of the assumptions that come
047with appreciative inquiry. One of which is what we focus on becomes our reality reality is created in the moment and the act of asking questions influences the group in some way, so questions are good, and if it's the importance of valuing the differences as we engage in the process. And so the value what we'll focus on our and Superintendent Shui, henderson's share this our value attitudes and beliefs as we move forward, you might have noticed that there are some posters on the wall, and I believe the next slide, Please, please. Our process. we'll start with as Dr. lamo said we customized it a bit for this purpose, so our questions are a little bit different than what you heard about and Superintendent Stereo. Henderson's presentation and they are also at your desk Some colored postage.
048and so those posts connect to each oster. So to your right. there is a post that has our first question I'm gonna walk through each of the questions, and for question. One. you will use your blue hosted to respond to it, and question. One says, What does equity mean to you so it's your personal definition of equity? And you might have many components of that definition. You can choose to write multiple ideas on one posted. You can choose to use multiple posters to express your ideas, but you will respond to the question. Write your response on the posted and when you're ready there's no rush for this, but when you're ready, add your blue posted 2 question. one, Our second question is right behind you and it is green so you had your green post-its
049to go with this question, and it is, what do you value most about as you educational equity? So remember, these are your values. Values are the importance that you attribute to yourself, to others. To things. it could be institutional norms principles. Right. But what do you value most about educational equity? And we can reflect on the definition from National Equity Project to support you Us. Any additions you might have naturally question 3 is to your left, and it is orange. You'll use your orange post it's here and it says what are the components of a welcoming and inclusive environment? So how would you describe that? How would you describe a welcoming an inclusive environment? And there's no wrong answers in appreciative inquiry Nothing's wrong. You think it? you write it, you add it. phone second
050guess. Just let it naturally flow. Question 4 is pink, and it says, What is our ideal destination or goal for the youth we serve. So remember, Superintendent, she understands anderson said the creation of what could be that's question 4. We also have a parking lot slide If you have a thought, an idea or question that doesn't directly respond to one of the 4 questions user posted, you can note it down. We have a team here, we will come and we can come and grab it and add it to the parking lot. There's something you want us to keep in mind and consider in this process. That is the first round. there is a part 2 but for now let's get started on responding to the questions, and then we'll give more instructions in a few
051moments, so we're generous with time here. We have time. I think we can support you. If you want us to collect your postage and add them. We can do that. But this is your time. Okay, Any questions? Okay, let's do it I may add it, doesn't have to be complete sentences words, phrases, points in complete sentences are welcome Wow! look at all those ideas we're getting excited on our little corner over here, and more thoughts come to your mind. you don't have to stop. So even throughout the evening. Right? If you think of something else that you want to note, continue to add to the post-its. Continue to add your thoughts, or the second round we're going to do a gallery walk, and we want to ensure that each member has the opportunity to see
052the ideas that have been added to each question. However, you're not only going to read and let's go to the next slide. Please. if you see something that you it particularly resumes that you immediately connect with, as your reading it. You'll want to bring your pen with you as you do your gallery walk. You can do a few things, you can circle a word you can underline a word if the entire posted resonates with you and your you know, similar in your To your thinking you can add a star the posted. So you can elevate the entire posted what's written, or you can elevate particular detail of what's written. However, the takeaway here is be sure that you've seen everything that's added. So you'll want to spend a little time you might see something, and
053then come back. and you know, change your mind. All those scenarios are okay? Because we really want to begin to illuminate what is bubbling up to the surface. So what is being emphasized? as the members read it and and see it. I've written in response to the question I also want to know if you read something again, and you're thinking Oh, I can add to that I like this posted speaks to it. But there's more. Please add we have extra postage we have extra pens. We want to get every thought that that that comes up so that's our round 2. Any questions about what we're asking ready okay let's go Correct. That's right. Yes, thank you superintendent Sherie Henderson. You can start anywhere Okay. How about a little bit of discussion? What did you see?
054Were there any concepts or ideas or words that you saw that resonated a culture? I that aligned with your thinking on any similarities. In responses. What did you notice during the gallery walk I think we'll capture some of your noticings here at the table. I'm. One of the things that I notice is very much focused on the students. What they need that's there there's such a diverse diverse! Think of what student people recognize that it's not one thing is gonna work for everybody or there. Andrew is not what's needed and students have different needs to background that way, where we want those differences, different things are needed for different one thing for everybody Aging myself, but and I don't hear and having her at all word. Oh, probably cultural brings in everybody as opposed to
055just saying, And you say, multi, that every student as opposed to English, and they're all not excellent, or whatever they are It's across the board Oh. that word multi caller. I remember that long time ago, and that was been calling And I notice I don't hear that and I did that when we're addressing that we need Otherwise at all I think one thing that I didn't see not just about who's in the educator because we none of us are in silos by ourselves. We have to interact with other. You have to interact with other community members. I mean that was the whole thing behind the lcap and all that is that have stakeholders. Anybody who's in the community is a stakeholder. Oh, I think there needs to be a focus on that. I saw it
056on some of the building bridges. Yeah, as we don't stay just in our classroom everywhere, And I think another thing is, now we really need to assess how students show up how they get there. They all get their equal. They don't all have the same things going on that matter to them in their household. Some students don't eat But just me trustee coleman how you express we need to examine. i'll get so up i've not ever heard it described using those words, and I think there's There's something there there no when you know a bit to this. When we were when I was at probation, I was working in juvenile. Every kid went to an assessment. every single kid I was hooked in have to come see you in. We had to figure out how
057they got there like what? what is the precipitating cause? Not just what you did. But how did you get there? Okay, And what was it that made you take that path now? And now it was on up. Figure that out, and you know you gotta call people. You gotta call the parent You gotta call their other school you got a call, but you're involving other people in this not just taking. I'm like that officer who brought the kid in said on a written report which I think we have a lot of tendency put so much spread it in the written report or their school record there. But these are by people writing stuff on this child. that you have no idea what bias they're coming from. So until you actually talk to that teacher until
058you talk to that parent until you talk to that officer. What was going on here Now, how did they get here that's that's my thing. it's not it's not just what you're gonna do for them once they enter your door. But how do they get to your door and How are they going to continue to get to your door day to date so that they can receive the education. That's it. What really resonated with me was as has as a government's team having that mindset, as we are discussing our practices for our policy, having that mindset I I just it really resonated with me the word that you use if damn and recognizing how kids show up. And I think you know certainly from the educational perspective our educators do that, apparently. But as a
059governance team for us to keep that forefront in our mindset of how we govern. It is a whole nother level that's very much appreciate And some of my notes are also at a point about the family. The child cannot. The child is part of a whole body, and the parent is very important. As a whole part of the process, because the p the child can't do any more at home than what the parents will allow or understand. And when I say, allow that means necessarily doesn't mean necessarily they don't care. But they may not understand, because there is a language area when you see an 8 or 9 year old child coming here to interpret, and an appeal when a parent, that is because that child is using the word that he may not necessarily
060know how to express and his own language and the parent, and identify with that one because it doesn't meet you. They have about whatever the incident. Oh, that that family, and I saw in here to notes about what we're doing with the family, and then the wellness now with the family and absolutely with, as I say, often on several other boards, the commission, and i'm on i'm looking at real estate i'm looking at. but i'm looking at housing, and all of that is student services. But my participant on those board it's not from the student but from a community. Also I? I have down here what your training and That's where I got that multicultural one of my family members. How did you that's a state when I study i'm age and month? And that
061and also we talk about it that a teacher that reflects himself. Alright, His language is caller and understanding so a lot okay because we deal with I'm working with some other good deal family aspect. But if we can't bring this family, up where we leak causing a disservice to the child, because the child will feel like they're telling me this is school. But that ain't happening up there and i'm using that 8 that's that's that's that disparity. That's that that I shoot an idea it's there's no way we're gonna do that, and that's when the outside activity and the other associate hi steve as with my colleague there, Miss Oman, I can get very emotional but the things we hit on model restoration advocate Oh, it's really understanding. How do that with them? I don't
062know outcomes that. And I think one of the biggest things that we really need to look at as an organization is structural racism, you know. I mean it's hard it's uncomfortable to talk about people get defensive. You know I do. If you don't talk about it it's gonna continue to exist in a vacuum, you know, and until we start taking that apart and really you know who take it, the hard looks at stuff that has been going on for years, years and years, including how students get to us a lot of it is built into structural racism until you start addressing that you're really not going to be addressing equity. But I appreciate about both your comments i'm trustee one Johnson, and moment is the speaking to the lens through which we show up is
063the governance and the lens through which we we and i'll use the example of the ad hoc, for example, going through the policy and the decisions that the board makes or that we might make jointly. I think that's that's where we have the opportunity is why not the mindset that all of these things are important and matter, and should be taken into consideration in our government? Yeah, because it's that we're serving right we're serving mean like like the ad hoc committee. we're going through the policies and procedures right Now and we're making things ge So kids don't have to follow into a he, or she you know I mean that's that's one little tiny wrinkle that they could go in and see in their policies. You know that govern them. That just does. you know
064we at least are trying to be inclusive of all sexual genders, you know, or how you identify yourself right by just changing the heishes today. And them, and like that. that's one way one little way but it means a lot to somebody who is in that situation is. They can see themselves in that, and they can feel included in that. A policy does pertain to also on that in some culture. The growth of the some girl come in, not viewed. So when we take that, make it gender neutral or mine, or his mine, mostly her from mine does not exclude, because you do. Early. Hello! she becomes the part of the whole as opposed girls in our family. All the women in our family in our culture. they don't do This they're supposed to do,
065. That's real. one of the things that came up in the video because that education was not built for everyone in this the thing, Andrew. Right. He's really focused on his historical significant of the structure of the education and government, you know. and it was, it was meant divisive system that up, and the same inequity. So the idea of governance is you know one of the things I broke down from that. It's on us to and bought us the new if not now that when and But also i've been stand a number 13 It varies from 13 to 18% of time of a child's time. There actually, and and the the vast majority of a child, hey? And whatever increment of time is outside of the classroom and then it gets back to those partnerships
066of how are we supporting the family? That that time can be about education, not about about home like it can be a but a little bit more intentionally. Education versus living. But right now we've got this inequitable system such that it's our coming to school hungry. It's our coming. They weren't able to sleep because they're they were. Their family was in their car overnight, or it becomes support system system. I'm. not advocating that becomes just a How can a teacher focus on the lesson at hand when the child in front of you? I know I know it But these kids have an individual I don't individual education. I that never made sense to me. Yeah. Okay, we know you need special help. Well, every student needs help. Why, doesn't every student every year have an
067individual education plan for that year. I don't I don't i've never it's never made sense. Why they didn't do that I think that's what we have the beauty as a governance, and the Jcccs. Every student does have an individual learning. take it, we have the opportunity to thank you, too. You have a mindset for our decision making such that hosting You're addressing it You're really they'll copyright it my good how are you or for me as a member of this government. I think, what we're discussing my perspective, the lens we show up one Wednesday and night, one Wednesday a month to engage with each other, and engage with our public and engage with our partners in our communities and show up ourselves in our decision making questions families up We've been capturing amy's been capturing
068these points that you all have up like to support the responses that you have to the questions on the posters. Is there anything that you read on the posters that was unclear to you that you want to ask a question about to the author? Is there anything that you saw that wasn't clear you wanted? an explanation on reflecting on what you read during the gallery walk to make sure Also thinking about if there's anything that you didn't see on the postage that you accepted to see I just appreciate. At Yup. what was that? There was repeated over and over again. That was very heartening as I sit here with my colleague and the shared government versus Brings me back to that point at the Oh, classes and governance at our load, Master, that that should
069be a required is the things that are here Text of what those classes were, and I can sometimes a board member that hadn't how they respond with situation that in the class we now know how what lens look at. That so? Oh, my! but Because if it isn't we're never all gonna be in the right place, because they're gonna be looking out of a different lens we need to. At least same. Of course we have our own understanding, but at least product. We can activity. Make it fine. Okay, I also I can there varying perspective. Okay, Board member I'm coming our most and not only Even though we might take them. I am sorry. having that phone. I have. I have Hi Levitan no it it doesn't allow a super I'm with Bye, and they
070bought up I didn't because I am not in I have come from on we on the other side and we do think and Oh, i've always I didn't ever several time. Not every time Hearing. That's great So with all of the data, this qualitative data that you all have provided this evening. And believe it or not the color coding you've done an initial round of coding which it speaks to your involvement in this process. And so what we'll do is superintendent Ray Henderson, you mentioned the commonalities and the statements and words that you saw repeated, Those will likely lead to some themes that will be able to identify, and concepts and ideas that are speaking to similar topics become elevated right if you keep seeing a word, or phrase or concept over and over right
071it. it gets elevated and the others might get left on a table, and so we'll do some consolidating right, so we'll use what's written on the posted along with these emphasis of your dialogue this evening and points that you made in terms of your perspective and your position, and so we'll use all of that to corroborate what's been written right? Is our evidence is our data, and then for our next slide we'll turn it back over to you superintendent Australia. Henderson to talk through the next step. options because we have time. We have still about 15 min set aside. I'm wondering if we might be able as a governance team surface. Some of those common themes. and that might help launch the the next steps in terms of It might help to expedite the next
072steps so that we can get to some some drastic, which statements So I would invite the rest of my colleagues. What are some things that that resonated with you? For example, trustee, Don. I heard you say Student Center I mean that just really came out and and I would come. Let me agree with you. Oh, if folks are amenable, maybe we could just start with. What are some of those words? It came up over and over now and I'm, wondering. I don't know if this works or not but maybe we can read some of the things and see what might pop out, so that we can write down those alright. So on this one. What does equity mean to you? breaking down barriers, expecting excellent outcomes for every student. All students are at the same
073starting point. Equity is one obstructed access with people receiving the resources they need to succeed. Does it mean? Equal equity gets everyone gets what they need. And people having getting what they need to achieve a basic level of something, a basic standard of living. Example, fairness, undoing, structural racism. All children learn at high achievement levels. Oh, and I can repeat any of that but from that. Are there words that jump out to you, and words would be fine, or or even for us? But every student and all students several times Anything else that you're you heard more than more than one hi! Mark me to repeat any of them In down very I also heard getting yeah, getting what they need. Yeah. That seemed to capture some of the things. On this I read it
074one more time, and see for that. I can go to the next one. Would it be helpful to just read again and see if anything jumps out from. used to be expecting excellent outcomes for every student. All students are at the same starting point what is unobstructed access with people receiving the resources they need to 60. Every student gets what they need. i'm getting what they mean fairness, undoing structural racism. All children learn that high achievement. We capture that with the teams. Okay, my markers with me, Barney Alright. So then, what do you value most about educational equity? Educational equity is about advocacy. Every student addressing diverse need. All students receive what support they need to be able to learn focus on creating, providing what's needed for all students to succeed curriculum resources, support intervention
075in Richmond, extracurricular opportunities students have understanding of language in which they are learning presented. This system enhances moments doesn't have built in barrier, and the things that were underlined were advocacy. Every need doesn't have built in barrier language That doesn't anything jump out that we could maybe capture on this, this one, Rally This is also another one where I heard and Also here heard removing barrier. Yeah. Appreciate the idea of re barriers. But I like that. I think that is the first step but it's. But it's not just that it morning how to have the resources in relationship and the opportunity. I have to learn veryary. yeah that's joy thank you. No one. Oh, Brown, he doesn't move they chain off Oh, just removing the barrier. Not necessarily go. go forward. embrace the resources An
076innate that's great moving the correct thinking everything under neutral that's in the back of their mind that this is for everybody not Capture. What do you value most but educational equity so maybe I won't cross it out, but the removing there's and allocation of resources and education student centered again. And then relationships and opportunity. we move on to like Dr. Rod Jersey she just can't help herself alright it's good. I love it. So what are the components of a welcoming and inclusive environment? Love the researcher in you like creating a team. safe environment, listening to students, emphasizes people over data. Assessment, reflection, continuous improvement areas to success or identify and address. And a lot of these like things. There have a lot of stars next to them. Culturally diverse building bridges committed adult educators, community
077partners, open minded, sees potential. No one size fits all with lots of stars near the no one base. It's all from the classroom perspective teacher who has a positive attitude. Teacher cares about the student. their background. family, home situation challenges, celebrate successes. Students feel seen and truly known. They have their own place, materials, etc. In the room. Teacher constantly. communicate care and shows that they're important. Adults are welcoming to every student accomplishments. Milestones are recognized and celebrated, some one school mission who cares about their successes. Someone who listens to their individual self. Then assessment made to determine how to understand be understood in the classroom. Hear a lot about relationships mattering Alright, anything else that here I love the no one's like the no one size fits all because I heard that in the conversation,
078too. And then. What i'm doing We' a lot on our And then. We're the of the caregiver I have been interested Good to move to the next. And then what is our ideal destination or goal? Looking for a purple marker gonna be color coded in. Okay, governments that governance that removes barriers with policies and practices. What about allocation of resources based on student needs? eliminate cultural language barriers those students and teachers features who the diverse cultural needs of the body or who match also mindset, that is focused on inclusion rather than divisive, meaningful life option all the skills needed to be successful. However, that's defined students are able to achieve whatever goals futures. They envision for themselves, they feel, heard, they learn what they need to be successful. Every young person is valued, every young
079person's needs are examined and addressed Alright, any any things we want to capture. Yeah, area terrible time Yeah. Yeah. : Nope: No problem. Perfect. And our , Committee partner Committee partners. Kitty: Yeah. on a workshop That's fine thanks done that we all had i'll do that hey? What we wanted to go. They would then tell us that 2 focused on and We did that. Are making a right great counselors know it and they will call us in and see what's going on, that he lost his job, or or they had another day. My day i'll be adding another baby that kind of thing which affects the whole household so Other than when you get in trouble. I do, I think again bringing us back to our Jccs. We do do that, and we have the
080opportunity. Yeah. I think that we have the opportunity and the privilege. Know the student that's where Dr. rogers and or specialist, part of the challenge of our a larger schooling context is as being linear one on top of the because there are problems That students have today in the day you never and I just consider it, and and many of, and Dr. Robert So I think we have a great opportunity. Okay. So in our decision making an our governance, how do we continue to support through the full accountability? The student tips. It can plan for student achievement. The local control account. Yeah, it's weird a grand opportunity Thank you, Doctor As you all were sharing Amy tallied the number of times that these concepts were repeated across each response to the question: What came up
081the most was focusing, of course, on the students getting what they need and what how long? By breaking down barriers, followed by student focus, followed by all students. Then we have a couple of topics that came up an equal amount of time, resources, listening to voice and being seen and known. Just getting this bust, because that is the generation of generating an equity statement. Right there I wish we had another hour, so we do want to turn it back over to you Superintendent I think you've got us to a really good place as a governance team. so. I would turn it back to President Lavelle and my colleagues on the governance team in terms of next steps. Given that the the work that has already been done tonight out since some of our trustees. Would
082it be most useful for you? to work through the ad hoc committee? That would generate some work with Staff to generate some graph equity statements, and that use the accordion process as as you were already used to doing Or do you want for the team to continue to come back. I think there's pros and cons to both, because, given that the Ad hoc committee are the ones that are here. And so now have the background in the context. but I I leave it up to you about how you would approach. Coming back to the governance team with breath equity statements or a draft equity statement, and I would make staff available to do that. I'll talk between Dr. rogers after memo morning and work with the end bringing something that you could then present might
083be With the respect of the I see i'm in overview topics. So they all know, and then they do what's that Yeah. so I might invite you as colleagues of the rest of the governance team rather than me doing that. But you and maybe it's the ad hoc committee members as you do when you say we worked on these policies. This is what we work on. I Yeah, so that staff wouldn't necessarily do an overview, but each of you could report on. But you did that. You know. that might be an approach. I certainly can do it. Staff can do it. but some alternative ways of doing that absent spending. Now we're in, and 15 min doing a presentation final word Hi! The last final words that 1, 2, 3, 4, 5 oats right! And
084then the ad hockey back here. There we go that they understand where we're going forward from this not being here, but just go a recap information. Are we? and and maybe even put on the pass out fully. Point fully point I thought and they i'm sure Yes, and yes. I'll i'll leave it up to you one a quote from the movie that really struck me was what we focus on become our reality. And so I think that elevating that to a prominent position, our meeting is an important part of continuing the work, and so maybe it becomes a dedicated portion of the It is work. That this is singled out, or I I really think this is more important than we're missing. Our policy. and especially since our policies were just gone over 2 years
085ago, I really think that the ad hoc committee should pay attention to this right now, and maybe we and the policy perusal right now, and work on the equity statement and stuff, cause I really feel like we're already behind the 8 ball, you know, last year, or 2 years ago we listened to Nicole Anderson. Ever write keys. And so this has been in the process. And yeah, Covid delayed it and stuff like that. But this is so important work. This tells everybody in the community that we support you. Matter, you know, and we want to correct things that have made you feel like you don't matter. And so I think really our task as the ad hoc committee Right now the focus should be on meeting that join Equity State. That's my opinion. Well, let
086me just ask you this then if if that is and goal, do you find that it would be better done in a public meeting in open. It'd open to the public recorded so that the discussion is out there. We have opportunity for given a anything that we do in the ad Hoc committee is is open to public. When we bring back the work, questions can be asked and and take it back, and would differently have the priority of the Board or the consensus of the Board doesn't feel like it. Just think we okay facilitate this getting into actual reality. I think it needs to. now. everything else should be put on the back end, or until this is the I. I really think doing it through the ad hoc committee we'll we'll injured me. No,
087that's that's that me and ginger from up here, so we're here. We know the work that we're putting into it right now I think we have a good idea of how to bring a statement together. Now with all of this, and I think you know if we have to bring it back to the time. Then we bring it back to 3, 4, 5. I don't think there's a any I really think an equity system. Be a living, breathing thing. it should continue to move more as we continue to change and grow. I mean at some point we might have different students in the students. We have now but need something else, so we might have to change it a little bit again. And so I don't think there's a one and done kind of statement
088that we're gonna get to I think it's gonna be continually changing. We can at least get a basis of what we want it to look like. and until it just like the policies change, we go back and we change policies as legal stuff changes, and all of that, Well, our equity statement might change too, we might need to have this week some other kind of way. Something else comes up in the future and like, Oh, we now have people who wear 10 hats. Okay, let's get them in here, too, you know the more the marry you. Okay, but you know I mean that's just a a crude example. But you know it, it can't be just a one and done. We can't say this is our equity statement is never changing from this point forward.
089Yeah. Why, out of all the key points of Okay, did you come up one? There we go, and then weekend right on point Get better, and I would like I would agree I would like in that to the vision and mission, and each of our management meetings we're always talking about the vision and mission and our guiding principles, and if we're example are we exemplifying? Does it update our actions, matching our vision and mission? So I I agree with you. I also, in all honesty, would want to respect those of you. The time that we've set aside for the study session exactly for this, and I hate to lose sight of the time that this team has, and that's it. Really beginning to dig deeper into these concepts, and respectfully, I feel like using the
090ad hoc helps to honor the time that is team has spent, and continue to move it forward rather than allowing it to call just to recap in terms of expectation. and hey? and look to the next board meeting with not the next board meeting is a brief recap of what went on, but in the meantime we will also have our add up committee charge with continuing the process that that's what i'm hearing and then I will make sure and assign staff. Who are here tonight to continue to work with the ad hoc I like that. I, For me We all been all mine. What did you Well, thank you very much. My colleagues in in this government. We have enough continue to move forward in a positive way. with the mindset with which we and
091thank you so much to Dr. Lamos Roger Amy. Thank you so much. You guys are behind the scenes like, are you make make a great team, and I very much appreciate the time and everything. Desktop into help. Okay, hi i'm Dan. With that we are at a break and dinner at by Monica. So maybe Mark give us some instruction And that's for staff as well so you were included in our head Count Nice. Hey? back from our recess, and we're gonna go straight into student mental health and wellness presently. And this evening we have Camden Web and Dr. Nicola parr here to do a presentation of the request of the Board to go a little bit deeper into the work that they've been doing, and the data they've been collecting of the impact of our
092work so I will let these 2 star individuals take it away. Good evening. So are we meeting Can you hear me? Maybe pull it up. How about now? There we go. Good evening, President Belle Trustee, Superintendent Austria Henderson, colleagues and guests. I am Dr. Nicola parr and i'm pleased to be Po, presenting with Camden web this evening around the the continuum of mental health services and wellness supports that the Solano County office of education provides to our partner school districts as well as the community next slide, and when we last presented we were able to introduce you to our wonderful staff. The individuals behind the work that you're going to be hearing about and their names are listed. We actually just brought in 2 new mental health and wellness clinicians and a new wellness program
093assistant. So at this point we have 37 individuals, on our team that comprised individuals from management, care professionals, and a variety of different clinicians that provide different services, and we have one open position at this point that we're hoping to fill soon with and with the wellness program assistant. So just a couple of updates from when this slide was created last month. And we thought Kansas and I when we were talking about Okay, how do we want to approach this presentation? And what is it that we really want to get across to the community? And the first thing that we want to do is ground us at all in the work by providing some context. Our own background. because when you hear this presentation you'll hear and see me throughout the the different programs, and
094you're gonna also hear and understand better. And see Camden throughout this work. we're just gonna take a moment to talk to you about who we are, and how we approach this work. So I am a proud graduate of Barefield high school I'm. From this area from Solano County absolutely love the area. I went to school here, Hi ended up going to college in Virginia, and I got a masters bachelors education specialist degree. And then, around the time I decided, my husband and I decided to start our family. I said. I got to move back home not going to start a family home the other side of the country, so I said we're moving back home. My mother is a retired teacher. She taught at Range middle school for many, many years, retired from there. I
095went to school there when she was there, which is interesting. I have stories to share later on. and my dad is a retired chief from the Air Force. Retiring from Travis Travis Air Force Base. So. I am a Solano County president and have such respect and love for this community and all the communities that make us a lot of family. When I was in Virginia prior to moving back here. I was a teacher, and that's what I always wanted to be was a teacher. From the time I was little I would take my mom's lesson planned looks over the summer, and I would create lessons, and my 2 little sisters where my forced students that I taught every summer we would do reading and math and all the different things, and I gained some grades
096and i've always known that I wanted to be a teacher, and then when I moved to Virginia I started working at a school for students who were identified as emotionally, disturbed and that's where I got my experience. I received a lot of on site training, but I always wondered. Why do I see? So maybe young African American boys in these in this school? Why I I was always curious and wanting to know more. They were brilliant, but they had such gaps and this was prior to the understanding about Trauma. And what trauma does, and how it impacts a person's trajectory. But I always wondered and wanted to know more about how I can support these young people and prevent them from entering into systems that weren't always ready and able to support them in the
097ways that they needed to be supported so I did that for a few years, and then I was selected to go into management. There and became an assistant administrator, and then, as I stated, moved back to salon accounting. I spent 8 years in the back of Bill unified school district serving as a site administrator for their community school community, day school, and also director of student services. And once again I was working with students who in families where there were a lot of trauma attendance issues. So I would sarge here expulsion chair, but really working with young people after they've had many, many many years failure. School failure involvement in the juvenile justice system. And I continue to want to know more about why once you met the families, and once you actually took time
098to get to know the students, some themes started to emerge around trauma and the need for mental health support. So fast forward. I had the opportunity to work with Lisa. As a colleague, and still lot of county office of education kept me moving forward. When I was in my role as a director in the district. They provided resources, confidential. places to receive information and support i'm guidance, connection, and I never ever forgot that never. And I always approach the work around. How can I support the directors in the school districts? Because I was oversimming into that support, and I know what it feels like to receive support from individuals who have high integrity. Who know what they're doing, they are experts in their field. And so that is what we have been over the last
0999 years developing. So Now i'm going to turn it over to camden to tell you a little bit about himself, thank you, and good evening. So a little bit about my background. I was raised in a career. Military family, colonel from the army. so moved all over the world. And brother, who at age 3, was diagnosed with muscular disturbing. How many give in couple of decades And so my family. There was a lot of emotion in the family come up in but my family was there open about talking about mental health, getting my brother the supports that he needed So mental health is something that was always on the table, like kind of raised up into high school. I just knew that's what I wanna focus on i'm a therapist. So went to the Ohio
100State University mobile guys and majored in psychology and women's studies and then i'm graduating. I knew I wanted to come to an area, but there was a lot of diversity and equity and equality. So the Bay area just seemed like that place to go So I landed all the way across the country. I drove across the 3 dogs. Quite an adventure. and landed here shortly after, and a joke in the field. if you've heard of Seneca Center. It's like the mcdonald's or therapist He was a therapist as a stinted stint at Seneca center. So I started there. eventually ended up at a rape crisis center in contrast to county thinking that I was gonna focus on working with traumatized adults who had experienced assault. And then I was given the assignment to go to Juvenile
101Hall And to be a therapist to adolescent females. There. So I was intimidated by teenagers intimidating teenager. I was scared to be in front of similar youth. When I got in there, and 2 things that I realized one, all of the girls on my case load who have been sexually abused started telling stories of human traffic. I realized that they were all trafficking, and that we had a major issue in contrast to that had not been on earth. The second thing I realized was that I love working with team and so I cultivated in my career at that agency. Really taking the home around educating people about human, trafficking, developing, drop-in centers, do developing services for these youth to help lead them. Out of the life of trauma. so after doing that for a number
102of years. It's pretty burnt out and somewhat realizing that. And then one day we had moved up to the layh from contrast to county to Omaha home for our kids and say councilmember Rosana verdicta shows up at my door she's campaigning, and she says, Wait, you're a therapist. Have you ever thought of coming and working in Solana County? It had never registered on my mind I was living there. I hadn't considered it but she recruited me and I applied, and I went to what the salon county behavioral health, excellent operator for me to really get to know the community in which I now lived and to get to know, go So I have to opportunity to work very closely with Zet and Mickey on some initiatives. I, ironically, was the medical contract manager or scope
103overseeing the work that they were doing. I was always always impressed, but they didn't just meet their deliverables. They seated their goal, they showed up to meetings. They took leadership roles. Every one of the staff that I would meet. Was just so impressive and that was the reputation that's go ahead. With some lot of guns. Keep going out So I was in a meeting for our community partners, and Nicky mentions Oh, i'm gonna be hiring a clinical supervisor position I might use worked up at home, and I applied and I got to come and join The Scope family clinical supervisor back in 2,019. And so what do I didn't mention is my mom she was a career educator, hoping each 2 years 3 years to a new school site. She actually graduated with her doctorate
104the same year that I graduated with my bachelors. In special education, and what's up on each future generations of teachers, and unfortunately, a few years ago she was diagnosed with alzheimer's slowly declining with that But to come and work in the school setting for me seemed like a great way to give back everything that my mom taught me as a career. I'm still in the vein of therapy but serving young people that support. so doing that in honor that brings us up to today, and the work that we're doing that we're gonna speak there a little bit more. Alright, next slide, please. So last time we were here we spoke, and abroadly about the services that we provide And so I really wanted to take a moment to tone in on like when we say
105universal screening what does that mean when we say dropout prevention, What does that look like? And really kind of lay out the work that we do. So first looking at the work of our mental health and wellness clinicians. That also includes internal So when Mickey has said 37 before we have 10 interns this year, we started the year before the pandemic with 2 And now we're actually having to folks away, and looking at getting an additional intern coordinator, because we've become a really popular site for interns to want to go, which we're happy about that we can you can grow them here. and hopefully maintain them here. So those clinicians and interns They provide universal behavioral health screens. And so one thing that I can say is, whenever we get that call, the young person
106has completed suicide. Almost always the person on the other end of the line the district says this Kip Wasn't, even on our way we weren't acting out. We just didn't even know So it's been a goal for us to be able to get universal screening launched where we get in front of Henry students, and we get a screening to see to ask those questions that may not be showing up on any other radar until we've now received the funding, and that is being rolled out. Actually this year. where we're working with the districts getting in front of these students. It's a 10 to 15 min electronic screener that They complete. We immediately get a report spit out afterwards it says Here's the crisis issues. You need to deal with. today. here's the not crisis but
107issues that you need to get that parent on the phone and help support navigate person into service or They're doing okay, let's give them that feedback they're doing okay and give them some resources in the organization So that's our universal screen medical assessments. So a few years ago, we have the opportunity with county behavioral health to become a medical certified site, meaning that all the services that we provide, if it's a medical student we're able to leverage those dollars to go back into the system, so that county behavioral health can expand services for young people. So with one of our grants. we have what's called dropout screening and prevention. So we're working with our districts to identify who are those you typically in high school who, whether it's based on attendance grades? Do they belong
108to a green? Are they foster, homeless, Lgbtq? Is there something that raises them up where we have a concern that they potentially are not going to graduate from high school? They do a referral to us. we go out we do a screening. If they are private insurance, we're seeing what the issues are, and helping their families route them into service. If they are metacal because we're a medical certified site, we're able to have our clinicians step in and do that assessment which can be a really lengthy process and really be a barrier for families. Say, Hey, you gotta go to Kelly behavioral health find the time to go and assess. Don't work after hours. so you're gonna have to go take time off during the school day. I'm we're able to jump over that hurdle
109and support the family. We do the assessment and then we hand it over to county behavioral health, so that they've got everything that they need with medicare regulations to begin services immediately. Individual and group counseling so we'll talk about the various grants that we work under. But we have a clinician who's located at juvenile detention facility. She's done such a phenomenal job in shifting the culture and providing services there that they're expanding our contract to include an additional clinician fine. We're in nearly all of the districts providing individual and group counseling services, crisis intervention and risk assessment. I know you've heard us talk about our mobile crisis response team where we're responding to all of the districts plus elite public schools and rio vista to provide supports when a student is suicidal or homicidal along
110with that is the safety planning. So our goal when we go out is if we can stabilize that young person in the community right then and there not have them go to the Csu or have to go to an emergency room. If we can wrap them in support, and their families and support right then and there. We avoid that, and I can jump over those with traumatic experience sitting in emergency rooms or Csd use and route them writing to services. So our team is really adept at creating the safety plans with the families. With the we fall right around 80% of the time we're able *lang* social emotional learning support. This has been fascinating to watch evolve since I started here. So when I started, districts were reaching out to us and saying, We need
111whole classroom support on social, emotional learning. So we were stepping in, doing series of social, emotional learning systems. The pandemic really shifted that school saw. Oh, that needs to come. So they purchased the curriculums. They train their educators on how to do social emotional learning and Now we've become Vietnam ancillary support. We get to go in and do deeper work around social emotional learning i'm going in and having conversations about equity with young people going in and doing girls and power materials. And so it's it's really deep in the work that we've been able to provide to the districts because they're now able to provide that foundational support suicide prevention and stuff my reduction workshops. that is like constant We monthly provide 1 h all day. Suicide prevention students started sort students, parents, educators, and
112whole community, and then stigma, reduction. It really is brought you. say It's anything mental health. and wellness related that a district feels they need support on come to us, and we're gonna create it. So in january, we're going to be going to Venetia, and presenting on Lgbtq supports, because you've seen that as a need and so can you create that for us absolutely created presentations on what your teenager self arms! What do you do? How can you intervene? How can you support so even just niche topics that aren't necessarily reset, but with development development to support our district? And then post-vention supports is not listed on here. but I did. Wanna highlight. that we have sko has moved into i'd say the frame is when a brief incident happens, or a trauma incident happens whether
113it's a shooting or the loss of a student or a teacher that districts are now thinking of. Go! and leaning out to us versus a thought partner around. How do you deal with this in the immediate And then having a actually come out to their sites and provide, Yeah. Post mentioned support, where we're doing crisis debriefing and we're getting teachers, students connected with briefing trauma resources. So I also wanted to speak to the wellness program assistant. So This is essentially like a case manager. position, they support Boston homeless services. We have an adult case management program that was founded. Really, we embed it in our adult wellness centers that we have throughout Solano County to provide case management and counseling services free of charge to those who are most unserved and underserved. in the wellness
114program assistance. Really hold that case management piece So the concept being it's relatively short term they're coming in. We know we have a lot of resources here in solano county, but people often don't know what those resources are or how to access them. So this is developing a case management plan and then helping them build internal resources, while also connecting with those external resources. After 10 weeks. they don't feel that they're just held by us, but they're healthy Next slide, So we wanted to provide you with an overview of the different funding streams that we have partnerships and give you a little bit more information about them. So the Mental Health Service Act, Grant, I may say, is a funding source that has been able to draw down for many, many years. Okay, a dozen
115years, and it's more than changed over the years. And 7 8 years ago, when leadership changed at health and human services we were able to come together and talk about. We're there is commonality in terms of our needs how we can support each other in true partnership, and so it started off with a very small but amount of funding to support me. To add as a liaison between the districts, how many behavioral health And how we can best support our communities and from that time. it has continuously grown each year, adding different components that they've been leaning into us for years. Now to be a partner in training and providing workshops to the communities training teachers, as Camden had mentioned, having staff push into the schools and provide that direct customized support that the schools
116are requesting, and so that particular Grant funds those sorts of workshops, Scl work training, and has been really wonderful, as we have been able to strengthen our relationship with family behavioral health and then moving on to the Mental Health Student Service Act. That was a grant that we wrote in partnership with behavioral health Funding flows from the State to the County County behavioral health, and then from county behavioral help to go. We wrote the Grant in partnership in 2,000 and 19, and I remember sitting around. is that? And it was January everywhere. You right before pandemic and at that time we knew that there were needs, but didn't realize how beneficial that program was going to be after the panel. This is what funds are mobile crisis. And so at that time, when we were
117writing the grant, we were using the current data, which shows that on average, we should have about 40 50 calls per year, and as we presented last presentation, last year. we served 252, so it was wonderful timing, and that we were prepared to respond when the need arose To be able to provide 252 services. When we were funded for 50. it required us all kind of rolling up our sleep and and doing the work to be able to support the young people. So with the Mental Health Student Service Act, Grant, There are other components in that grant as well. Around training Yes, our dropout prevention and and assessments are also in that particular grant. And then the county medical services program or local indigen care needs is a grant that this is our second round
118of funding from what we call Cmsp. Our first grant allowed us to provide support to our adult wellness center sites, because most of the funding that we have prior to that was around 12. This actually provided an opportunity for us to have staffing at those wellness centers, and starting off a pilot in a school district at their adult education location. And with Cmsp we're able to provide case management linkage or support. Not just the students but attend the balloon campus, but also the surrounding community. So there's a variety of different workshops and trainings and supports that are provided to the community. And once again we're able to customize but the wellness, program, assistance, and our secretary, and our clinical supervisor, Marina, are actually co-located. At the wellness center there. and are able to provide those
119direct services. it's a wonderful partnership because then they end up really feeling like part of the staff people know them. They're there on a regular basis. and there's actually constantly waiting lists. I'm of individuals who need services and so we're hoping to be able to expand next. Well let the student behavioral health incentive program or Sv. Hip is one of our most recent grants, and it is funding that comes from the State, and it goes through partnership health plan, which is our counting medical services program and then flows to go and it required a comprehensive needs assessment. every day it required us to identify 4 interventions. There was a list of 18 that we had to use. our all of our collective knowledge about what services are already provided in the community to ensure that
120we're not duplicating services. So we brought in county behavioral health and we brought in a variety of different partners to say what do you offer? Now let's make sure that we have a comprehensive list of services, and then where are the gaps? And so that's how we were able to identify our 4 areas to focus on. We also were required to select one. La, but we actually opened it up, and we had 4. The 3 districts, and elite it's a charter school who that they were interested in and partnering with us, and we are the only la in the State. Do you have i'm been approved for early start of this brand. It's actually, I think most counties right now are still in the process of writing and submitting their documents, and we were able
121to get approved this past summer that in August when school started, we were able to get started right away. Yeah. And so right now, Camden and I step on the Department of Healthcare Services Steering Committee on Medical Billing in school services, providing feedback to individuals around. You know the complexity of the Grant writing process, and how to desk it. Services to our young people into our families that's something We're really really proud of and under that I just asked you a question. What are the 4 areas that you are focusing? Okay, So medical billing, you want to immersed ourselves in medicare billing. It is not easy to understand all of the ends and outs. And so we actually have hired a clinical supervisor era as experience working at Solano County behavioral health in their quality
122improvement department. And she is still learning all of the ends and out. So we definitely want to continue down that path because it is our way of having a continuous ongoing funding source. Grant writing is awesome, and we wanna make sure that we have other means to sustain our our program. So medical billing and expansion. You're in a universal mental health screening so the screening tool that Camden was just speaking about. We will be going into school, starting with the pilot and walking that team through. I'm right from how you present the information to the community mission I'm. A training as needed for staff. but our goal is to come in as a team and model for them in and working concert with their staff. So that way we can move on to another school,
123and we provided them with that direct support. And then we would move more into a technical assistance role. Because we're wanting to provide this universal screening at least twice per year. That's the second the third is pdis grounding everything, and positive behavioral interventions and supports. we're viewing the universal screening as part of that continuum of supports. So we have, and the Layho and Dixon, who are being funded under this particular grant to provide them with their pvis training, coaching, and technical assistance. And then the fourth. Oh, that's right our intern expansion that, and then just flip it out. We now have your fully rat capacity with our current clinical supervisor. And the wonderful thing is that our clinical pin terms are all folks that someone else, and they are attending different universities, and we're expanding
124all the time. So those are our 4 areas. We feel like we need to grow. I work workforce, behavioral health, and it's awesome if you can do that with individuals that are within our company. They also offer a stipend. Do the interns which you know not. All internships are paid, so they do get a small site then twice a year for their service, and a whole host of different types of experiences. A 12 adult Ed, and all of the different partnerships comprehensive. I. So those are our 4 answers. When the county of Solano is expressing concern that the clinicians are all going to work in the schools. You can let them know that the counting office of education is actually training the future workforce. But to go back This is this: this: Grant is actually
125a and has to be a Portfolio one of the the 58 for us. To be, and been funded over, and a Clara like Amanda. Accounts. it's something that is there a is there a pilot school that you're gonna Well, we're looking at 2 schools right now. and one in particular. I think it's safe to say to mention them right now, because we've been working very closely with them and that is bet Ramos is school in Dixon main prairie and we wanted to start off at a small school site where we can have this as a pilot and they're willing. They they know and understand that they're the first and so we're gonna be kind of walking together in partnership. There's another school that we're looking at as Well, We're in final discussions with . District,
126because it is a partnership where everyone has to be on board. The district asked to provide additional when it will support the day of in the day, you know, days leading up to in the day of, and then, also, after the screening to be able to ensure that we have enough adults are ready to support young people if they're identified as being in need of so those are the things that we're working it's at the site level. And then also I think this level as well. Those are our 4 areas you know. I I would hope, when you're choosing a pilot school, that you would look at it through an equity lens and choose a school that is maybe predominantly black and brown, too. And were those where those the schools, actually the school district
127clicks the schools that are going to go down this path. So the 4 school districts you heard that are actually part of our pilot, and they in turn select the schools that they want to pilot these strategies that wouldn't be us selecting them. But their school district right? we have the opportunity, help, influence, form where the resource you have. Oh, oh, oh, We're working closely with our own school and whole community at school wrap around service model. So we're investing in in jcc cs goes without saying no. I was speaking of one of the leads in one of our other plants. Correct. Yeah. So they're they're partnered with us on a variety we wanted for this first go round all school, and that particular school is very diverse and small and have has been working
128diligently at building up their positive behavioral interventions and support system. that's one of the prerequisites is that they have to have a system in place that we can see scaffold this intervention to and have identified their team members who's gonna help communicate it's like it's really a campaign that the school is going to be embarking on ensuring that all of the parents and students no one understand why we're doing the universal screening. We provide time and resources to answer questions for the community. So we just wanted to, we starting up with our smallest school first, that all of the schools that have agreed to partner will be introduced to this screening tool, and all of the different steps. We're actually creating a curriculum so that at the end of this grant. We actually can provide
129this to schools that were not part of this particularly so. We're going slow to go fast because we recognize that universal screening. It is, hey, wonderful asset and a benefit, and can be fraught with a lot of different challenges and issues. If we which is the grant that relate this is it you guys include the aces It's not a replication of the aces. But if you look at the screening tool there is a whole trauma component, that's looking at community violence, domestic violence, exposure, use drug alcohol explorer Yeah. So it's and that's one of the things over racial, happen with Absolutely. And when you hear about us talk about that adult case management program, I mean, I think at first Cmst was like your educators. What? what is the role of the adult case management
130like? Well, we know that sometimes the student may be but a symptom of what their family is going through and experiencing. So we wanted to be able to offer to the districts, to the community. yeah. We recognize the importance of the adults, as well to support So we've even partnered with solano county behavioral health, and shared the screening tool with them. And they're looking at ways that we can minimize the number of screenings and include some of questions around I'm identifying youth. A better and early psychosis for their first break And so we're continuously re-examining that tool. The wonderful thing is is that it's with an organization that I've been connected to for about the past 5 or 6 years, and there will willing to make adjustments and add questions, and we added questions to
131pull for the commercially sexually exploited children when we were first piloting this at Golden Hills Community school. So. if they're a wonderful organization and next is our probation contract And so, years ago, when I was still with county behavioral health, sitting with probation on weekly, we kind of come together when there was youth who had been exploited, or youth were being transferred from probation and kind of a meeting about and the lead of probation at the time we talked about just the revolving door, about how they would go when not really receive comprehensive services. Come out, not get connected to services, and so when I came to school. Continue to have conversations, and I said, Well, why not us? We're, you know we're trauma informed where attachment informed looking at that generational trauma. Yeah connections
132with young people. i'll move them through and heal The brain and spirit. and so they said Yes, let's get a contract in place with you all. And they were really clear that it also needed to be a cultural ship. But not about punitiveness, really. How do we deal? And so we found the perfect clinician to do this work along with a really fast, fantastic supervisor. Who brings that in I mean she says I lead with love literally since and she's demonstrated that for probation, and we've just gotten the feedback that they just model, or she's like a Mentor just from the presence that she brings to those young people. and so as I said they've been so impressed with the work that after just one year's time put an additional so you can provide i'm
133just really comprehensive. Support. And we were just awarded the School Health Demonstration Project, Grant or Medica Billing. And this is kind of funding in partnership with the Department of Healthcare Services and the California Department of Education to provide technical assistance and support to Leas throughout the State. And so we threw our hat and ring for that as well, because we're trying our very best to become experts, and how best to leverage funding and really starting with just the services that we are currently providing draw down funding for that, and then also how we can expand services. So I think we have our first meeting with them next week schedule to find out more about the the funding and what supports they're able to provide. But we're excited to be a part of it and there's
13422 other leas that are that were selected, and so hopefully it'll be an opportunity for us to come together as a collaborative all learning how to better leverage these funds for a school based mental health services. And then, finally, our that is pending and we're hoping to hear something by the end of the month for keeping our fingers crossed. This is a substance of use and mental Health Service administration, or recast brand. And this particular grant is a 1 million dollars a year for 4 years. So it's a sizeable amount of funding, and we are rooting the focus in restorative practices restorative justice. We're wanting to continue to add to our continuum of support by utilizing Rp. Or prevention services. What does that look like at the school in terms of How the adults interact
135and have relationships with each other as well as with the students and with the community all the way up to how we respond when there's been arm in the community. How do we bring all the individuals together in this model and repair harm? And have our students who have admitted offenses come back into the fold and come back into the school and be welcomed and supported. So that is the the evidence based. curriculum that we will be using as a guide. But there's also other elements within that grant that will help to expand some of the services that we currently have in place So once we hear about that particular grant funding, we will certainly let you know one of the things that it will also do is help us support our post-bension work. So
136as Camden had mentioned when there has been an incident on a campus where there's been a death or some sort of a tragic tragedy. Having staff to be able to respond and provide that technical assistance and on on site support for the school in the community. Next slide. Okay, So recent mental health trends and impacts going to just continue on from where we were at the last presentation. There has been an increase in depression and anxiety. An increase in the rate of spell harm being identified as well as suicide. Attempts substance, use has been linked and increased. Death we've had a variety of young people and adults. Becoming really ill or dying from ventil overdoses. You the economic impacts of families. is driving more and more. Individuals need additional mental health support. so perhaps families
137that had never needed this support before. Their families are feeling very stressed under the weight of Some of the economic challenges and housing instability. There is an increase in gun violence, especially amongst young people, and unfortunately, in Salado County we were identified as the county with the number one rate of homicides by done and shootings as well over other Bay Area cities, and that's what we were able to write to in that Samhsa grant, and then also just the civil unrest. A lot of the things that were surfaced as a result of the pandemic and the collective trauma that we've all been through, but that has disproportionately impacted communities of color and our low income So one of the things that I did want to talk a little bit about with this slide up, since
138we know that those are our trends, and that's this is how our community is being impacted just wanted to bring it back to the need for restorative practices. So we are looking at other funding streams to be able to support restorative practices. We actually just brought in a cohort of individuals. One representing organization that looks directly with our you Milfa and you've seen them here before. So on Saturday, when it was raining, myself and several managers and milk. But including our young person who graduated from the Golden Hills, is now part of Melbourne, and we're all being trained and restored to practices. And so it was a full day training. It was beautiful with the rain and everything else. I was just so impressed that we had that many individuals who were passionate about this
139work that they would come out on a Saturday in the ring and the training. So we have an additional 4 days of training they're all Saturdays. And our goal is to have them trained up and certified. By the end of February, so that they can incorporate this in the work that we're doing with youth at Golden Hills. but also they could be a source of support for the community as well have you trained Milpa or Milpa trained. You guys, we trained no one. Okay, because they're already working. with our young people and we want them to incorporate some of that in in the work that they do teach people our views. So they were very excited. they are really focused on i'm restorative justice. So this was some new information for them. but they did
140come in and come to us with a lot of experience already. So we were honoring that by also adding in another layer of support for them and training. So that was very exciting, and we're happy to see that continue to grow and hope that we get some funding to expand that even more. And then I think you will Okay, great, i'm glad to hear that Oh, wonderful, wonderful, wonderful! Okay. And then also looking at how we can support adults. Teacher, school staff, and their own mental health and wellness. We are doing trainings and continue to support around vicarious trauma. You know what actually happens to the adults that are the caregivers when they are serving young people and families that are highly impacted by trauma. And we're going to continue that work we're looking at
141a summer institute. Those are some initial conversations that we're having we're listening to the community. And listening intently to our district leaders around just how challenging it is to try to get teachers out of the classroom right now. There's not enough steps people don't necessarily want to come in on the weekend, but if we have some kind of a wellness retreat where we're able to infuse a lot of wrap radical self care and services to get their school year started off right. So we wanna make sure that all of the individuals who participate walk away, feeling confident that they have additional tools in their toolbox. So that's something that we're that's on the horizon. And then also we're continuing with our post-pension. So as incidents occur we don't have a a funding stream specifically for
142this, but we are responding when schools call to say that they need support. And finally, I did want to mention our counseling in text program. Counseling and cuts is a new program. We had our pilot, and there were over 30 students that were involved in this program, and it came about organically through the homeless and foster youth service networks where individuals were mentioning that young people who are in the foster care system, and who have experienced unstable housing need mentors in their lives. And I I I have to give credit to a Con Walker. I guess this provision, and just through conversations with different district leaders. they decided. Okay, let's start this pilot We know the target audiences, and we know how we need to market it. Otherwise we're not going to get young people
143come to the table if we call it a homeless and foster whatever. So it's counseling and pets not all all the students come from a cross section of the community. But we did ensure that we had spaces available, and the focus would be on our homeless and foster you. But you came to Solano Community College, who was a partner with us on this work, and they did work around positive self-image, wellness, mental health, stigmatizing mental health. And connected them with local harbors. And what we know is that for the African American community in particular, a beauty shop in the barber shop is a place where you can literally and figuratively lecture bear down and so we definitely wanted to connect where places where these young people already go and make feel comfortable, and we thought
144it was gonna be small. We've got maybe 1015 students and they had over a 100 applicants. so we're going to be starting round on a cohort 2 in February. They rock on additional barbers, and these are phenomenal men who give and women in the beauty shops as well as Solano Community College and their cosmetology. School. They donate their time, their resources. They were offering free haircuts for our foster youth until they graduate from high school scholarships. So I was just so overly impressed with how our community stepped up and showed out at that event. So when counseling. In fact, cohort 2 starts up again. That would be something. I would really love to see you all common experience, and just the happiness. The happiness on the faces of the families, and just the gratitude that
145these adults are so willing to give up themselves, because not every one of the students there wants to own a barber shop or you know wants to even go into business. But they're learning those business skills and just life skills. And young people were willing to take the microphone and express themselves and express what the program did for them. So just, very, very proud of that. And that was one of many programs that we start. And we pilot based on community feedback, and there was not a necessarily a model to follow. This was a con walker, and provision into relationships with so wonderful Next slide We just wanted to touch upon some of the trends and issues that we're seeing related to a suicide within Solano County. So historically. Solano County. trends higher than other
146counties within California. And unfortunately we've seen that since the pandemic an increase as well, both of you suicide suicide amongst the African American community and the latino community and then just generally and those who are dying by suicide. Unfortunately, we have a community based mobile crisis program. That was launched right at the same time as our school based mobile crisis program here in Solano County. But due to staffing issues due to the workforce piece that we were talking about. They are not able to operational for a couple of months now, and for the foreseeable future. And so we know that is such an important, service you know for the after hours, students and adults for them to be able to step in and provide that support. So that's a barrier. and Then just a lack
147of timely access to mental health services. You may have heard about the pizza strike that just recently ended. And yet waiting for ever and ever to get even in assessment appointment, even with a serious mental health issues. County behavioral health, is struggling as well in regards to their workforce there down significantly. In regards to clinicians and support staff. So we know that the the crisis is huge. right now people are in pain and hurting And yet we're having some of the biggest barriers to receive services at this time So we wanted to transition into showing you some of the data like a dialing into the data that we've collected and what I would say. First thing you can go to the next slide Hopefully, it's gonna be easier to see on your screens. But when
148we talked about the addition of a a supervisor who can help us with metacal and data. It really helps to tell the story, You know. it was one thing to say, Yeah, we serve 252 students last year, and mobile prices which are really start honing in on which just districts are utilizing us which schools. What is the demographics of the young people that we're serving? What is the means that they're saying that they want to utilize? Why are they saying that they want to die last year you know we were just trying to struggle through and get in front of these kids and keep them alive? And now we're saying, let's look at the data that's generated as a result of this so we can get even more in front of it, around which which
149schools which districts need targeted support what are the issues that are most impacting young people, so we can come up with prevention strategies for them in that way. So you can take a look at just kind of the data set on this and see some of the things that we're we're tracking I think up note is, you can see how many medical students were serving right now. We're training about 17% with Kaiser last year that was actually closer to about 50% of Kaiser which is assisting county behavioral health to go to Kaiser and say we're serving for serving your kids leverage funds for you to be able to expand so that we're not having, you know. Today we have half a dozen calls. Come in for Mobile Prices services. We were only able to respond
150to 2 of them and that's with increased stacking is just so great So we need that additional funding. Be able to have you know full field of clinicians who can next slide. You'll see some more data and we can pause if you have any particular questions about it. I think one of the things that has stood out for us the most, both last year and this year is our Lgbtq. Sexual orientation wise. Well, Lgbtq, you constitute about 30% of the calls that we respond to. Sure we've seen that really sad a trend of transgender you actually tempting suicide on campus with responding a few of those. and I do some post-pension supports for those who are in connected by such a traumatic event. you can see We have about 13% transgender youth. Responding to with
151mobile crisis. so that's really stood out to us, and we're looking at disproportionate impacts and conversations that we're having the districts on. How do we support those you providing a social emotional learning groups and counseling that we were talking about? The number of our interns are holding that type of group as well as getting in front of the parents and the educators just support them on some supporting these companies. So any questions about I know that you're going to go through a lot of data And I was wondering if you could just speak very briefly to the creation of the dashboard. That was actually lifted up in effort, lifted up bicycle. Yes, absolutely absolutely. Yeah. So before, when we first started myself and Christian skillmen, we got really handy with excel. And so we were
152grateful to have that last year. But really with the contribution of the new supervisor via allow that we brought on who just brings technical expertise, and I think it's brilliant that she's a clinician also happens to love data because I think she's able to look at the data points and bring it to life because she sits in front of clients has done that for a number of years so she can which which data points truly are important. And how can it drive our clinical services in a more positive way? So she took our excel spreadsheet and worked to create this fantastic live dashboard. So at any given point I can pull it up on my screen and see how many kids today what's that background. you can hone into a school So if a you
153know, John Night, Middle, where to give us a call and say, Hey, who are our Who are our kids? What are they looking like? Is our Latino students, their Lgbtq students? What grades are being particularly impacted. we're able to hone in on this community. guide. Our districts guide our schools when the interventions that can assist their young people. Yes, this is a phenomenal, a phenomenal lift. Our staff cannot take credit for it. but i'm so grateful for Vera and the work that she does with the Supervisor Christian And then the staff underneath that program Actually, we have county behavioral health has been so impressed with this. They've asked us to come and do presentations on just this data collection method and the way of telling the story. And if you go to the next slide
154So this was another thing that I was up against when we started opening all the wellness centers number 1, 47. Now, one of the requirements is we give them an ipad and we do ask when a young person comes in, we want them to complete this survey, so we know why they're there. What time of day they're there? What are their demographics of who's accessing the center and then upon exit? What did they do? Was it helpful? And that was another heavy list. I had no idea how to. It really was 47 individual excel spreadsheets that we were tracking month a month. It's ridiculous So again vera came in and was able to streamline all of those excel spreadsheets again. lives. I could go in right now today, and let you know how many kids
155went into a wellness center today, and how many left feeling better. And so that's what these dashboards represent monthly were able to feed them right back to the school. So they have that information like hey? what's going on elementary schools, Thursday between 10 and 12 that is most consistently the time that we have young people coming into the wellness centers. Is there a wellness activity that you can put into place on Thursday mornings? to kind of help bolster what the the data is telling us? So we can kind of go through. We have an elementary, a middle high, and a adult school. So I don't know if you have particular insights or questions about the data. You can kind of move through. show them for different pieces So there isn't Isn't anything in particular I
156mean we do see Lgbtq. Youth are accessing the centers that's what we would hope to see with the suicide data that we have. We want them to be in there. as you've heard us mentioned before. The wellness centers a requirement for even a applying. Was it commitment to cultural diversity and representation within the center? When young people go in, they're gonna see themselves represented in that center, from the images on the wall the languages that are available, the signage and the support Just the different. You can move through the next few slides just to kind of show. The terms of different school sites. We really utilize this as conversation with around. What services is this helping us? see that you need that we could set stepping in? Provide. Those are kind of the last pieces
157i'll hand it back over to that. So one of the most important pieces to the data collection is that it is providing us with the information we need demonstrate. The efficacy of these interventions. There was not a whole lot of research out there about the efficacy of school based wellness. Centers, and so we're adding to that scholarship So we have qualitative as well as quantitative data. Now that we're going to get even better with this was just the beginning of this year, last year schools with them just opening after the pandemic. This was not something that we were pushing. But now, this year we're really working and going and doing site visits and supporting the school, so that they can actually go in and and incorporate this data collection as part of their process for
158inviting students into the wellness space. So we're excited to be kind of on the forefront, and being able to add to this these important conversations. and as funding continues to flow more easily that it has in the past to support will based mental health services and we have some models here that we can scale I mean, we have the data now to show that when our young people come to the Wellness center. They leave saying that they feel better that we've reduced in terms of mobile crisis. We've reduced the number of youth that would have just automatically been transferred to a hospital or a Csu, and they're able to be safety planned at the 75. Percent. So all of that data is really important. you didn't have that you know, 5 6 years ago, when
159I was first getting started with this. we have it now. So I i'm very excited. to See? where we're able to go with the existing partnerships that we have, as well as this new data. With that. Thank you for your time and we're here to answer any questions that you may Don't have a question. I we are now Why, you are thank you your head that the quality of the work here and it it's impressive it. I am not much of a data. first edit clear to me. And when you thank you, that is impactful and powerful work that you're doing wonderful that you're being recognized for it about the area I just don't have a question on it to make i'm in on that. Yeah, it's hard to question So a lot of data
160is question in that, really you lies I could minute. But with this I can see Alright. I am in there. No, please. All of you better. I just wanted to say thank you for this presentation furthering up presentation we had earlier. That's great information, such as such a strong and impactful team you have, all with numbers total and it just really goes to the heart of everything. We've been and this huge area of what students And for a long time We all know social justice and mental health and have one without. The guys are doing really hard work, good work. How long ago I would like to know a little bit more about the training work community. They people. I don't know what you call it more because I do so. There are people that
161concern very interested but they don't have the training getting involved. So but training is available thank you absolutely and I I would be with this if I didn't take a moment to think Jen Leonard and her team because she's been great with slowing us out asking questions and bringing her entire team in with hernie shooting the video and then, and taking the pictures to make sure that we're adequately promoting. That's not my area and that's usually not my focus. But i'll get those calls and those emails and those reminders that okay, let's have a meeting I need to get caught up with you all and they they do beautiful flyers and and our great thought partners when we're talking about what unity we're trying to reach, and she and her team always have great ideas.
162So. Thank you, Jim. I was 1 one other comment about about equity beings through line. And you can see the connection started this evening work that's being done on the plan. It will Use all of it i'm congratulations Again, Camden. Thank you so much for all of your work. What you are exemplifying and illustrating really is the ground level work that I was speaking to the board about and referencing earlier at the ground level boots on the ground. And Certainly, as a governance team, you know, we have the opportunity to set the 360 view with the scope, vision, and mission with our shared equity statement. And you are the team on the ground. the team earlier with Dr. Rogers and Marnie Amy you're the team on the ground. Dr. Lamos at her leadership, and I
163often call her a unicorn because she has experience and expertise. From the instructional side of the house to the Jcccs out of the house. To the student program side of the house and her leadership really has led to These teams that you saw tonight be able to launch and and really do incredible, incredible work. So thank you, Dr. for your leadership, and setting the tone or not only what we do, but all we do. Thank you both. thank you to the 2 of you behind Amy, and thank you who were able to stay. You saw this evening 2 extraordinary teams here at go this evening, and we hope that we were able to provide you with with the a desire going deeper and just some of these work at a board study session not ordinarily
164have, you know, usually with trying to limit it to, you know, 10 min, 12 slides, because our agendas are so full. Yet what you heard tonight both the equity, Edmund War and The behavioral health work is critically important it's important for us to set aside the okay and And now you know sometimes not always normal getting aside. Thank you. President setting the down, and the rest of only for me. Other things full governing by me superintendent. Very grateful Okay, Thank you awesome I just wanna say it's very helpful when we have these in-depth ones, so that we understand where you are in different processes, because all of us up here have other jobs or other interests, and we're involved in the community in different ways and how when we know what you're doing, and the
165depths of what you're doing. Then we can dovetail other entities that we are involved with into maybe helping like. I was talking about Melpa you know I'm involved in another project in the community that is looking at Milfa Milpa to help support Melpa and to do other big projects with go to serve the students and the families that we that we serve, and this gives me a better picture of where maybe we can fill in links. Maybe we can't find a whole project but maybe we can fund certain portions of a project or stuff. So this this type of thing is really helpful for us that are in the community, doing other things to see where we can dug tail it into what's goes doing, too. So Thank you, President leville for bringing it forward
166thank you It's a it's remarkable how many people work here to support this event tonight, and help educate us and . They live for a lot of people to even Some of us will be back tomorrow. There we go. Thank you very much for all of your efforts, and thank you to the Cabinet team. Their leadership across the county is unmatched not only across the county regionally, and statewide their leader. Their work, and I'm very grateful for that I'm on Mike We count that as our wrap up closing comment. Or was there more? bring forward with that Those are my closing comments. Then, without further ado, we're at thank you everyone your