050125 Board Meeting

001This is the [Music] board. [Music] Nice. Yes. [Music] They [Music] have welcome everyone. Um, it is 6:02 p.m. and I'm calling to order this regular meeting of the Sunnyville School District. I think it's on. It says it's on. Okay, I'll just go closer. Um, so this meeting is available in English and Spanish. Would the translator please give instructions for the translation services available? Yes. Good evening everyone. Thank you very much. Please note that a recording of is being made at the direction of the board and that the recording may capture sounds of those attending the meeting. Um so I see that all board members are present. So please join me in the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for it stands. One

002nation under God, indivisible with liberty and justice for all. Thank you. I'd like to read a brief acknowledgement of land and life. The Sunnyville School District is located on the ancestral and unseated land. closer. Yeah. Right into it. Okay. The brief acknowledgement of land and life. Sunnyville School District is located on the ancestral and unseated land of the Moqua Oldi tribe who have peacefully honored and cared for this land for thousands of years. We recognize that every member of the Seno community continues to benefit from the use and occupation of this land. We acknowledge our responsibility to learn from the wisdom of the Oani people and to consider how we might work to repair injustices and to move forward together in honorable ways. We're on to item two, which is the approval of the agenda.

003Is there a me any member of the public who would like to speak on this item which is solely just the approval of the agenda? Seeing none in the room uh online, please use the raised hand feature. Okay, seeing none, uh is there a motion to approve tonight's agenda? Second. Thank you. Um any discussion? Seeing none, we will vote. All those in favor, please say I. I. chair votes I and with that the motion passes. We're on to item three, community recognition. Item 3A is Columbia Middle School's uh dancora club. Um I am the presenter for this item. So thank you. Please bear with me. Um Sunnyville School District's promise is that every student is known by their name, strength, and need. Ready to excel in high school and beyond and to lead a life

004of joy and purpose. In addition to that promise, Sunnyville School District developed a portrait of a learner, characteristics that we hope to see and encourage in all of our students. The students here tonight are from all from Columbia Middle School. Most of them are eighth graders. There's some younger students as well, and we wanted to be sure to celebrate and thank all of them for their efforts. The program for this item tonight, um, I will read the points of the commendation. We will distribute the certificates and a few designated participating students and adults from the program will speak and then we'll have a short public comment opportunity and finally we'll take a short 15minute recess for photos and some refreshments. So tonight's commendation is grounded in Sunnyville's portrait of a learner as I mentioned because

005dancorico both the program and the dancers embody its values. Sunnyville school district's portrait of a learner states that we will develop students who are effective collaborative sorry collaborators in a global society who create welcoming settings for all. It states that our students shall grow with healthy minds and bodies. It states that our students should recognize the need to manage emotions and challenges, express feelings effectively through mo multiple modalities, and to make healthy choices for a joyful life. It states that we will develop students who are resilient lifelong learners, taking responsibility for learning with integrity, confidence, and pride. And it further states that our students will approach challenges with a growth mindset utilizing acquired skills and persevering towards mastery of new skills. Dansa Foclorica provides space and community to develop all of these characteristics and more.

006It provides students the opportunity to collaborate and collectively present an immersive cultural experience to students, families, and the community. It provides equitable opportunities for growth and offers multiple pathways for students to develop the skills to express their unique talents. It strengthens ownership of learning by engaging each student in goal setting and monitoring of their non-academic goals in age and developmentally appropriate ways. It strengthens the homeschool connection by providing opportunities and resources aligned to each students needs and interests and facilitates authentic and meaningful parent participation. Densoplorica student dancers act as ambassadors representing their school and district at community events and dancorica provides an opportunity for cross collaboration in the above noted areas for teachers, students and families at both San Miguel Elementary School and Columbia Middle School. So now therefore be res be it resolved that

007the Sunnyville School District hereby honors and commence Dansa Foca. So we have certificates today and what I'd like to do is to ask um the board members will I think we should stand at either side and um and perhaps Isabelle maybe you can read can you can read the names of people and we'll and wait for us to hand them their folder. and we'll stand at either side and shake hands and give you your give you your commemoration certificate and then you'll go back to your seat because we will be hearing from student leaders and um parent leaders. Thank you. Thanks for We don't. Okay. So, we start with the principal or you want to start with is principal here? Okay. You can just read his name and we'll sub. Now, are we gonna have

008big applause after each name? Yes, why not? the end or waiting till the end is very difficult. So we could give a little clap while people stand up and come and get their award and we shake their hand. Okay, perfect. So we find Let's see how we do on the first one. Yes. Okay, so we start with the founding parents, Miss Elisa Nunes. [Applause] So anyone can do it. So this is for you. You can shake her hand. Okay. You have to teach me this. And then you can have everyone like this. Sure. You'll shake your own hand and then go back to your seat. Okay. See kids, this is how you do it. This is how you do it. [Applause] Miss Deria Moya. [Applause] That's what we should do. That's better. We're figing this

009out. Thank you. Thank you. Perfect. Miss Gloria Ramos. [Applause] [Music] And now the student leader Abigail Fala. [Applause] [Music] Martinez Moya. [Applause] Perfect. [Applause] Edeno 25 years. No, no, no. Some kids went to Disneyland. Oh, nice. Okay. Mateo Conrad, [Applause] Stean [Applause] Conrad, Isabella Ivanz, [Applause] Isabella Reyes, [Applause] Amara [Applause] Thompson, Anali Gunderson, [Applause] Larissa Flores, [Applause] Jetsi Lopez, [Applause] Congratulations, Lucia Munice. [Applause] Kyla, Natasha Ernnandez, [Applause] Flores, Romy Costansza, [Applause] Congratulations. Thank you. [Applause] Victoria Andrade [Applause] Valdarez, Alicia the Soul [Applause] America [Applause] Diaz, Mia Perez, Clara Era. Congratulations and Helina with and Magros Suarez Castillo. [Applause] Okay. And now we will now turn to Miss Elsa Nunes. [Applause] So, Miss Nunes, we'd love you to introduce the student speakers or the parent speakers that you have for us tonight. Oh, because I didn't

010prepare anything. Okay. So, well, um, first we have Abby from the sixth grade. She's gonna share some words. [Applause] Uh, good evening. My name is Abigail and I and I a sixth grader at Columbia Middle School. I am very grateful that our Borico group is being recognized by the Sunnyville Board of Education tonight. It has been a privilege to dance with this amazing group of wonderful dancers. Bakoro means a lot of things and takes a lot of things to love. It takes the love of dance, the love of fashion, and most of all, the love of culture. As Martha Graham once said, "Dance is a hidden language of the soul or [Applause] And next we have Romeo Salasa. She's our seventh grade. [Applause] Good afternoon. My name is Romeo Salasa. I'm in seventh grade. I

011started doing Vansa in elementary school. Even though my parents are Peruvian, I enjoy the fact that our culture share and are proud of our journey through times that has still let us remain proud of who we are and where we came from. Dansa reminds me of and reminds me of the cultural treasures our indigenous and mystiso ancestors gifted. Our Dansa program has exposed us cultural knowledge we wouldn't get any other way. From describing why one spirit is different than the other to regions and geography. Elisa our group leaders have taught us resistant resilience persistence and that when you put your mind to something you can make it happen. We are very fortunate to have two perfect examples of Latina women leading our group just how they lead our families and communities. DASA is not all

012fun in games. Like any sport, it's a commitment where you always have to work hard, put effort, and keep going. Practices are not always easy, but when I put on my dress and feel beautiful, powerful, and full of cultural knowledge, I know I know I was it was worth it. [Applause] And then we have Victoria. And um Victoria is is the last year with us. So um she's greater. [Music] Okay. Hi everyone. My name is Victoria Andre Vargas. I am an eighth grader at Columbia Middle School and I just wanted to smile giving my thanks to the Alita and Ela for creating such an amazing group. I've really met a lot of my friends, a lot of new people and it's open my mind to a lot of new stuff. Like every Wednesday I'm really

013really excited to go to school. Not like other days cuz honestly there's going to be bullying at school. obviously it's going to be tough, but on Wednesdays I'm just I'm have so much motivation to go to school to go to Lantico and it's just an amazing program. I really enjoy classes like the classes they they teach us. Um I feel very beautiful in my dress. It makes me connected to my roots and I like really love it. So Columbia Middle School. [Music] Thank [Applause] you. But I would like to say something very quick. Uh if it wasn't for my friend Yadira over there, I wouldn't have dared to take on this this huge uh project. Uh I love it. Um, I want to thank to all the parents for bringing the kids ma making them

014get up early even though all the other kids are just sleeping still sleeping in uh to the kids to make the commitment that they make the commitment and they're there every Wednesday sometimes tired sometimes with injuries and they go to the class and I um I I really adore each one of them. I know their personalities. I know their names. I know what their aches are. Um, but if it wasn't for the Adida, uh, I wouldn't be here. She encouraged me in and we encourage each other. She doesn't want to get out. And also, I would like to mention uh, our program wouldn't be possible without the help of Mr. Poe, who is unfortunately not here. um he he put half of the but half of what we needed to start the program and also

015I would like to mention the SCF uh also play a big big role in in our being able to afford it. So just that and this is my friend Dita and she runs with me and I'm really grateful to have So, and now we're going to move to public comment. Before we go take pictures and refreshments, we're going to have a little bit of public comment for our meeting. So, I have a speaker card. You have a speaker card in this one? No. Okay. Uh, so we'll open it up if there's any members of the public who would like to comment on this item either online or in person. I need a speaker card. Um, so yes, thank you. Cool. Welcome. Welcome Trusty Kio there. Um, so if you fill out a speaker card, it's

016for this specific item, which is 3A. Um, and as a reminder, [Music] um, sorry, each person will have three minutes for public comment on this topic. Do you ask is there are there any comments online? [Music] So just as a reminder for the public when um when members of the public speak during public comment we we can't have a conversation with them but it's a three minute time to say something. I just want to add something really quick. Um I we have a recent addition to our team which is Gloria and I just want to you guys [Applause] and uh you have three minutes but if you speak in Spanish or English you have three of each. So I was going to ask about that. Um I'll start in Spanish. That's the language in which

017I'm loved. [Music] Okay. So, now on to English. I don't know if we start the timer over. You do. We will. We will start the timer over in three minutes. Go ahead. Thank you. Um, I just wanted to say I was in the practice that they do every Wednesday just one morning and I still feel the goosebumps of the dedication that I see the students showing up um like they said they could be sleeping but I also saw how much love goes into that. I I had informal conversations with my students that I wouldn't have been able to have had they not been in that space where they were sharing about how they felt so true to their core and what they were doing. And I just couldn't be more honored and pleased to work

018in a school that has this kind of program with them. And that's a lot of love because what I saw was not just a sweat of jumping up and down and you know just dancing but the way that it takes so much work to get that to happen every Wednesday. There's not just the love but like just the financial part that you have to deal with. I was impressed and the logistics to make that happen. And the suitcase is full of ribbons that have to be traveled with to make the outfits. It's just every little detail. And I only did that one day and I was beaming with just happiness to see that. So I wanted to share that with you because had I not done that that day, I would have just said they're

019good all the time. But they put all the work that goes into it. When I say they, I mean the parents as well. So thank [Applause] you for your comments. um or does anyone have any comments before we break for us? Yes. I'm so inspired by Dansa every time I see you perform and I want to invite everybody to come through the Sunnyale Education Foundation showcase on Tuesday night this Tuesday, May 6th. Um everyone here can come for free. Um anyone listening can come for free as well. So we'd love to see the whole public turn out and celebrate. Thank you. Anyone else? Um, I just wanted to make the comment that I know some of the dancers have been dancing a long time. They started in San Miguel and um that we're so excited

020about the whole program spanning both both schools and I just really commend you for your years of effort and training and um dedication. So, and I think you're wonderful representatives of the school when you're out there. so professional and so poised and I just really enjoy um watching you grow over the last few years. So, thank you so much. Um so, okay, we are going to now um take a short recess for uh 15 minutes. What I'd like to do first is take a picture of uh the dance people with your awards. Everyone with your award. Uh so, yes, sir. Do we have them open? Yes, you can have them open. And we'll take a picture with the board and then we have refreshments in the [Music] court. Get on your knees. Wait, can I

021Abby? the cables. You're not going to block anybody. I'm behind you. You're not going to block anybody. [Music] [Applause] Can we get one more with a picture of people [Music] All right. Ready, [Laughter] fell. One more. Two. One more. Y. Y got cut off a little bit. for this. [Music] But they're not really right. Let's just start. Welcome back. [Music] Okay, so we're back. It's time for comments from the board and superintendent. So, we're going to move on. Would you like to [Music] start? So, I I did two of the masters in governance training. That was fun. Yeah, I did the new orientation and the brown. It's always nice to be with a lot of people that too. And I also went to the tour with Michelle. That was a a fun time learning about

022I met with Charlie and they're advocates for [Music] Tasmin games and helping with students homework. And last I went to the um Central Middle School open house and international festival and that was really fun. It was two events in one day. Um so that was a lot. There was a lot of people and families and a lot of food and food. That was fun to go to. Um, and then I'm at school at Fairwood. I'm also helping um to do an international booth and is going to be and that's next week. And I think Columbia's going to be performing there next week at our festival. Well, to start when we're arriving today at noon from Washington, we had a advocacy for public education, advoc advocating for title one, two, and advocating for the public, the

023department of education and public delegation in general. We even went to one of those with Congressman Judy Shu to advocate in a demonstration for public education and on the closure and on the stop of the public for mental health and early childhood education. Erh, we also had a set of meetings at Congress. We had a very interesting conference with the with a lot of congressman and other people. We also during that we had time to meet with the superintendent from high school to try to generate a plan about how to get together and aluminum align our kids with their curriculum and how how to work it out so our kids better over there and we had meetings with the legislation action committee and we're going to do this year one of the lectures at AC.

024It's going to be very interesting with the vegetation action committee. Again, I want to remind everybody that the SDF mixer is next week and the Kman awards will be on Wednesday. All of those also require organization and meetings that I somehow was haveed over the last few weeks. And in another note, I just want to recognize that yesterday was a celebration of April for the Vietnamese community. The end for well for the United States was the end of the Vietnam War 50 years ago. and is also the big diaspora of the Vietnamese community, the United States right after that. And also that today is the international labor day in 1886 I think it was was the first time there was a big push for the 8 hours work day that was in France and since

025that Europe and a lot of countries around the world to celebrate today Labor Day for right for everybody and every worker family and that's it. Thank you. Um, I don't have a whole lot to share. I just want to say thank you to Isabelle and Bridget for I'm going out for Coast to Coast. Um, it's always a good event and I think, you know, extra important right now um to show our support for public education. So, I just want to say thank you guys for going out there. Um, I'm going to submit my um my volunteering and my attending. Um, a couple things that I want to mention were um at Columbia Middle School last week there was a career uh career day and I thought that was just so inspirational. We had about 17

026community members come in and um students came through and talked to um talked to them about their careers and how they were inspired to begin those careers. what kind of education it took and just kind of talked about that pathway towards um careers and jobs and um talking to um Mr. Brian Brown who is the avid teacher there. Um he said that what really drives him he he's the organizer there. What really drives him is um that he knows that sometimes a student will show up and meet somebody there and then their life trajectory is set for the next 10 years because they are pursuing now I want to be a doctor, now I want to be a lawyer. Um you know now I want to pursue real estate. And um and if it had

027not been for the that event, you know, that that child might not know about that career path. And um so I was just very inspired by how the community showed up and how for how the students also showed up with such excitement to learn about um different pathways. And um the other thing I want to mention was last night we attended the um acknowledge alliance forget me not program where our superintendent was honored for um as the community hero honore. It's a little exaggerated, but I didn't know anything about Acknowledge Alliance really before last night. And um I learned that we have partner a partnership with um with acknowledge alliance and they support our school communities. And another one of the honores last night was um Jean Hamilton who is on the San Miguel campus

028regularly and she was honored for the Cleo Ela legacy um of resilience honore. And so, um, there's so many staff from San Miguel that showed up. Um, Colleen Winchester knows this book so touchingly about, um, how Jean really helps ground them and bring them together. And, um, I just, it was, um, it was so nice to know that we support our staff in that way. And I was honored to be there to support you as well, Mike. Congratulations. Um, okay. So, uh, I know Isabelle talked about our trip to Washington and I do just want to add on that they were just really the largest group they had. This is the fourth year that they've been taking CSBA and AXA to coast to coast. They had over 300 people there, superintendent and trustees. And it

029really made a difference when the California, so people were from all over California. And when the representatives walked in, it made a big difference to see, you know, a giant hotel room, like the conference center room full of people like, you know, clapping for them and listening to them and talking to them and asking them questions. So, um it wasn't all it wasn't just all uh they were smaller meetings as well, but it was just um it was a really really great educational experience for us as trustees. Um but more importantly it like helped us share stories from our districts for um public education. So anyway um one of the big things they talked about was the one of their main issues was full funding um IDA for the special education. Um the government promised

030to fund it at 40%. uh historically they've only ever funded 10% and I think most of the people in our area and most of our congress people are co-sponsors of that bill but it's a different climate in Washington because last year from California the whole California de delegation bipartisanly um was pushing for their uh representatives to fully fund I you know the special education bill IDA and Um, and this year it's only it's a partisan issue and uh, and then we do have a lot of new Congress people there. So like Sam Lardo didn't know any of the stuff that we were talking about or he had he probably knew about it, but this was the first time he was getting um, you know, pleased to sign on for these different things from people from

031his district. So it was really a great experience. Um, we're pretty tired and jetlagged, but we did it. And so I hope I hope we can continue to go next year. Um it's also teacher appreciation week next week in May. Some schools might be celebrating this week or the following week. Um some schools might be celebrating all staff, but um if you get a chance, go and thank a teacher or staff member this month. It's time to show that appreciation. And it's also Asian-American and Pacific Islander Heritage Month. Jewish American Heritage Month and Mental Health Awareness Month and um that was another big thing that we were advocating for on the hill and I'm setting all my other activities in on time in the minutes this time. Dr. Galler, thank you. Um just three um

032things to talk about. First of all, there's some good news in on the long way on the way of a long battle um regarding AB1391 from Assembly Member Addis. That is the bill that would provide funding for um students in community funded school districts in small necessary small schools. It's interesting we've combined those two. necessary small schools are schools of like 50 students um whose funding is challenging just because of scale and they tend to be in rural areas. Um I think that's helping to put those two issues together. Note the way I phrase that it's funding for the students in those schools. I think that phrasing is important. So anyway, yesterday it went to the Assembly Education Committee um for the first time and it was passed out of Assembly Education Committee on a

033vote of 8 nothing with the chair Marti um abstaining. Um so I don't know why he abstained but u this is good news. That means the Democrats and Republicans all voted for it. Um the next step is the Assembly Appropriations Committee which is where they figure out how much something like this would cost. Um it's actually relatively I could tell them it's relatively small amount. Um and then from there it would go the next step. So we have a ways to go but that's definitely good news. Oh and the amount of support for this through letters was unbelievable. Over 690 almost 700 letters of support. I know we had a good um maybe dozen from Sunnyville School District. Thank you Peggy. You jumped up a lot of last minute support. All that really makes a

034difference. So, thank you for that. Okay, so that's the first one. Second one, um I was really honored to be at the retirement celebration for Chief No, um the other day um at city hall. Um really really impressive. Um I think I've told some of you before um whenever I hear Chief No, I'm just I'm just impressed um on so many different levels. Um and uh it was impressive the um of course many dignitaries from the city of Sunny Mail, but police chiefs from throughout the county um the uh Jeff Rosen from the district attorney's office um uh board of supervisor members. In fact, there was a little moment there because Otto Lee standing right next to Betty Dwang said, "As we know, Sunnyville is the best city in the county." that caused a little

035bit of a moment, but I think Betty was very diplomatic in that moment. Um, but it was really impressive. Um, and um, anyway, I was grateful that I could be there. Um, last thing I want to do is just take a moment to recognize the passing of our teacher Terry Ch who passed away last week, San Miguel teacher. Um, I guess this what I would say about that after spending a little bit of time with the community on the day after they learned about this is that Terry really represented the best of that community and really was a part of the glue of that community. Those are the words that came um through everyone who I spoke to. And the other piece was um overwhelmingly people said like one characteristic they remember about her is

036how confident that parents felt sending their kids into her classroom that they would feel safe and loved and um that's what a teacher is. So that's it. Thank you. Um, okay. So, we are on to item five, comments from the Sunnyville Education Association, the teacher union. Uh, if there's a official representative online, please use the raise hand feature to speak. Okay. So, none. Item six, comments from the California School Employees Association. There's an official representative online. Please use the raised hand feature to speak. Okay. And then uh comments from the Sunnyville Education Foundation. Um this is a new scanning agenda item for the Ed Foundation. You do not have to fill out a blue card. You can just come on up. I see an official representative right here. Um and you'll have your 30 minutes.

037Always reserve. Good evening everyone. My name is Katie Roland and I'm speaking in the official capacity as the program's chair for the Sunnyville Education Foundation. And first we want to add our warmest congratulations to the CMS's program which is a very worthy recipient of your commendation tonight. So thank you for taking the time to recognize them. As Elsa referenced um the Sunnyville Education Foundation funded um in a significant regard that program for the past two years through our school grant program and through our joy and purpose grants programs this year. And as you heard tonight, these are making a big difference in the experiences that our students are having in cultivating a sense of belonging at school for many students and many families and celebrating those cultural connections. And they're providing the spectacular and joyful

038performances that we all enjoy at our community events. And we're so thrilled to see them receiving the recognition for this meaningful work that they're doing. You've heard some of you, but in case there's new people online that you could have a chance to see this joyful performance at our annual student showcase on Tuesday, May 2nd at 5:30 p.m. in the Sunnyville Community Center ballroom. Our theme this year is walking on sunshine. And I really do think that the student performances from Viplorica, our SMS musicians alongside some culinary treats from our SMS students as well as some STEM components from Bishop and a lot of other great things that are going to take place there will leave you feeling like you're walking on sunshine and hopefully being with happiness. So we hope to see you there.

039Thanks so much. Thank you. Okay. Um so we are on to item number eight, comments from the public. This is the time to comment about things that are not on the agenda. So, this portion of the agenda provides an opportunity for members of the public to directly address the governing board on any item of interest to the public. However, provisions of the Brown Act Government Code 54954.2A and.3 preclude any action being taken on any item not appearing on the posted agenda. Time limits allocated to public testimony are three minutes per person and 20 minutes for public comments total. Um I do not have any cards for this item. There is one on use one person online. If you are online in addition to this person and you haven't raised your hand yet using your raised

040hand feature, please do so now just one. Okay. Alison Joe, can you put the timer up as well? Yeah, I have the Hi. Can you hear me? Yes. Thank you. Go ahead. Thanks. Uh this is Alison Joe. I just wanted to um thank you for recognizing Dantica and wanted to uh recognize the incredible role of parents like Elsa Nunes, Dieier Moya, and Julie Garcia uh for starting and growing Dansafaka at both San Miguel and then further on to Columbia Middle School. Um it's been such an amazing experience to to see it grow and develop and start from a little seed. um and seeing the pride in families and students faces during performances um as well as the family engagement that that um develops from that in both PTA and school life has just been incredibly

041powerful. Uh and I want to add that DANA not only supports the Huntos program's goals of educating students to be bilingual, biiterate, and bicultural, but it really shares the power and the beauty of Mexican and Latin American art, culture, and history. um both for the students and the greater community. And then it's benefiting both Latino and Spanish speaking students and non-Latino, non- Spanish speaking students, immigrant families, and US born and raised families um in so many really beautiful and powerful um and organic ways. So I just want to encourage um anyone who can hear this to please uh support Donsaflordica um and in any ways that you can. And thank you so much for recognizing them. Thank you. Okay. Um, we're on to item nine, the consent agenda items. Any item on the consent agenda

042is subject to review and discussion prior to being approved by the board. If necessary, any items may be removed for separate separate action. The public may address the board regarding any items on the consent agenda. Is there any member of the public who wishes to make a comment on the consent agenda or pull an item from consent to comment on it and to have a separate consideration or vote? Um, if you're online, you can use the raise hand feature now. Okay. Uh, seeing none, uh, board, would anyone like to pull up an item for consideration? Okay. We need a motion approval of the consent agenda. I second. Okay. Um, all those in favor, please say I. I. Chair votes I. and the consent agenda passes. Okay, we're on to item 10. Uh 10A is the

043Pintos performance presentation with Sam Miguel and CMS together. Um Dr. Tasha Dean, chief teaching and learning officer and Mr. Jonathan WS and Mr. Good evening board. Um we're glad to bring to you tonight kind of an overview of some academic and some programmatic data related to the home to programming. Um it's definitely an emphasis of our strategic plan. Both goals uh two and four are highlighted in this particular um overview tonight. We'll be giving you an opportunity to hear a little bit um some of which you've had a chance to see. Also be an opportunity for us to discuss some of the achievement outcomes and to also clarify the program's impact to date. And so with that, I'm actually going to turn it over at this time to Jonathan who's just going to take us

044through a bit of data. um towards our intermittently as we go through the presentation, we've also left for you some additional documentation on Hispanic students and casts across the district um at the request of the board. And we also have broken down some of the demographic information um of who's making up the actual Huntos program for your discussion this evening. So with that, I'll turn it over to Jonathan Fox. All right. Thank you. Um, yeah. So, I tried to put together a presentation that Oh, let's see. Where am I? Did I point at you? There we go. Um, so I tried to put together everything. You had a list of different things that you kind of wanted to see. So, I tried to put together a bunch of that. This was interesting. Um, some of

045it I've never really run in this way. So, it was it was uh eye opening also to me just to see different demographics, proportionality. Um, I tried whenever possible to control because there's so many variables that go into when you're running demographic data, achievement data. Um, even within on paper looking at, you know, a family that's socioeconomically disadvantaged and another on paper that's socioeconomically disadvantaged, there's factors that that we're not always able to see. Um, and I think anytime you have also a program of choice where you're opting in, there's also some sort of factor just there in the fact that you're opting in. So even when you're looking on paper and see that other factors might look the same, um, there's often things that we aren't always able to measure. So this is just

046kind of giving some of the demographic makeup of huntos and their English learners. Um, so the huntos at elementary, you know, they start in um almost entirely Spanish until about third grade or so. Um, so you would actually expect that they are not going to necessarily recclass as quickly because they don't really start, you know, learning a lot of the emphasis on English until about third, fourth, fifth grade. Um, and so if you look collectively at the hunos population, it's about 50 around 50% um are English learners. And then that makes up of the whole school because Huntos is the majority of the school. It makes up 32% of um the school's population of close English learners. Um and then when you move up to middle school, so the thought is we're hopefully reclassing reclassifying

047all these students. So when they're taking that summit of ELP each year, we really hope to get them reclassified before middle school. Um, so that's why you see it drop in percentage- wise quite a bit because as they're progressing along, getting better with English, they're able to pass that LPAC. Um, and then they're reclassified and no longer considered an English learner. So there's 22 English learners in the Huntos program at CMS, which is 24% of the um of the CMS Huntos population. And that is just 3% of the CMS school population because remember that at San Miguel it's like two every two huntos classes to one neighborhood but at uh Colombia the majority of the classes are not huntos. So that's why it kind of flips in percentages. Um and then I did some kind

048of proportionality looking there. So I think we kind of went over this a little bit but about 50% of the huntos are e at um elementary. And then looking at the neighborhood at elementary, it's about 10% of the neighborhood classrooms that are English learners. And then at CMS, um it's about 24. So that's where it evens out a bit more. So of just the Huntos population, 24% of their English learners. And then if you look at everyone else that is at um Colombia not in Huntos, it's about 28% of them. So it's about about proportional there. And then this is remember we've talked throughout this year about how we're looking at growth. So not just achievement of are you proficient or are you not proficient but um how like how much have you grown. Um

049and this is a measure when you're looking at percentile. This is an actionormed test. So this way we're able to see compared to a student of the same grade with the same amount of instructional days beforehand. um right about at the 50th percentile mark would mean you're growing at the rate that's expected. Um but remember that we talked about students that are below grade level, we need them to grow more than that. And so we've set as a district target the 70th percentile as a growth target. And that is a stretch goal, but it's possible. Um, and that's also it was chosen because when we looked at the data, we kind of backward mapped students that grew at that level and they were able to overcome being, you know, below grade level in close to

050like two years or so. And so it looked promising. It was doable. So we set that as a target. Um, so that's just context about that. Um, if you're looking here at Huntos, so the average Huntos um, growth percentile is right around the 50th percentile and then non Huntos 44. And then looking down below, so who's meeting that or exceeding the 70th percentile? So our stretch target in huntos um at elementary 32% 36% of huntos at middle school are meeting that stretch growth target which is fantastic. Um and then looking at the same so flipped looking at neighborhood and then the Colombia population as a whole when you take Puntos out 22 to about the same 22% meeting that growth. Um and then this is looking at achievement. I have a clarifying question on the

051previous slide. Yes. So, sorry I was I was like reading that slide really wrong at home because So, you're saying 32 36% of the middle the middle school. So, 36% of the when you look over here middle schools, okay, are meeting that 70th percentile growth goal. Okay. Which is really good. That's to have 36% meeting such a high growth goal. That's that's excellent. Yeah. I just want Sorry, I was trying to find a way. I know the slash probably threw you off the like elementary. I wanted to check. Okay. Yeah, thank you. I'll do better labeling next time. Um, and then this is achievement. So, this is looking at their achievement percentile. Um, and we've found that right around the 60th percentile tends to correlate really strongly with proficiency on CASP also. So, that's why

052we've chosen the the 60th percentile to look at. And then there it is. So, it's about a 10% difference with Huntos having 10% more of their students that are meeting that um proficiency goal. And then at elementary, it's about the same, just ever so slightly lower. Um and remember that this is on English reading. This is our local assessment. And so that's looking at grades three, right? Elementary 3 through five. So taking into consideration those third graders just started learning English really and focusing on that. And then they take the test. So they're all makes their third, fourth, fifth together there. So it's actually it's pretty impressive. And then this was kind of fun. And this isn't um I wouldn't take I would definitely take this with a grain of salt. Um but I I

053thought this kind of be fun to look at. Um how do they do in Spanish? And I don't have a a really great population to compare to because we have some students that are taking it that's an elective. Um and so it's their first time ever taking Spanish. Some of the students though are in the called heritage for Spanish speakers. If they're seventh or eighth graders, the class is heritage uh speaker Spanish. Yes. One and then heritage speaker Spanish two. Excellent. I knew that I had a resource back here. And so and so I what I did was I I wanted to see the huntos like what percent proficient in Spanish are they? And then I sorted them out and looked at everyone else that's taking it as a Spanish elective or that's in the

054heritage Spanish class and then looked at the proficiency rates there. Um, and so it was around 36% huntos were proficient and then the non-huntos that were taking that in those courses were about 10 and a half%. And then just the average test percentile means that the average hunto students was around 46th percentile and then the non huntos that are taking those Spanish courses 26. So again there's a mixture. It's not a perfect comparison but I thought it would be kind of neat to throw in there just because we have a large enough population there that I could actually compare the two. And then looking at ELA status. So their their English language acquisition status is what that stands for. Um, and remember as they first when you first register for the district based on a

055home language survey that indicates um the amount of different language you speak at home, we assess you with the initial ELPAC and then that determines if you're if you pass the initial ELPAC, then the label that uh you that is described as IFEP, which is initially fluent English proficient. Um, and then you don't take that summit of ELP. But if you didn't pass the first one there, then you take the summit of LP pack each year and you are an English learner until you pass that at which point it switches to the RFP label which is reclassified saying okay you are proficient enough to be able to access general education um content in English the same registers is what that kind is looking by those different statuses. And when I looked at the English only

056and then the reclassified hunto students, um those were the two groups that I saw that had quite a big difference and outperformed um their nonto peers. This is growth again. This is not proficiency. This is this one is proficiency. Yeah, this is the um over the 60th percentile. So this is so goes proficiency and then you have a different slant growth. Yes. Okay, great. Thank you. Yeah. And then I did growth here, right? So, this is the same thing, but looking at are they hitting that growth target because proficiency is one thing, but um I want to I want to actually see are those that aren't proficient, are they at least are we growing? Are we really growing at the rate that we need to be growing? Um and here it was the Hunto students

057who are reclassified in English only again. Um they also had greater growth than the nonzo students in those same in those same categories. And then this is the performance on CASP. So this is our state test um with the huntos student performance on CAS. So the left graph there is showing by the grade levels. Um and there's no filter on that. It's just all the hungo students. And then over on the right hand side those are non-ho students. And again no um no filter. So it's just all of the students that are not in hos and then those are all the students that are in hos and it was on the English test. And this is the same thing but filtered for Hispanic quintto students which is our target because those are students that historically

058we have underserved. So focusing on them, the thought is that we are going to increase um achievement and growth for all. [Music] And that's it. Look at that. All right. Ready for another one? Um and then did you want to Okay. And so we also left with you um there's a colored uh diagram uh sheet that we have there. And so what we gave you there is a breakdown of who makes up the Huntos program. So you'll see uh by grade level where students are coming from um from different school sites and the number that's made up um of the school and then also you'll see the inter uh district um transfer students who will make up that program. And so um that was one of your questions and so this kind of addresses who

059makes up the program demographically. And then the other um that came up um for additional data for you to consider is Hispanic students on on the same CAS ELA data that we gave you for the HUTOS programming u by school site. And so that is made up there. So you can take a look at that data as well. And so um based upon presentation based upon this additional data um we are here to answer additional questions you might have or clarifications that you need at this time. The makeup of the hoopos was also interesting data that I haven't um I hadn't seen before. And so that was fun to kind of visualize and really see where they're coming from. So it was I think it was about 41% of the HOS students live within the

060San Miguel area, but then over 50% come from different schools. I mean like all around it was pretty pretty spread out all around the district coming over for it. Do you want to read the totals for those who cannot see them? Yeah, I was even thinking I wonder wonder if you guys could see it if I Oh, that's not going to work in such a tiny little thing. Okay. Um, so really what it came down to was the largest schools or it's so it's the attendance areas, right, that are are coming over. So, um, Bishop was number one with 50 students from the Bishop area that are in Huntos. And then that was followed, I believe, by Ellis, those 35 students from the Ellis area that are in Huntos. And then 31 interist, Lakewood had

06126, Vargas 12. feel like we're missing one. Oh, I had to scroll to the right. Okay, you have it up there. There's no cherry cheese, but no, it looks like there is one missing. If you look on the bottom. Yeah. Yeah. Yeah. See that scroll bar there? But Cumberland's five and two is 12. Okay. I'm going to have Thank you for pulling that information together. Yeah. And I can get you the missing. Which one did we say was missing? Chase. Cherry Chase. Okay. I'll have to remember how I ran this and where it is. And then once I find that I can What's the inter district? That's a good question. Um I think Jeremy might be able to explain a little bit. These are just clarifying questions. We're going to ask our other questions after.

062So yeah, the interd district column represents um employee uh employees um who have opted into the program and then as the program gets um the higher grades, we will tend to honor our districts from folks moving out of the district to preserve um the upper grades class sizes because it's you can't it's harder to test in above second grades. Uh any any clarifying questions on Okay. So, we're going to move to public comment. Um and then I'm sure the board is going to have questions or comments. So, thank you so much for preparing all this. Um we have a couple of comment cards here. If there's any member of the public online who wishes to speak on this item, uh please use the raised hand feature now. Um if you haven't if you're here and

063you'd like to speak please use the speaker card and again the topic is for pointtos all across San Miguel and CMS. So it's the whole program overall and the program performance. Do we have anybody online? No. Okay. Great. So, uh, the speakers who are here, we have, uh, Katie Roland and then Veronica Brand and then Courtney Johnson and and and followed by two online, which is fine. So, you'll have three minutes to speak. Um, we'll go in that order. We'll start with the people who are here. So, we'll start with Katie and then Veronica and then Courtney. Good evening. I'm Katie Roland and speaking on my own behalf as the parent of two Hunto students, one in San Miguel and one at CMS. I thank you sincerely for your focus on the Huntos program tonight.

064Um, this program has been a gift to my family, bringing together a group of people who share some core beliefs about what makes education good and giving us friends and allies and a school community that truly inspires me. Um, it's also worth your agenda time tonight. So, I appreciate that. And as one of you who will remain unnamed pointed out, the Huntos numbers are about the same size as some of our elementary schools. So I appreciate that. Regarding tonight's presentation, a few comments. Um the first is I didn't hear a mention of what Hunto's program go schools are tonight. So I thought I'd share that with you all. Um this is Estea Novada's presentation from the Hundos information night of what the vision is for the program for students to become bilingual and biiterate in

065Spanish and English become true global citizens by valuing the diverse cultural community around them and taking pride in themselves, their language and their culture. They will become confident and compassionate leaders prepared for rigorous academic and life challenges. And this is a beautiful vision, guys. And I wonder if you might see as I do when I look at that ways that we could take this vision and create some concrete program goals that we could use this great data to measure our success toward. And second, I hear often and I heard tonight that we're looking for specific ways to best serve students, particularly historically marginalized students. And tonight's data could be combined with other existing data and analyzed using different methods to understand questions like does the MUTOS program better serve certain groups like English language learners,

066Hispanic Latino students, non-affluent families or Spanish speaking students. You could evaluate do Spanish speaking families in the Hundos program do better at math than their similar peers at other SSD programs. You could determine whether any program variances are actually statistically significant or just not really that significant statistically speaking. You could control for intervening variables like affluence if we think people come into the program are more affluent. So we could actually establish what is true what is the true impact of the program on the families that we serve. And you could establish uh things like um whether students from Huntos are actually achieving bilingualism and biliteracy. What would that look like? We don't know. Finally, I want to reiterate the request to please create a Puntos family advisory committee or Puntos advisory committee. families are clamoring

067to be involved and we care so so deeply about this program and its success and we want to be in the room working with you not coming up with you afterward and saying here's what I wish we had seen from you tonight and I'd like that advisory committee to be have safeguarded places to ensure diverse viewpoints especially in terms of language background country of origin immigration status socioeconomic status and age groups of children thank Thank you. Next up is Veronica Brand, followed by Courtney Jansen. Hi, thank you for the opportunity to speak tonight. My name is Veronica Brand. I'm a parent of two children in the Huntos bilingual immersion program at Samiguel. I have a fifth grader and a rising Columbia Middle School student and a second grader in the program. First of all, let

068me start by saying how grateful I am that this program exists in the Sunny Bell School District. As a heritage Spanish speaker who grew up in the Bay Area, I had a very different experience of growing up with Latino heritage than my kids get to experience. I would say I grew up in a culture of assimilation. So to see the very next generation becoming bilingual and bicultural and really just aware and curious about multiple cultural traditions heals a little bit of my soul. I am so very grateful for this program and the culture that has been created at San Miguel by its administration and its amazing staff. As for tonight's presentation, I appreciate this is a start and I hope that we can have more data analysis in the near future. I appreciate all the

069charts um and would love to see the extra information that got passed along. So, I hope that goes out soon. Um I believe there's a lot of potential for bilingual programs, not just in affirming different ways of being, but also academically. In fact, as an incoming kindergarten parent, I was shown research documenting the benefits of bilingual studies. I was hoping that tonight we could see if the students in the program were showing similar results, and if not, why not? But it's hard to interpret the data that was shown tonight because it's statistically significant. Are we following the same students? How do we account for newcomers? Are differences in demographics being taken into account? Why aren't we taking a look at math scores? Does it matter for English learners who speak Spanish if they learn math

070in their home language? I come out of this presentation with a lot of questions. So, it's a good starting starting point, but definitely not an end point. And so, I ask that going forward you define the program goals a little more. I recognize that my kids are getting a lot out of this program. And at the same time, academically, I think we can do better. But first, we have to know how we're doing right now, which means taking a closer look at the data and asking if the Huntos group differs from the null hypothesis that their test scores are the same as non Hunto students in a statistically significant way. Furthermore, it would be amazing if you could work with Huntos families to articulate those goals. I very much support a district advisory group for

071Huntos and would like to see meaningful collaborations. Feedback from things like the Panorama survey are wfully insufficient. I'll be honest, I would consider myself a pretty engaged parent and I didn't even fill it out this time. It wasn't a priority because I'd never hear about the impact of these surveys and the feedback is actually incorporated. And given the events at our school last week, it split my mind. I think many of us want to have a way to work together with the school district to better support our students and we crave more opportunities to do so. Thank you. Thank you. Uh next up is Courtney Jansen. Um okay. Uh Courtney Jensen, a parent with two kids also in the program. one of the two families from the school experiment which is not good for everybody

072else. Um my speech is not as good. So I'm just going to start by agreeing with everything that Katie and Rob said. Thank you for taking the time to go through this for presenting the data for everyone to look at um and for taking such an interest in both the hundos at San Miguel but also the hunos at CMS. My speech is bullets. So um couple requests. First, please make slide two of the presentations and acronym definitions for them. Um, this is not just for like teaching and learning, but for all of the presentations that would be really helpful. I have talked before about AP is not associated press. I learned today that EO is not executive order and it would be really nice to not have to go spend time figuring that out on

073my own and I know that it would make these presentations more accessible to other families and parents as well. Second, I would like to understand more about the retention of students who graduate from Miguel and go to CMS. Are we losing students out of the Hoos program either because they're going to different schools or because they're going to CMS but dropping aspect specifically? One of my kids is in kindergarten and I'm already talking to kinder parents who are worried about the 739 or 7:40 a.m. start time and saying, "Oh my gosh, how are we going to do this? Is it worth it?" And so I think if we are losing students, we need to really understand why and what we can do to make sure that we are not seeing students drop out because to

074see the amazing program in the elementary school and then to have that not continue at the same level in middle school, I think has been a challenge for a lot of families at Hindus. Um third, I have a clarifying question on the demographic data on slide two. I guess basically the question is where did that come from? So it says there are 121 eels which make up 32% of the population. My math it says that would be 378 kids in Sanill total but it's actually closer to 430. So it just be really nice when we see data to see like this was taken I don't know fall of 2024 whenever the data was so we know what snapshot in time you were talking about. Um, and then I guess the final two comments I will

075make slide something slide seven where it talks about proficiency in Spanish and it says only 36% of just kids are proficient in Spanish. That number surprised me. Um, and I'm curious what the program goal is and if we are not meeting that and why but you know if these kids are learning so much in Spanish for so long, how come only a third of them are actually proficient in Spanish? I hope my kids I hope all the kids in their grades are proficient. So I'd like to understand more about that there. And similar on the last slide, if I'm reading it right, it looks like even Hispanic kids regardless of hunas are not are still by and far not meeting or barely nearly meeting a standards. And so I think the Hudos kids who are

076Hispanic are doing better, but I would like to see a lot more about what we're going to do to address the kids who are not at standards yet. Thank you. We have a few people online. How many online right now? Four. Four. Okay. So, we're gonna hold it at that number. Just the four who are there now. Um, you can start calling them off. Okay, great. So, we have Marissa followed by Kristen Fedoric, followed by Allison Joe, and lastly is Casey. Please. Hi everyone. My name is Marisa Berdick. I'm a kinder parent. I'm going to start in Spanish and then I'll repeat myself in English. Evalu. [Music] Again, I'd like to introduce myself. I am a kinder parent, so I'm new to the program. It was uh an such a a great um honor honestly

077to find a program where my daughter had the opportunity to be immersed in Spanish just like we are at home. We speak Spanish at home. If uh Sigan had not been our home school, we would have fought to get into the program. It was absolutely our first choice above all other kinder programs out there um all other schools. Um, we really value that the demographics of the teachers in the program are the same as the students and their families. Um, especially for monilingual Spanish students that it they're able to easily communicate um with not just the teachers but all of the personnel and staff on campus. Um, I'd also like to have more clarity on what the program goals are or what they're going to do to address the substantial number of Hispanic kids who

078are still not meeting standards regardless of if they're in the Huntos program or not. That last slide had a lot of red on it. Thank you. Um, the next up is Kristen Fedor, followed by Alison. Hi everyone. Um, my name is Kristen Fedoric and I am a parent to TK child in the Huntos program. Um, I don't have anything prepared, but I did just want to jump into the conversation uh tonight to talk a little bit about um some of the desires that I'm hearing from some of the parents in the room and I think with others um that I've discussed kind of in the playground um while waiting for our children to read this um is just a better way to understand and track the successes and challenges we're seeing in the Huntos program.

079um some of the other parents tonight and I mentioned the desire to form a committee and so I wanted to offer um I guess my services as a parent and um a community member to work with both the district and the board um and parents in the Huntos program to put together a theory of change. Um my background um prior to kind of doing a career pivot when I had my daughter um was working in the not for-profit sector specifically in impact um assessment and creating theories of change. And for those of you who don't know what a theory of change is. Um it's a simple but it's also a very powerful tool that uh allows us to better explain how and why programs um are expected to create change. Um, and it really allows

080us to set up long-term goals, track inputs, outputs, activities, and really find out um where and how we are succeeding. And I think it's very obvious to me that the district um has a ton of data, but again, it's like how do we take that data and make it accessible for everyone. So, I just wanted to to mention that as something I would love to be involved with and um share the knowledge that I have that could hopefully um help further for everyone. So, that's all. Thank you. Next up is I'm sorry. Next up is Alison Joe. followed by Casey. Hi, this is Allison Joe again. Um, I'm a huntos parent of a fourth grader and an eighth grader at San Miguel and Columbia Middle School. Uh, and I just wanted to reiterate um what

081other parents have said that the Huntos program has been life-changing um for my whole family and I'm incredibly grateful for this educational opportunity um and it's been such a journey. Um and I just wanted to encourage um Sunnyville School District for ongoing collaboration. We got the email from um Katherine Armstrong earlier this week that was really informative. Um but to continue collaborating with um Fremont Union High School District to really address the trajectory of students and the impact beyond elementary and middle school into high school and beyond for those lives of joy and purpose. um and to consider advocating for um more opportunities for Spanish centered and Latin American centered um opportunities in high school and academic achievement and opportunities to engage historically marginalized students and all students. um considering things like AP Spanish literature

082or a class for Spanish interpreters um or even Latin American history. Um just so much potential there to center and celebrate um students that make a large demographic of that school. Um and I think this could really benefit both Spanish speakers, non-speakers, Latino, non-Latino, um Hunto students, but also a lot of other students that are coming from other feeder schools. And there's a lot of potential there um for students to feel seen and to feel like they belong and to feel engaged uh and to build those cultural understanding um amongst various student groups. Um so thank you for all the work you've done with the Huntos program. Um it's a really special school and all of our schools are really special, but it's been a really special experience. Um and I want to um also

083uh continue to advocate for the Hunto's parent advisory committee. um both for Hunto students, but also there's a lot of potential for for um how this can impact other students that may have similar backgrounds or um histories and closing achievement gaps and um celebrating the strength of our community. So, thank you very much. Good night. Thank you. And lastly, we have Casey. Hey guys, food's ready when you guys are. Okay. Well, it's warm and it's getting cold. All right. Hello. Hopefully everyone can hear me. Yes, we can. Okay. Perfect. Thank you so much. Uh thank you so much for giving me the opportunity to speak here. I am have a one student in kindergarten and we are loving it. We identified the Huntos program as where we wanted to send her um from very early

084on. This has been our plan and we've uh been just very very happy with it so far. So just thank you so much for having this program available. This is not our home school. So we transferred in and it's been wonderful. Um I I think Courtney mentioned earlier some of the kindergarten uh parents have been mentioning we're already concerned about middle school and kind of beyond and I know we're a few years out but um just looking at the options beyond San Miguel. Um I when I was looking into it I hadn't realized that Colombia Middle School you would have to do a zero period and and start early. It is important to me that um you know my daughter it becomes bilingual and biiterate uh but at the same time I think feels a

085little bit like a punishment making them go to extra school. So, if you know, if there are any other options, that would be wonderful. And then even beyond um middle school, you know, how to how to keep that going throughout high school because I think this is just such a wonderful opportunity for um you know, the students to become truly bilingual and biiterate and learn more about the Spanish culture. Um and um I just want to uh you know just uh put my comment out there that um you know I think the Huntos San Miguel program is wonderful but you know going into middle school and high school I think maybe I would be wanting more. Thank you. Thank you very much. Um okay so that concludes public comment. um got distracted by the hands

086up there but they are people who've already spoken which is great. Um okay so uh you know first of all thank you Mr. Was thank you Dr. for putting all this together, having this conversation. I know this is a followup from our previous conversation when you were discussing school focus and programs of choice. The board was asking questions and we received information um like as an update, but this is a great um opportunity to review it with with additional information from CMS. So, thank you for putting this together and taking this time right up at the end of the year near the LCAP and everything else is going on. Um, so board is time for your questions or comments. Um, we want to start anyone like to start or we could start with Evelyn down

087the line and everyone ask something and then we can have a conversation. First of all, I wanted to say thank you to Jonathan and Natasha for the presentation. Um because I'm a new um board of trustee who can attend the Chrome Toast I think it's an amazing program from what I've seen and everything that I've heard and it's um awesome but um who or what child or student can join our it's a open enrollment opportunity. So at the beginning of the school year when we um start an enrollment process, you know, everyone can, you know, we have capacity, but at this point we've been able to enroll any student who's wanted to be in the program. So that's that's essentially it. I mean, and then we have students in the midst of the year. And

088when that happens, there's a bit of an assessment to assess how to integrate students into the program if they come at a later time versus DK or kinder age groups. But at this time, we've been able to accommodate all students who've wanted to enroll into the program today. I just want to clarify within our district. Yeah. Yeah. in ask Jeremy there is a small subset of people who have not potentially attended but that's a very small it's just a fair or it might depend on grade level you wanted to join us okay okay so thank you again for putting together the presentations I was wondering In general, one of the first things that comes that I think I come from the data is if we are not if we shouldn't be thinking about expanding the

089program to the whole school because it's definitely better for the students in any race. It has a better better numbers in general. So that's something to consider and yes I think that it's very doable and I I think it's a great idea to have an advisory committee only for the focus program people I also support um the advisory committee I think pre- pandemic I was going back and looking through the slides um in 2019 19. I think Dr. Valentine gave us a presentation, Barb, you know, before talking about like the idea of going into middle school and giving us the update all, you know, all about Puntos and um just this idea that the students were actually following the plan where maybe they were testing a little bit lower when they first got in third

090and fourth grade, but by fifth grade, they'd be overtaking their peers. And that's exactly what the data showed in 2019. And then um Mr. Poe came, principal Po came and talked to us, gave us an update the following year. And there was, you know, the end of each of those presentations is the next steps advisory committee. And in my mind, you know, I always thought, well, the parents have parents have children who are going to go this TK now through 8th grade. it makes sense that they have an opportunity. They should still connect with their principal. They have issues they're going to talk to their principal about about their school, but like programmatically, I think it makes sense for there to be an overarching discussion to do deep dives on some of the data or,

091you know, deeper questions about the program overall, improvements, suggestions, you know, what it's like in real life at home, uh, you know, with students in the program. So, I think we could learn a lot and I think it would also be a great place. I know the high school district is coming and uh there have been a few articulation meetings with the high school, but if we had a regular committee, then it would be an it would be a place where um high school could periodically pop in, right? or in a in a regular way to to get that conversation not just articulation meetings but they could understand more about the community and needs. So I fully support it. It was not my idea. It was in the slides from you know huntos even before

092I was elected. So I I really hope that it happens. I don't know what's the word. Yeah absolutely. Um what I'm hearing um is a really strong desire from the community to continue to partner. I think that's such a great strength of Sunny Hill is that we have so many families that want to, you know, partner and be part of these conversations about our our kids um education, especially with this type of program which has proven to be so successful, not only in terms of the data that we are seeing, but we also see in the community the cohesiveness is something unlike at other schools. And so there's a special kind of magic happening at San Miguel. And we also have in the room and online um so many people desiring to partner and look

093more into um I have so many questions about um like some of the comments that came up about the statistical significance this the vision of the program and what that means are we meeting those goals this theory of change you know um I want to think about looking at data in that way as well as when We're looking at other programs of choice. What is the purpose of this program of choice? How can we follow that? Um and it looks like we already have like seven people that are wanting to join into this um advisory committee um in the room online. So, um, this is something that I I do hear a lot of concern, especially when there's a transition into middle school and into high school about this program that is so beloved and

094so um, meaningful and impactful for parents, but also feeling like maybe it tapers off in a way that they're not wanting it to because it's so strong. So, yeah, I love to see that um, advisory committee. Let me just add that I I do believe that the way the formula for the program is is that the Spanish component does taper off in middle school, but we you know would there be other classes that could be offered in Spanish or you know in a bilingual situation? I mean I think it's there's a lot to explore. So um anything else Isabelle on the data or what about your your first point is get the expansion the expansion of the program first maybe can make a better program because it's going to be only one program to manage

095at the San Miguel and second it looks like we're doing a disservice to the kids who are at that school and know and haven't convinced to to get into the program because the numbers show that they get a better education when they get into the school. So I think I I would like to clarify that one. So So the Huntos I I I feel like there might have been a couple missing points in the data there. Um because the Huntos non non Huntos population are still for the most part outperforming all the other title one peers. No, we don't show that. No. And the the do we have that? So let's not say no to him. Let's say can you explain the data so we understand better? Yeah. No. Well, okay. So that was the

096data that was in packet review. Yeah, that is correct. So I gave quite a quite a bit of data in the packet review and answered quite a few questions that were kind of pertaining to this. Um, and when you control for as many demographics as you can, San Miguel is doing good when it comes to growth and achievement when compared to other title one peers. But I do want to also emphasize it's about 34% I think that are proficient and rating in English. So while yes, compared to some other title one peers, both Huntos and the neighborhood are doing doing well, um there's still probably about, you know, 70% of the population that are not proficient. And I also want to clarify one point that was made um and a question that I think we're

097leading towards. And so I want to go back to um Isabelle's question around um I think it was I don't want to misquote you so if I'm misquing you please let me know but that students who are not in the hotels program are in some way being harmed and I I don't want to put that in this space or any space because that is not true. um students who those families have made a choice to be not in Hudos. There may be varying reasons as to why we feel they're not, but at the end of the day, that is a choice that those families have made. So, um so to do that or make a shift like that, there's some other variables that have to come into play. Um at this point, we may be

098feeling that those families would want to be in the huts program, but that may or may not be true. And I think the very important factor as we've talked this evening and we've heard from families is we cannot make that assumption. We must ask parents what they actually think, what they want and why they want it or they don't want it. And without having that information, we are actually subjecting our own biases as to why they should be in that program because that program will make them better students. That may be true, that may not be true. But I don't want to subject them to biases that we have around what dual language can have and the impact it can have on you as a student. But if that's not something you want is for

099your family or your child, that's a right you have. So I want to be sure we don't subject that bias to families who don't want it. Sure. Well, it wasn't that they were doing harm, but that's okay. It doesn't matter. I don't we're not going to fight about that. C can you explain again in the last two where you say Hispan Huntos on the left and there is definitely some dark green and non Huntos on the right when there are some that there is not even any green well there is one in particular and the reds are different and before you go on can you clarify which slide you're referencing the last the last one and then the second to last where is definitely show that after they start giving English well maybe the fourth

100grade is not the best one but then after fourth grade when when they start learning English they do better in general you see the green so if it's not true then what are they saying so in the in the packet review because it's important you can you can show htos and then you can show neighborhood at the same school but what I also did was in in your packet review I showed the neighborhood students and then I think I might have showed neighborhood Hispanic students compared to other title one schools also. So you see the students at those other schools compared to the non huntos sagal population that was a different number and a different that was like a different number and a different um measurement than this right so like that was my follow

101it may have been probably the local I'm guessing that I used NWA for that because we get cast once a year but NWA we have a bunch of them so like just given the slides that we're g we're giving What it says that that's a lot that in this one it says Hunto student performance on cast and then non hunto student performance on cast correct in San Miguel. It doesn't say that it's in the country or in all titles one schools around. Yeah that the one that I was referencing isn't in the slide deck. It was when you ask all those questions and then we put in the answers. Okay. But then is the slide this slide is showing the huntos. Yes. on one side and on the other side it's it's the non boom's

102performance. So that's San Miguel and Columbia combined. Okay. So if the dark green is better then I'm not understanding because there's more dark green after four grade when they start obviously before they start studying in English is is not better but then yes so it is true that in general huntos outperforms when you're looking at the same school Colombia and you look at huntos students and then you look at the very large number that's not huntos huntos outperforms when you look at San Miguel and you look at the huntos and then compared to the non huntos the neighborhood huntos outperforms But I was saying we're not damaging neighborhood San Miguel because if you look at the neighborhood San Miguel and you compare it to other title ones which was in the packet review um they're

103they're doing really well like better in some cases also I think something that is lots of room for improvement. Yes. Yes. Correct. Comparatively to like because whenever possible I try to compare like demographics. I try to control for as many factors as possible. Some things you can't control for and some things are kind of little hidden variables that you don't know. So that that's something I mean and anytime you have an opt-in program, there is something there that you can't you can't quite measure. And I think that came up a little bit this afternoon in our conversation, Bridget. Um and we've talked about that too, Jonathan. So like, yeah. So parents choose it. There's something about that that allows them some agency perhaps, whatever it is. And that seems to correlate with improved performance. And

104so I think the question that came up or the idea that came up with Peggy and Bridget was how can we develop that agency like maybe maybe we can develop that X factor for parents and and help them. I can tell you that Mr. Ivara works really really hard promoting the program with every parent in the school and encouraging them to apply but maybe there's something else there. I mean there's definitely things we can learn from Huntos and the success that we have seen. So the more barriers we can remove, right? So if if Spanish speaking families can go straight to their teacher, straight to basically anyone and be able to communicate about it, um that's that's huge. That's really helpful. Also considering that they teach math entirely in Spanish. So if you think about

105a family who may not be able to understand English math vocabulary when the student is coming home, it's that's one less conversation academically maybe that they'd be able to have. But if you're learning in Spanish, your family speaks Spanish, like it's a huge benefit to them because even those small things of like they can come home, chat a little bit about, hey, what did you learn today and and be able to converse about that. So, I think like some of the things that we're learning from this for sure is like what other barriers do we have right now where they may not be able to access so easily? Are there more ways to to put everything into Spanish or to give to give resources to them or find ways to communicate um so they can

106have all these conversations. And I would say in our strategic plan um this the the goal three um goal three A B and C is actually what those particular goals were exactly about. creating that level of agency um within our students and in collaboration with their families. So I just want to bring us that we've talked about that not just for Huntos but we've talked about that for our entire um student population as well and and that is captured in that goal and where we need to play have additional emphasis. I certainly understand the the uh excitement about like hey we can see the impact and we just talked about we we we know the positive impact of knowing two languages and learning two languages at the same time and then so the the the

107challenge is well how do we do that for more um and respect the the wishes of parents that's that's where we're at. So just as a thought I would say um the when the data is being broken down like it's really helpful to understand that like um because we've seen data before that said that our our Hispanic students are underserved regardless of their socioeconomic level across the district. And so, um, for me when I was looking at this data that was provided in the packet, um, it seems like it seems like even though San Miguel is a gem of a school and the community, it's one school, even though there's a program at the school, it's it's very very activated, very one school kind of feeling there, right? Um, we can see that there's a

108difference with what the district does, what we do, right, with the programming with, you know, maybe it's the it's the um instruction or the just the plan of the dual immersion, you know, the whole plan of the dual immersion instruction, but something is different between the two classrooms with Hispanic students and with students in general. So if the families if I know you're saying we're going to displace people. I don't think that's what Isabelle was talking about. I think she was saying like a change like Fairwood did where they started in kindergarten and now you would start in TK and you would plan for it. But if the program has something and it sounds like you're you're not sure if it does or you you can't state that it does have that statistical significance, but

109if the program has something to it that is going to move the bar 10 or more percentage points for that group of kids, then we need to educate people about that difference and then ask them like not say like why aren't you going? Sure, ask them where you're going, but then say also, did you know that there's this difference in how this methodology teaching kids is going to get us them that much farther? Because for all that red that we see on the paper, because it compounds year-over-year, it it doesn't set them up for success in high school, right? So, we anything we can do if we if we know our program is working. So let's figure out if you're saying the data here we don't have enough data to say if it's really working

110if what we you know that that extraj uh let's let's figure it let's let's find that out like that would be the next thing to find out maybe with the advisory committee parents as part of the conversation. Let's find it out and then if it is then we can have that other conversation. But I I don't want to just take it off the table and and scare people and say we're thinking of displacing people and making them move schools and whatever. And it's not about that. It's about the future because you'd have to plan a couple years ahead. And it's if there is evidence that this that would be a good decision for the students, it's our responsibility to keep raising that issue. So yeah, I like the way you said that. um we have

111data now that shows the impact of the program and so when recruiting and and I probably Mr. Avara does this to some level but because he's the primary recruiter um but like we can draw on that data when having those conversations with parents. Yeah. And investigate it further because if if teaching and learning doesn't think that this is compelling enough to to to make a a bold statement that this is you know that it is the program. It's not just the school and the cultural, you know, um culturally responsive teaching and all the other stuff that goes into it. It's that does have a great effect, but this if it's not significant, but if it is significant, then we should do something about it, right? Okay. Okay. Um yeah, I think all teaching and learning

112was saying was that um neighborhood students are outperforming their other title one peers. I think that's all that they were saying. An interesting factor also to consider is to look at um I put next to there the percent of IEPs that are in those grade levels. So if you consider neighborhood and you look at how well they are performing in compared to other title ones and then you look at the percent of IEPs they're in that grade level is it's quite impressive and I'm not sure how to how you would account for that in some sort of a you know like a weighted analysis. Um but when you have 50% of your students and I think one grade level there having IEPs of various needs and they're still keeping up if not beating other title

113one peers. That tells me the neighborhood. If I waited the neighborhood, it might be up for me. Who knows? But it's hard to account for that when you have, you know, how do you account for an IEP? Well, I'd have to look at what are those IEPs, which might affect, you know, the area of reading if that's the proficiency we're looking at. But it's it's challenging to control for all of those variables. And I just want to say that like when you when you're saying that they're outperforming other title one schools like outperforming other title one schools like at like just in general right like all the scores lump when I looked at our district and I looked at the neighborhood students third fourth and fifth put them together what percent is proficient and then

114looking at you know Hispanic and English learners within there and then doing the same thing. So maybe look at Bishop Vargas, look at those students put together and it's they're different sizes too, right? Because San Miguel neighborhood is a lot smaller. So that's something else that you have to kind of take with a grain of salt is a smaller sample size. It'd be nice to have a bigger sample size to really see if that statistical significance holds up. You can't really with such a small sample size draw some of these conclusions. Okay, questions. Um, I wonder how we can go from what the data is showing us to, um, extrapolating out to how we can better serve students across the board. We see that Puntos is outperforming, not just Hunto, sorry, San Miguel is outperforming

115other schools. What's happening there? How can we, you know, also have that happen at our other schools? When I look at this comparative data and I see um really low proficiency for Vargas for language learners, it makes me wonder is our science focus there. Is there what's the difference, you know, between Huntos and the science focus at Argus? And we see a there's significant difference when we look at the outcomes when you look at prefances and I just wonder how we can go from the successes here to successes elsewhere and more successes here as well, right? Because like there's still big gaps and we want to keep moving forward. Absolutely. Yeah. And I think one of the parents who I spoke to at San Miguel at um one of their PTA meetings was actually saying

116that the you know having that kind of advisory group with Wintos and like really getting into the program and and the school um like AC across both San Miguel and CMS that they could be a resource for the whole district, right? So yeah. Um I did have one quick question about Spanish. Um, so the Spanish slide, um, I think Courtney mentioned it in her questions. It was talking about proficiency of Spanish reading for middle schools and elective students. So proficiency, that's with a specific like standardized test. Oh, that's NWA. Yeah. So that's what we have in Spanish. Um this year actually I think a lot of the students that are in the Spanish elective and the heritage Spanish are going to take the CSA which is the state um Spanish test. And part of that

117I think is out of like Daniel Po's curiosity. I think parents probably curiosity to see just in general like how how are they doing on the the CSA. So we're going to look at the heritage the same kind of analysis here but with the state test to kind of see it also helps I look at both of them and it also helps me continue to kind of calibrate and make sure that NWA is reflective of that. Um and that's like why a couple years ago we shifted to the 60th percentile because as I was starting to see I think post pandemic I saw that it was we had to raise it to the 60th that was actually a little bit closer to what was proficient on CAST. Um, so I do that each year when

118we get it out. But this year I'm excited because we're going to have that data of um those that have elected to go into Spanish and the um the students with the state test. So when we get that when we get that other data back, if we could see it like by grade level, I mean it's I know it's challenging because there's very few students and I don't want to like out anybody, right? So, but at the same time it will be interesting to see like if there's if there's catching up or declining, right? Like because there is less and less Spanish as they go up. Um Okay. Yeah. Okay. Any other things? Just my thought about um just data accessibility and transparency when we get um like the information that you gave us in

119packet review after we ask them questions or these additional things. I would really like the rest of the community to be able to see it. Like, do you want to take a picture and send it? You know, I I think it would be really great to have just an area on the website where anybody anyone considering the Windsor program, people already in the program can go and look at this data themselves. And um I think can speak to that better. I know he's absent, but I know he normally does upload things. I just don't know which things he uploads. Yeah. I I mean um since there's like data points like at different board meetings for it to be together in one. So you're not in the board agenda some other place. You're asking us to

120create a website. So So well okay that's a whole another thing. So if that's something we'll have to have a different a different conversation. But where that type of data lies is with each school site. So school specific data stays with school site district um oriented um data stays with us under our heading in teaching and learning or whichever departments. So what you're describing would be something completely different and I think it would require a deeper conversation because we also want to be sure it's what the community wants and it's meaningful to them. Well, I think it's it is I think it has to do with this idea that huntos is not just at one school, right? So, it's a program that So, we're talking about like program goals and things like that. It's different

121than Fairwood or maybe Vargas where their programs are like their school sites, school focus, right? Or Bishop will have a school focus. So, this is across two schools. So, maybe it would be at both school sites, you know, um it wouldn't but we don't want to just I think what you're saying, we don't want it just to go away. I think anytime there's a program of choice, there should be information about that accessible online. Yeah, that's what I'm saying that it it resides with the school site. So that so that school data related to that. So for Huntos would be with the school in their school plan and there and so I would say take a look at what is currently there and then what do we how do we want to massage it and

122for it to look different as we move forward because it's really kind of what you know if you want it to be housed in the district as well for people to look but we try to keep it there because typically when parents are looking for something on their school they go to their school site. That's typically how parents navigate. I understand what you're saying since as a program of choice as a program of choice. Well, Aaliyah Aliyah is the expert on that. How to organize things that people come to the central website and then it goes out but we're um veing veering a little bit away from the topic here. So, okay. So, Michelle, you didn't get to Yeah, just um two things. One, um I heard a few board members talk about the advisor

123committee. We want to have staff respond or say anything about that. Sure. Or do you just wanted to get your feedback? It's on our list from a previous meeting and we're talking um with the principal to talk about what that should look like feel like and um create a process by which to do that. Awesome. Um and then the other um comment I just want to and I know we're working on it. So just kind of sharing right as Huntos has been moving up right now in the first year of high school right and we don't have as much control in that space right and I know that there have been some hiccups we are working together with them more I'm sure there will still be a few more hiccups over the next few years

124but I just appreciate um that we're working on that right that I at least what it seems like is that hopefully within the next few years that will get fleshed out and there will be less less bumps in that transition. two things uh for the for the advisory committee. So it's not just one it's both principles, right? That's correct. Yeah. Okay. And then um for the high school we already have we had asked in packet review. So, we had learned that they were going to be sharing, we have a relationship with them, and now we're we're going to be tracking and sharing, they're going to share with us graduation data, um, course selection. So we got back to some of the because we had asked like what can they what are they eligible for you

125know and they take a test in Spanish and they recommend a level for the students but the students could take anything and you know whatever they enroll in and we can see how they're doing with grades because those kids are being tracked as they go for data in general right so that would also be something that could go on a huntos in a huntos conversation Right. Um, that isn't specific to just one one school. Okay. There's one last thing that I like to mention. I'm sorry. I'm sorry. It's just because there's a mention of the Panama survey and how um the community is not really hearing the um what happens with their responses and then therefore it doesn't feel meaningful to um fill out the survey. Um that's something I would like us to think

126about just going forward when we use surveys how is that used in what way is it um reported back or used you know in decisions going forward and um again just reiterating how much partnership I'm hearing from the community and and including them in like the formation of the advisory committee. Thank you. Thanks. Okay. Well, thank you and we are going to move on to the next agenda item which is 10B algebra adoption. We're back to Dr. Dean possibly also Mr. Watts. Nope. New people are coming. Excellent. Dr. Dean's changing facts. Okay. Thanks so much, Mr. Watts. Appreciate it. I just lost my rings, but that's okay. Not for the presentation, but oh boy. Anyway, good evening board. I'm back again. And this time we get to talk about a very special topic that we're

127coming back to have a conversation about. Uh we will be bringing and talking about our algebra curriculum adoption and the work that we've done since we last met um in the fall. Uh during this time we took the feedback that we provided um at that um meeting in order to be able to move forward. Uh great work by Dr. Valentine and Miss Chen and what we've done um in order to ensure that as we move forward um that we feel like we've done a good job of communicating at every level um and taking that feedback as we looked at two programs um um in making our decision the Amplify Desmos and then the college preporary um preparatory mathematics. So as a part of this process um we've come to um a recommendation um with the

128emphasis um that is in the packet of what we would like to consider moving forward. Um we also um in in the packet talk about two years later. Um, so we're going to move forward with um a program, but based upon the feedback during this process that we've learned, there could be significant changes in the next two years that may move us in a different direction. And we want to at least be in a position to take a look at that and be sure that the decision that we've made continues to be the best decision for our students as we move forward. And so tonight we're coming um to answer additional questions that you may have related to our recommendation to move forward with the college preparatory mathematics um also known as CPM for algebra

129curriculum for the next um two academic years. And so with that um we're prepared to answer questions that you may have at this time. Okay. First we're going to do public comment seeing no one in the room. If anyone is at home online, uh, please use the raised hand feature. Now, by no one, I mean no members of the public. I do see you all. I see I see myself. Anyone there? None. Okay. Uh, board comments or questions and thanks for the thorough explanation and the report and everything in the packet. It's very helpful. Any thoughts? Thank you. Um can you explain a little bit how we got from October 2024 to this recommendation? Um I read that you surveyed students as well as um talk with admin and teachers. Can you tell me a

130little bit more about that decision making um thought process that landed us with CPM? Um, we will I'm going to turn it over to Dr. Valentine in a moment, but uh, we basically took the feedback that we were given by the board and the feedback by our teachers. We took that and massaged it and then our own, um, ideas and came up with a plan on how we could arrive at hopefully the best decision for all. But I'll let Dr. Valentine, since she um, coordinated that effort, give you a little bit more details. Thank you, Dr. Dean. And I really have to give a lot of praise and kudos to Jane Chen um in her work. With Jane Chen, our site administrators, both um principles and assistant principles at both middle schools, the three algebra

131teachers um we engage in an iterative process. So again like Dr. Dean shared, we took the feedback from the board. um wanted to go back to get more input because in this particular pilot process, it was unique in the fact that we had one teacher piloting the program and also unique because we have three algebra teachers in the district. Um prior to the pilot process, we had actively um sought their engagement in the process knowing that they're the teachers at that time. um one of the teachers was able to participate in the pilot, the other two were able to um for reasons that we won't speculate here. Um but because of that, it leads to a unique recommendation process, right? So um just want to outline that prior because I don't know if we would

132have gone back to the drawing board. This was this was unique and unprecedented for us. Um kudos to Jane and administrators. The process of um where we are now is they did a deep dive of the curriculum looking at curricular components of CPM, algebra, desmos, mathematics. They also went back to all algebra teachers and interviewed them to get their pros, their cons, their wonderings about programs. They also did a process with students where they surveyed all students currently in algebra. And then um Jane and her team ran focus groups with groups of students. It wasn't equal for both sides. It was representative of both sides. So, we feel good about the amount of participation really. We were just looking for input on like what did you like about the program? What is your interpretation of

133the program? And we took that all with a grain of salt. Like we know middle school students have opinions. Um we like them and appreciate them and also we want to take that in consideration what they're learning. So Jad and team also did a deep dive into the student data um of the current school students um enrolled in algebra as well as looking at data from the past which we had done previously. So that's kind of a brief overview of how we are here um and also why we have a recommendation to adopt a curriculum for two years um because in that process the team articulated pros and cons of both programs um places where they would need to supplement. I want to reiterate that no curriculum is ever perfect. Um the classroom teacher has

134the biggest impact on student learning. Um we teach to the standards and curriculum is a tool to help us teach the standards. Um in the process of outlining pros and cons of both curricula, the team was like one program has gaps here, one program has gaps here. We can make either one work. We're actually really excited about what both programs are promising in two years to come. Um and so that's why we're recommending as adoption for this amount of time. It's not common for us to say in two years we're going to be looking at curriculum again. Um but through this process we know that that is a desire by the team members. Um and we think that'll be beneficial to our students. Jane, is there anything you'd like to add? Kudos to all your

135hard work. Yeah, the team's hard work. Just to follow up, why why are the curricula undeveloped? Like what's happening in two years? Yeah, that's a great question. um as we like to revisit in the history like I want to like do like a go back in history. Um we're out of cycle with state adoptions. So the state is behind in standards framework adoptions and therefore curriculum adoptions. We used to be in these regular seven eight year cycles. Um and we got held up a little bit with math um at the state level. And so we adopted curriculum prior to state approved curriculum um because we saw a need for for us to address um declining mathematics scores across the district and also our staff was saying we need support um and so because of those

136reasons we adopted earlier to provide supports to our teachers and again increase math instruction. We have seen that that's been beneficial. Um, but that's why we're looking at curriculum in two more years because programs are getting ready for that adoption cycle. Um, but knowing that that would have been like three years, four years out for us, we didn't want to wait. We have urgency in meeting our students needs. They answer the question. Okay. Tell me if I don't. The teachers who were doing Desmos this year, they've done CPM previously. So even though they might get some training on CPM, they wouldn't have to do it, they they know both programs, right? That's a that's a really good question. Actually, at the time we I'm going to say adopted with some air quotes because actually it

137wasn't an adoption. Um the time at the time that CPM came into our district, the teachers actually weren't trained um by CPM. And that was part of a again this is part of our challenge with this particular pilot and this particular curriculum that's unique. um it's the time period which came in like right in pandemic time period um training modules from CPM and so we would actually be training all of our teachers with the CPM curriculum with their trainers and we haven't done that previously so you said that um I was reading this how it said um one of the three algebra teachers participated the pilot committee but the other two chose not to. And then it says um that the three current algebra teachers have committed to reviewing and piloting curriculum in the 2026

1382027. Are those the same three teachers that were in the pilot but only one participated? Yep. So they are the same three teachers and in two years they may be different teachers like you know our goal is to increase um student involvement and participation and success in algebra courses. So our goal would be actually that we would have more algebra teachers you know theoretically in two more years but yes it's the same three. Okay. And it says we will work to to increase participation. How do you um plan on doing that or is that just still in the works? Um that will be in the works when we get to that point. I do think that the teachers, the algebra teachers that we currently have, those three, um, have invested and said we would be

139interested in piloting knowing now where we're moving as a district. I think prior I, you know, I can't actually speculate to their thoughts on like why they did or didn't participate. Um, but I think they're all at this point interested. Thank you, Jane, for your hard work and working with them. Isabelle just okay so go ahead. Okay. Um so um I asked about the SMS teachers and um they were using CPM last year and then they used um Desmos this year and um it sounds like when asked what they would rather do use what curriculum they wanted to use CPM but then um training was required and they're like that's fine but then there would there was like a um scheduling issue with is that what happened and and then and then they defaulted to

140jazz moves like yeah I think this is a good question actually it's really complicated um I'm hesitating a little bit because this group of teachers is so small I'm I'm going to just say I'm hesitant to say like what happened because it could identify teachers and I don't want to speculate um intention but I hear the question I guess what my intention asking is also like how do we make sure that they get the appropriate training for CPM going into the next year. Like I don't need to know historically what happened but just that preparation. There were some operational uh challenges with CPM as well that also impacted that a little bit for us. And so that also fed into the decision- making of the teachers. Above and beyond that we don't know but based

141into some of the decision- making some of those things have changed with CPM to date as well. And then we are being creative on how we will approach that um with our training um within. And um at this point based upon the feedback and what I've been reading uh the teachers seem to be on board and working in collaboration with Jane and team and the instructional coaches to move forward in what they need. So what did you want to say something? No, just when you're done. I think we're ready when we've decided then we'll bring this back on consent. Yeah. Next time. I just want to say uh when we come back the next time I think that I think Nancy had mentioned that one idea would be to involve the high school district. We

142got some anecdotal feedback from, you know, a teacher who had reached out and said, "What are you seeing from your students?" Because the Certino uh district that also feeds into um Fremont Union High School District, their standard algebra curriculum was not CPM, but like a another variation from the same publisher. And the the high school teacher at the time said, "Whatever you're doing, keep doing it because it seems to be pretty even. It's, you know, whatever change you made during the pandemic, it's working. They're coming in on it's a level feels like a level playing field." So I think if we're you know you know keeping an eye on what other people are doing and not necessarily like going in step but involving the high school in some sort of feedback like how what are

143they how prepared are students? Okay. Okay. So you want to make a suggestion? Yeah. Just to bring it back on consent. Sounds good to me. Okay. I just want one thing I just want to reiterate what staff said too. I think when we're talking about curriculum, we just want to be mindful that at the end of the day, what's most important is just the teachers practice, right? And my like not that I'm not an expert or anything by any means, but I have been on the board for a while now. And as I've gone out and talked with teachers and just like hearing stuff, I kind of I like quite a few years ago actually realized a mediocre curriculum that a teacher is on board with and like totally gets will actually get way better

144results than maybe some like fabulous curriculum. So I just kind of I used to think curriculum was the answer and I have now realized curriculum is important and you need a base level of good but curriculum is not the answer. Well we had that we did have that presentation I I hear you and I agree with you but we did have that presentation where we had like 80% of our teachers felt like they didn't have the tools that they needed and about 80% of our teachers were worried about how their students were going to succeed. So I think in that I think it's important that we well I'm just saying that generally like as we're doing curriculum right just remembering that it's not the answer to solve all the problems piece. Yeah. Great. Yeah. So

145yeah let's bring it back on consent. That sounds great. Okay. Um item 10 C um E SLA and EL pilot and different configuration of presenters but the one comment is Dr. Dean. Dr. Dean. Thank you. Yes, I am very uh fortunate to have a fabulous team who's been working around the clock to get some things done in speed fast um timelines um so that we can get what we need this school year in preparation for next school year and close out on a positive note. So, we're bringing to you at this time um a discussion regarding our um Spanish language arts and um English language arts and English language development curriculum adoption process. Um tonight's um update is um based upon our past update to you where you have asked to have a sense of

146where we are in the process and what's happening in that process. We've outlined what it is we've been doing o over the last several months to get to this place. Uh we've provided some background information u related to the curriculum adoption process. You also have been pro um provided um a little bit of detail on the selection process and that um we have landed on two particular curricula that we will move into next school year to pilot with the hopes of um having an adopted um curriculum at the end of um next school year. So um we are definitely heavily focused within our strategic goals of number two and four again and um we are providing time at this time to discuss in more detail as it relates to the curriculum that's been selected the

147pilot process any particular targeted questions that you have and what are our next steps as we move forward into 202526 school year. And so with that, we are here to answer questions and provide additional insights um on our process. Thank you. Um if there's any member of the public online who wishes to speak to this item, please use the raised hand feature now. Okay, see none. Uh thoughts, questions? But I I just appreciate I always love like when I first got on the board, right, the whole curriculum process and I always like what anyway. So I just really I always want like oh I want to hear teachers feedback versus other. So I think that started happening in the last few years and so I appreciate just seeing the different information and kind of the

148process and people's thoughts and stuff. So I appreciate what you guys put together. Thank you. Okay. Um, so I have a question about um like switching back and forth between the two curricula and how who's going to start like who which curriculum gets piloted first and then what's that switch over look like? It looks like it's just what 10 to 12 weeks and then 10 to 12 weeks and then is that considered done at that point and what happens for the rest of the year? Go ahead Dr. B. Yeah, I think that's a good question. Um, so what we do is we do some standards mapping with both curriculum companies and also with input from the teachers to figure out how we can make this as seamless as possible. Um, mostly for student I mean

149really with student learning in mind. Um, that being said like the pilot timeline is 10 to 12 weeks for like official feedback giving. We don't remove curriculum until they have the next curriculum in place. So, like I could see how you could look at the curriculum and be like, "Oh, so you use a curriculum for 10 weeks and then you have nothing and then you move into the next one." Actually, it's a pretty seamless process where they have materials. Um, then we start training on the next set of materials and then they transition um and then they use the materials to the rest of the year. So, we continue to use the materials. the feedback timeline is within that 10 to 12 weeks. Um because we want to make sure that we're focused in gathering

150the feedback, that we're consistent in getting input from the teachers, um and that we've given both companies and the curriculum like equal time and energy. Yeah. Does 10 to 10 to 12 weeks plus 10 to 12 weeks equal the whole year? No, it doesn't. There are some gaps in between but in that gap time would they continue using whichever one they were using? Yes. Okay. So then will it be about equal usage of both of the it's definitely equal usage of both curricula. Um we gather input within these 10 to 12 week time frames and then they continue using the curriculum past that until they start the new curriculum use. But we train in that time period in between. Um the reason why I'm saying it's 10 to 12 weeks is we ask the teachers

151to engage in a process of giving feedback, looking at rubrics, um looking at student data in that time period. Um and then that's the close of data collection on that curriculum. They still use the curriculum past that time period. Um one thing I I do want to highlight here is that the state actually doesn't recommend the len length of time that we pilot. We've just found it valuable um to make sure that our teachers have as much exposure and time with the curriculum as possible. So that way we can understand strengths of curricula and also places where we might may need a support and build a bridge. Like Michelle said, no curriculum is perfect. Um it's always our teachers in the classroom and curriculum is a support to building their practice. Let me know if

152you want to add anything. Great. So for the um I just want to say I really appreciate um the teacher involvement in the curriculum both for the selection committee and for the pilot team. I think uh you know involving different you know multiple people at each school site one you know one on each or two on each depending on the um on the task. I think that's great. You know, I think that's going to build a lot of um energy around the process and give a lot of credibility to it. And I just I think that's really important. Um will UB also I know there's been a lot of communication um to the school sites and to the to the staff about the plan for the pilot process. Will you continue updating people like throughout

153the year next year? that sort of point. Yeah, absolutely. So, we've committed to ongoing communication updates. Um, another part that you haven't highlighted, but I'm sure you're going to get there is making sure that we get input from all teachers over the course of the year. Um, as well as giving them information. So, we want to have that process as well as community members. So we want to actively engage our family members so that they understand the shifts um in reading instruction that would align with curriculum so that we start building understanding in this next year before the 2627 school year will be implementing. So I had a question about this the teachers who are not doing the pilot um and will they be will they be given some latitude this next year? I know

154this year there there may have been some money that was possibly like ready to be spent or programs people were interested in that they had used before. They said we want to do this and they said wait got hold off because we're not sure if we're doing a pilot. We could be changing everything next year. So like because we know they're not doing anything next year because they're not in the pilot. Will they have some additional tools available um you know particularly like to kind of shore up what's missing in the current Yeah, I think it's helpful um to have some context about like what's happening outside the pilot and also just want to um that could be a whole different like time for us to talk. So I just I'll give a brief outline.

155Um some things that we have planned for next year is really outlining what parts of our core curriculum are best used for what standards for what purpose. um outlining supplemental materials and I hear the question around like what else can be approved like we've always worked with sites to like on a vetting process and communication of like if there's a desire to use a program then let's talk about it um because we do want to vet programs across the board I guess third party nonprofits like we know that there are a number of nonprofits that evaluate curriculum effectiveness that's what they do um so we want to look at any program um and not bring in anything that may not be supportive of best instructional practices or learning. So, we always work with our sites

156to identify supplemental programs, even programs we've used before, like as supplemental programs like or you know, like there's just I don't that's the only one I can remember right now. Lexi, is that Well, I think you're doing something else, right? So, for those two programs, I don't think we have a history of using in the district. Um, but you know, I I can't speak to like it being like a pro approved supplemental program. Um, and then Lexia is is a program that site is using. I thought you you're switching something with that next year. Maybe we'll get a presentation on that next year. There's some other Yeah. in in um trying to work with our sites since we haven't solidified exactly what we're going to be using. We do have one site that is currently

157using Lexia um and they may continue using that through um this pilot period that we we're in. Our hope is at the end of this school year of next school year. Some of the wonderings that we have and solidifying what is going to be approved by the state and other variables. We'll have all of that information. So at the end of that year, our hope will be that we can solidify some of the tools and things that we're going to be utilizing. But those are more online programs that are supporting um what teachers are doing with curriculum that we already have in the district. And so we will be looking at some other things and providing you updates as we move along on that journey. So um do all schools if they wanted I guess

158to use their site funds in that way are they able to choose apps that would support a teacher in the classroom? So like what what I'm imagining is I'm teaching and there are these kids that need like small group instruction from me. What are those other kids doing? And in the past, like in my classroom, we would have the option of them going and using like I use Lexia in Mount New Whisman where they would be able to do individualized work that is, you know, adjusted to their levels, to their needs, and I would feel better working in the small groups knowing that those students are getting their academic needs met in that way. Is that an option? like a at this at this time we're cautioning and not just letting schools do whatever like

159we want to core if they want to add some other bells and whistles on but um a little bit before co and also um post we have had different sites doing all kinds of things Dr. Valentine did a great time job with her team trying to solidify some of that so we can have a better pulse on what's working and not working because what we don't want to do is have have staff using things that actually is not even designed for what they're using it for. Um because oftent times um the salesmen are really good at making you think it's the best thing in the world that ever um has come your way. So we try to help vet that one to be sure we're not excluding any students in utizing a program vetting it

160for other competencies that need to be there. So we are working with our school sites now to come up with um some additional tools that we will be able to consider and use next school year but we haven't solidified all the details with that. But once we do we'll share and we are working closely um with schools to be able to do that. And um like Dr. Valentine talked about one of the things that's become very clear is just really knowing what standards are and how do I teach to them and when I'm when I'm stuck as a teacher we want to really uh build um our teachers um capacity to to acknowledge that so we can be of support um in those particular areas because their solution might be right next door. So, we're

161just trying to work through some of those elements and um and strengthen our instructional practices and be sure that we're putting the right tools or at least the most effective tools we can find in the hands of all of our um teachers so that we ensure that there's equity across the district. So, following up, and I I recognize that this is not exactly just strict sticking to this pilot, but um will will teachers across the district have both ELA and math supplemental apps available that for individualized student use, something that's vetted by the district, or will that be something that's available to every student if the school site chooses to use it? Um, at this time we we're in the process of vetting all of that. Um, but our goal is to be able to

162provide both ELA and mathematics to all of our school sites. Yes. Oh, thank you. And Spanish. So, um I think that if we or do you want to have this as we need we're going to need to approve the um the pilot process. So, we could either bring it back on consent or we could bring it back and see it one more time before the end of the school year. I think is great. Okay. Yeah, we don't really have anything to add. Yes, there's there's nothing there's nothing else we're going to be doing. Um, after the both of the curricula are um are piloted, how is the decision made broadly about which one to recommend for adoption? That's um the purpose of the pilot committee. They're vetting, they're conversating over the journey um calibrating that.

163There's a process also as Dr. Valentine talked about where we're also trying to get the voices and keep the all teachers on board as we're moving through the process. They and then there's a process at the end to come to a conclusion and a recommendation. They bring that recommendation back, get additional input from site leaders as well as teachers and then that is what we then move forward with to bring to the board with data from the pilot um process. Do you want to know like what the checkpoints are? Yes, I want to know what the data is and um yeah. Yeah. Well, what the data is, how teachers are giving us feedback on the programs and how it's working with students and of course how students student students responses to us as well is

164is a part of that um process. I don't know that we've outlined that yet because we've just decided which ones we're using, but Dr. Valentine, if you want to add some additional points. Yeah, I think um thank you Dr. Dean. We haven't outlined the process fully yet. Um the next step is to have the two curriculum approved for us to pilot for next year. Um but some of the data points that we collect over the school year is feedback from the teachers against a rubric for core components of the materials. Um knowing that we want to make sure that we address all the core components um aligned with the science of reading, aligned with what we know reading instruction should look like. We um also gather input from students during that time. It looks different

165at different ages um just knowing that kindergarten students give input differently than our fifth grade students. But we have colle collected the student data um on their thoughts around programs um and they also do some comparative work. We also look at student achievement data over that time with a grain of salt knowing that they're they're using programs at different time periods over the course of the year. But we do analyze student data in those classrooms as well. Um so those are some of the data points we look at um over the course of using one curriculum for the 10 to 12 weeks. There are checkpoints with teachers just to see how is it going um do you have any feedback because often questions come up that would be normal. We want to address them early

166on so we give the pilot process a really good thorough look before we move to adoption and recommendation. Is that helpful in terms of details? I think um one thing that I haven't mentioned yet that I actually want to add is um what we haven't mentioned in the curriculum names is the designated ELD program name. Um so I just want to outline it's benchmark advance for ELA adante for Spanish language arts and express is their designated EL program. Um for amplify it's amplify CLA core knowledge language arts. Caminos is their Spanish program and then language studio is their designated ELD program. We didn't include the designated EL program names um in the in the in the packet because we were just using like the publisher name. So, apologies for that. Okay. Um so, I think

167that we we probably bring this back on consent. I think we would like to maybe we could talk a little more um we could agendaize a discussion for the board of like or like you could the district could propose to us like how we would like how we educate ourselves about what it means to go to a um a different kind of teaching. Like do we go on a tour of someone who's doing this kind of work? Like what what would this look like? How would our classrooms look different? Um maybe it's going and seeing the pilot in the works or things like that. like what are what are some things that we can do so that we can really talk to and people are like we're changing the curriculum why are you doing it

168or whatever you know so I think we can figure that out you could give us some ideas um and check-in points so are we okay bringing it back on consent or yeah okay pretty clear good outline great so thank you so much [Music] um that was I want to just really commend the report itself again. It was like very easy to read and lots of information. So, thank you very much. Um, all right. We are not quite to the really fun stuff even though the screener sounds fun. Uh, so we're on to review and discuss item 10. Let's hear all about um the reading difficulties risk screener. Dr. Dean, Dr. Valentine, Miss Armstrong, and Jonathan Wat. So, just give them a little clap here. Yes. Yes. Yes. As I said, we've been very busy and

169team has uh talked and met with so many different people over the last several months. Um this is a requirement that's coming um pursuant to education code um 530 sorry 530008 um that we are required to adopt one or more screening instruments by June 30th of this um 2025. And so um there were several different um screeners that were approved by the state of California. Uh we had hopes that one would be approved that was not which we were surprised about. Um and some of those details um were in the report. Um but at this point we're coming forth um related to what we plan to do for this school year with regards to the reading difficulties risk screener for adoption this school year. And then we will be looking at the University of California,

170San Francisco's multitudes. Great. Okay. If there's anyone member of the public online who wishes to speak on this item, please use the raised hand feature [Applause] now. And there is none. Uh board any questions about this? So this is basically a dyslexia screener, reading difficulty screener to see if kids would need. it's reading difficulties in addition and and that could be dyslexia and other things as well, but you may have want to add some additional details. Thank you. Um I think I just want to clarify that it isn't a dyslexia screener. Um and the reason why I want to call that out is because um these are these are screeners that would help us identify if the student could be at risk for dyslexia. Um sorry about that. No, no, it's it's a really good

171distinction and also in other states it is called a dyslexia screener and they're using it differently. So, I just wanted to call that clarification to the table because I think our families will have questions like are you screening my child for dyslexia and are they going to move into special education and that's not the purpose of this. Um, and also we want to make sure that's clear for our staff members. It's new to all of us and different states again do call it a dyslexia. Thank you. Okay, any questions discussion? Yeah. um can you talk a little bit about how it's going to be piloted and what that um how that aligns with Spanish English and Yeah. Um and and first I just want to commend Katherine Armstrong and her team both on the RDS

172process and also the English Spanish language arts and EL curriculum pilot. I I neglected to do that last time so thank you for all your hard work. Um, in terms of piloting, oftentimes when the state says here's here's the new direction, our timelines don't align. Um, in in this case, they they kind of do. Um, so we're going to move forward with UCSF's multitudes for next year um because we do want to make sure that all of our students are of course screened for reading difficulties and that we're meeting we're addressing any kind of um flags that may come up. So, there's that. Separate of that, we are going to pilot two RDRS screeners alongside our English Spanish language arts, English language develop curriculum. There are many reasons for this. So, um I'm going to

173try and list them, but there are a lot of variables here and it feels a little bit like a lot of adventures that we could go on depending on what happens. So, one is that um Amplify MClass does connect to their curriculum. Um so not looking at these things separately and not together would be a a detriment for us. We would lose the ability to look at these things cohesively and together. So there's that. Um another piece is we know that amplified benchmark um Alante and um Express they're going to be bringing they're likely going to bring forth their assessment to be approved as a reading difficulties risk screener. So if that's the case then we'd also want to look at that again together. Um, we also know that one of the programs that Dr.

174Dean talked about is also looking to be approved. So, there are all these other variables that um, we're trying to plan around so we can get the best possible information um, and also try out MClass and Multitudes as the two um, strongest screeners in our initial vetting process. So I know that that was a broad smattering and probably a little confusing because there are a lot of options on the table. And a follow up. Um in that case when there are multiple screeners available are is the same child going to be using that same like three different screeners for example and is that how like it's been judged whether to be good or bad? Do you know what I mean? Like no that's a really good question. So um you know initial feedback from our

175teaching staff is that they actually would like to administer both screeners to students so they could see like what data was presented to them um in the same time frame of for students in terms of recommend. Yeah. So yes they answer the question. Okay. So that that would that only be for those um teachers that are piloting the Okay. And then all other teachers will be using the multitudes actually. So, our teachers won't be administering multitudes next fall. Um, and the reason being is is we know that we're going to be piloting and we want to make sure that we are a little protective of teacher time. Um, so we're going to administer multitudes using a team approach. Um, so our coaches, our parent educators, um, I know that Katherine and I both want to

176try it just so we have experience with it. Um, so we're going to take a team approach and then provide the data to teachers because really where our teachers are most valuable is in implementing strategies to address any kind of flags that come up from the RDRS. Okay. So every student will be assessed. Yep. Okay. So that would also have a question. Um, is it just for kindergarten to second grade? Oh, you read Dr. Dian's mind because um Peggy asked about like are all students all kindergarten through second grade students kindergarten and first grade second students are the target population for the RDRS and how if someone was homeschooled and they came in they were they came in at third grade did they get checked or so they wouldn't be assessed with this particular screener

177um we have been working regularly on getting better progress monitoring measures in place for all students and actually we feel really confidently that students coming in from home school, private school, other school districts um that our assessment system is giving us strong data to know where their student strengths are and also where their areas of need are. Um just I I'm curious um to whatever extent is possible um without of course sharing any student data or anything. just wonder what these screeners look like. If you could share that with us at some point or questions or you know just generally what I heard you say is you want to administer as part of the team. That's what I heard to do that but not really. Yeah. I'm curious about this. Yes, absolutely. I think um

178what you have identified is education um for the board, but also we want to do the same process with the public so our families also understand what the tests are and what the data looks like because um as outlined in the packet, part of this will also be reporting back to families, making sure that they understand the data and they understand our next steps. Anything else? Okay, great. So consent with that. Great. Okay. Thank you. Okay. Thank you. But at this time, we have a dance that we prepared because we felt it was only appropriate given all the work this evening. Thank you. Mike up to join you, right? Absolutely. Yeah. We'll take a we're going to take a seven minute break and uh we'll be back. It is 9:01 and it's 5 five minutes.

179Okay. The next part I still Oh, okay. I'm already like an hour. Oh, okay. Okay. probably 10. Just in case. Okay. Yeah. Okay. Arthur, you [Music] Oh, yeah. Arthur, like you had on the agenda tonight. But in a way everything was just that cost. Did that cost? How much did it cost? Look at this. trying It is Oops. Hello. It is 10 o'clock and we are reconvening uh the meeting from close session. No action was taken. It is uh 10 p.m. I see all members present. Uh, we're on to item 18. Uh, I'm sorry, 15, future meetings and adjournment. Our next meeting will be tomorrow morning, 8 a.m. May 2nd. Special board meeting. 9:00 a.m. 8 a.m. 9:00 a.m. Oh, goodness. Okay. 9:00 a.m. Okay. Tomorrow morning, 9:00 a.m. Special board meeting, district office, the

180meetings adjourned, 10 a.m. Thank you. Thank you.