Special Board Meeting - December 10, 2024

001e e e good morning good morning and welcome to the El grve Unified School District special board meeting live stream streaming of full in-person board meetings will be available to the public via the zoom platform today's meeting is being video recorded and will be available on the YouTube on the district's YouTube channel public comment during special board meetings the public may make public comments on items that are on the agenda individuals with comments on the general School District issues May address those at the next regularly scheduled board meeting requests to make public comment will be accepted for an item up until the board president introduces the item generally members of the public will be given three minutes to address the board if there are 15 or more comments on a specific item the board will

002reduce individual comment time to two minutes each if there are 30 or more comments on a specific item the board will reduce individual comments to one minute each individuals may not defer their time to another individual speaker to increase their total speaking time please be mindful that District students may be watching you are encouraged to address the board and the public in a respectful manner such that all those observing from children to adults are made to feel welcome safe and valued the board shall not permit any disturbance or willful Interruption of board meetings persistent disruption by an individual or group shall be grounds for the board president to provide a warning and then to terminate the individual's privilege of addressing the board I would now like to turn it over to Mr Vargas for the

003land acknowledgement we acknowledge that the Elkgrove Unified School District admin administrative facilities and schools occupy the unseated territory of the Miwok the original people of the skies land and Waters where we work and learn the Miwok have cared for these lands since time immemorial they continue to teach their traditional knowledge that comes from and responds to the needs of the land and people who share it may our daily lives and work teaching learning leadership and Community engagement support the evolving mission of the Miwok for their community and these lands may we strive to acknowledge the past for the betterment of our future Generations may we look to our tribal Partners the Wilton Rancheria the descendants of the original people of this land to assist with the successful education of our community thank you and now

004I'd like to ask superintendent Hoffman to lead us in the pledge and i' now like to turn over to superintendent Hoffman to take us through an overview of the day thank you very much president Jameson so welcome to the new boardroom um super excited to uh to have the meeting uh here today in our in our news uh news space so thanks to everybody that helped make this happen uh today's an important day um the two main topics that we will cover uh during um open session um include the next steps in the budget priority uh process um again this is making sure that we are giving the board uh the information they need um ultimately to make decisions um with regards to the the board priorities that we've moved forward um over the past

005several years so this is the next step in making sure the board has has the information they need um and then the um afternoon session we will focus on um an exciting um set of work that's happening within the district um around grading for equity and um and the team will be here to uh to share that information um before we get on with the rest of the day it all is also a very special day uh with regards to honoring um board members um that have been part of this team uh for several years and have made amazing contributions U over the years so we have a an introductory um a short video that we're going to show first and then we'll I'll have a few comments regarding the board members and open it

006up to uh the rest of the board to uh share comments as well [Music] [Applause] you that that could have been a an hourong video with all of the amazing work that's been done um over the past several years and I do want to thank the communications team for uh putting that together um just a little snippet of the uh the amazing work that's been done um so I'm do a real quick um uh uh comments on on the members and then um obviously open it up Mr Jameson to uh to the rest of the board uh for comments but um you know as a superintendent you know the fifth largest District in the state of California um the work is never ending um and um I appreciate your availability and your commitment um to

007the district uh and I know when you uh saw that unscheduled phone call um that came come that came from me I was like uh oh okay so what uh what happened happened what happened this time um sometimes I actually had some good news but most of the time there was something that that you needed to needed to be made aware of before you were going to find out from somebody else I always wanted you to find those things out um from me first so um I appreciate that very much um Mr pre um I I appreciate your um commitment to the district I know U you know 12 years um on the board and all the other um services that you've done to uh for the local area and also at the state level

008level um is greatly appreciated and we didn't always see eye eye every day um and that's that that's okay too U but I know um at uh at your heart um that you U always put the district first and the kids first um and our our team as well so I appreciate uh all of that uh commitment that you've shown um over the years and U and your your passion was never uh was never hard to see it it was always always right there for all of us to uh to see so I so I thank you very much Mr forcina we our our relationship U has ebed and flowed over the years um and I would say it's it ebbed in a positive way the vast majority of the time um and uh when

009we had challenges uh we always took the time to U sit down face to face and uh and talk those things through and so I uh I greatly greatly appreciate um that uh your commitment to the district and to the schools and to the kids and to the staff is obviously unquestioned um and the amount of time that you put in uh to do the work um and the way the work um needs to be done is uh is greatly appreciated and I wish you an amazing time um with your family um and I would imagine you'll be spending a little more time at Ido um and uh and so um I look forward to hearing some of those uh those Adventures but thank you thank you very much for your service this Char esposa

010um U there's the the the personal connection and the work that you've done here um that that's um that's amazing um the other component is the the professionalism uh that you brought um to the board and there were times where we needed that uh that professionalism and that reminder to to get back on U onto the business because sometimes we as a board um and it seem we could get a little bit of sidetracked and so you had a a special way of being able to bring us back to uh the work that was at hand and U man I appreci appreciate that that very much um your professional work on a daily basis um obviously greatly benefited uh the district during your time and I expect that relationship will continue uh moving forward in

011your expertise within the facility side of the work U was amazing and it always having uh your perspective as a mom um also um came in handy um through all this so so I thank you very much as well and this a little bit different U miss m Jamerson um this isn't actually her official last meeting she will she will be with us uh for the meeting on the 17th uh but we thought it appropriate to uh to recognize her uh this afternoon or this morning um in that the folks that she worked with all these years will be here to be able to speak uh speak to her um as well so we appreciate you you coming on the board and um working through in some pretty challenging uh times and sending to the

012presidency and uh and actually handling that um amazingly well U we obviously had um some challenges along the way and uh watching your the leadership that you brought from your um other experiences um to uh to the board uh were uh were immeasurable but it was also fun to see you grow in this position and in your leadership and I I think that will serve U serve you well um as you move forward with your work with the uh the community colleges and we look forward to again like M chariz esow A continued relationship as as that work continues so want to thank you very much and I do have plaques that I will I will share with each of you um that we can do a picture but I'll turn it back over to

013Mr Jameson if you want the individual members want to speak um and however you want to set that piece up thank you very much I'm gonna actually turn it over to Beth and I'll kind of just go down the the line to allow people to speak well there's like two of us left this moment um I think this is a great way to start uh Gina I've known you the the long the least amount of time but I've really enjoyed getting to know you I appreciate the the perspective you brought to our board and the passion and it was um it was it's needed and it's appreciated and you still have our contacts and it does not have to end because you don't sit here and I think having sat at the Das you know

014that we do listen very well and we take seriously things people say and I hope you stay in communication and reach out and let us um feel free to share your thoughts um because you have you bring a very original perspective that I don't have as a person and I appreciate yours and your ser and your willingness to serve to come into town and just jump in the Corral man you just went for it girl so um I appreciate that um I'm G to jump to Mr Perez um Mr P you've had a lifetime of service I I I'm not sure many people know about your your resume but I know you've served on water boards and commissions and you've worked for many different things that help our community and and I appreciate your passion

015for our students and the community that you served for a lifetime it's admirable to anybody that um that is is is living that that you give back to your community with passion and commitment and I appreciate that Mr forcina um when I think of you I think of the years you've given to education um and especially to special at who are special to my heart because of things in my life so thank you very much for your years and years that you gave as a professional and then you were willing to give in your retired years to the to the education world to make it the best you believe in the way you felt so I appreciate that very much and um also your willingness to go everywhere and be everywhere you were at a

016million events and smiling and representing us and it will it will always be appreciated thank you and Nancy wow that's my hardest one so um I've love getting to know you as a person and what you've brought to our board and um the expertise from your work and the way you car of yourself is an example that I try to model and I've learned very so many things from you so and as a mom and a person just very proud to call you my friend thank you Mr Vargas all right um so I'll just go down the go down the line um Tony uh Lord sometimes you can drive me crazy um but if there I feel like I always tell people that you bring a perspective and a focus that sometimes we need and

017a focus on schools that need our attention and I I genuinely appreciate that um you know I think that it is easy in a district as large as ours to lose uh to lose that focus and to to you know or let that Focus wander to other schools that need our attention and I think that one thing that you always brought that I always appreciated was bringing us back to schools that needed our ongoing attention um and so I appreciate that and I appreciated uh getting to know you a little bit uh and uh and your passion uh you know for this work in the past two years so thank you um Carman we didn't always agree uh sometimes we disagreed uh vociferously um but I have really appreciated your focus in particular areas uh

018vapa is an area that's incredibly dear to my heart and I know it's incredibly dear to yours uh and I have really appreciated uh the intensity uh of what you have brought to that conversation uh as well as uh you know as as Beth said um you know special education uh and so I have appre appreciated that over the past two years um I've also appreciated that you bring an Institutional knowledge uh that is unparalleled um and that institutional knowled I I feel like I have genuinely learned a lot uh from you over the past two years and I appreciate that so thank you so much for everything you've done over the past two years uh at least past two years that I've been here uh but for the 30 40 years uh that you've

019been in education doing this work I I genuinely appreciate it um ancy uh I still remember I think you you were one of the first people I talked to when I was thinking about running for office um so you know it has been a genuine pleasure uh to work with you uh to get to know you over the past three years um you know and I have enjoyed your uh sense of humor about things uh on the board and um you know being able to lean on you when I questions uh and you know all of those things so uh and in the work I feel like I have always been I can I always know who's GNA have the answer to a weird question that I have uh and it is always you um

020in and anytime I have questions about what's going on at the capital or you know what does this new legislation mean or something like that I can always ask you um you you are that person and I was genuinely sad when you know you decided not to um not to run for re-election because we are we are losing that um and you know all of us it's a it's up to all of us to kind of Step Up and you know be better and be more aware um because we don't have you to lean on um although I will continue to testt you so um but genuinely it has been a pleasure um and Gina um past two years has been wonderful getting to know you the past year has been fabulous just you you

021know I I have really enjoyed our interactions you know sitting next to each other and you know being able to learn from you um and watch you grow in this position and learn uh and you have brought just such an incredible personality to this board that I love um you know sometimes I think uh you know we can get stale up here like we can you know our um we have to be natur we have to be very professional you know we have to behave a certain way on this de um you know but you have really brought I think a warmth um and uh passion to this um I you know I always say like you know when somebody is at the you know Podium a lot of us have our you know um

022our faces on right um but you are always up there when somebody is like feeling very emotional about something when somebody is coming with a story and and feeling you I know you're always the one there who is nodding and smiling and help and like making them feel like they are welcome here and um that is also something I am really going to miss um because you bring just such a warmth to what we do um and so I really appreciated that and I really appreciate it get to know you over the past two years so thank you very much thank you Miss CH Hasa this is harder than I imagined thank you all for your kind words and um gosh right back at you honestly um might be a little disjointed because it's it's

023hard to collect my thoughts but um in education often we speak sometimes with an eye roll about our why um in a position such as this I've found that that keeping that focus on my why has been essential and my why is in the room my parents Roberto and Teresa who immigrated to this country with a combined four years of primary education managed me managed to build a good life for me and for my brothers through their dedication to education they managed to provide a springboard for their children so they became my why um I dedicated my professional life and my career and public service to improving access to education and dismantling barriers so that all kids could achieve their dreams and when my son was born um he became part of my why and

024he strengthened that [Music] commitment I want to thank all of my colleagues present and past um we have collaborated have challenged each other we have grown own I've learned so much from each and every one of you um and I I think you know for those of you who who watch these meetings often it may be difficult to understand um but I think what we develop up here is sort of a sibling relationship that we we need those Bonds in order to challenge each other in the ways that we need to to do this work um and most of us on this boort had the distinct responsibility along with Mr Hoffman of of um facing some truly unprecedented times and in early 2020 we monitored the developments of this novel virus and the facts on

025the ground were changing by the hour um the requirements the guidance were were in flux constantly and of course as we pushed that out to the people we serve that was pretty pretty hard for them to follow um but we did that because we were able to draw on the fact that we knew each other and we respected each other both everybody here our our labor Partners all of our employees um we pulled together and we were able to do that it was certainly hard to be we still think the first district in the country to have to make that very difficult call that was ultimately followed by most and um to have to you know put our students in employees and families through a really trying period um it was the least bad option

026that was available at the time but I couldn't have asked for a better team to to have to go through that with um every single one of you just you know really showed your true colors just everybody was at their Peak Performance and it was a beautiful thing to see it truly was um I I've often said that the best perk of this job was the number of teachers you suddenly have and I'm not just referring to classroom instructors but to every single person across every single District who took the time to teach me about what it takes to support our students in all the ways that this District serves students and families um I don't want to go down the list of departments or sites because if I inevitably forget somebody I don't want

027to offend but I just I want to thank every single District employee at every site in every Department um who serves our students in ways that are seen and unseen by the public for their dedication and their commitment it has been the greatest honor to work alongside you in lifting up our students and preparing them for successful Futures there are too many of you to mention but I will miss you all I've been able to bring my my mom bear energy on behalf of 63,000 kids every single year for 10 years through every action and every decision and this has been an experience of such passion and love that I I can't adequately describe it I want to thank every single person who trusted me um with this responsibility and who helped me to even

028get this opportunity being able to make school and life just a little bit better for our students and employees and their families is a privilege that I will miss and an honor I will always be grateful for um to the next board to the folks who will follow in our footsteps here you're about to embark on a great adventure and I hope uh the consequences of the decisions on the lives of thousands of people we serve and their families are never lost on you it's a steep learning curve in the best of times give yourself Grace and make sure you use all of these wonderful teachers that you're acquiring overnight the years ahead are going to bring new and unique challenges to our students and their families and I pray that you will always Place

029yourself as their protectors and their advocates in every way possible so with that thank you all very much Mr for Gina thank you Gina uh having talk has caught me by surprise I didn't know I was going to be doing that I've spent over 40 years uh in education 13 years ago this District was facing many challenges and I had many people encourage me because of my passion and my background to run first seat on the board of education and I did and the people of the district overwhelmingly brought me in to do the work I could do over the last 12 years I have worked tirelessly to ensure that all children have quality instruction that everyone is a part of children's learning we still have work to do in that area parents need to

030be an important part of what happens with their children parents need to be an important part of the decisions that are made with respect to what programs are going to be be provided and how money is going to be spent we're here for only one reason and that's the children and that's what I've dedicated myself to over the years what has been pleasing is the many people that I haven't had an opportunity to directly work with thank get to know the teachers in the classroom and the people who work directly with the teachers are the ones that make a dramatic difference every day of the week and the classroom above all is what needs to be supported the children are the source of the income for the district and that income needs to be spent

031wisely in providing Direct Services to the children it's amazing how fast the last 12 years have gone I've had the wonderful opportunity of of visiting all of the sites numerous times attending PTA events attending PTO events attending the opening of schools uh launching new programs bringing in new people and the focus is has has always been in terms of my involvement is to try to ensure that the principles that we believe in are those principles that we indeed Foster through our actions um certainly going to miss being here uh working closely as I have had with a lot of people especially in the area of of school support special ed visual performing arts program development evaluation just doing your job is not enough knowing whether or not it makes a difference is what's important the

032evaluation tools that we have employed have worked towards the development of having that information for me today is not an end because I'm not going away uh I'm going to stay with FFA I'm going to stay with vappa I'm going to stay with with with our native education programs so uh I won't be sitting up here but I will still be involved in the district and I look forward to those opportunities uh I thank everybody for uh welcoming in I thank everybody for their involvement we all have the same goal we may look at different ways of accomplishing those goals but the goal's always the same provide the best for our kids thank you Mr Pettis I I Echo those words that's why I'm here but I I come from a different background or maybe

033the same background but I haven't forgotten where I came from I come from property I had access to a lot of good programs throughout my life and I want my community children students to have those opportunities also that's why I'm here I didn't plan it be here 12 years to tell you the truth I I plan to be here eight years to learn the system again because I was gone from the system educational system I was in Primary Care rural Health Branch working with primary care clinics and within that Arena I learned a lot about Primary Care care Maternal Child health issues Family Planning issues dealing and also last one Wick women's INF children's programs all these programs affect our children our students that's another component that I was not aware that our students need

034in our communities throughout California throughout our nation and so I was very privileged to work in that environment and as a result of that I'm going to go back work at the capital advocate for change again I've been here in this Community Sacramento since 73 7375 I was a teacher core intern learning about education and I was mentored by many great great mentors Caesar Chavez political actress Willie Brown uh all these Nancy Pelosi U they're still around pulling strings making change a Vari at different levels and today at the Capitol we have a Lar good legislators are very concerned about education and how to get out of this economic poverty cycle they're working on this thing and number one goal is to educate our students in our communities and that's what it's about Liberation I

035call it liberating the mind and what happens when you liberate the Mind change comes individually Community Family change is good some people could handle change can't handle change some people can but be prepared to handle change it if you don't know what it goes through every week it's like the Kodak camera when I was a kid I almost had to buy a new camera every other month because I want to keep up with the latest technology and today we have to keep up on it software new it uh phones so every day we are changing changing changing learning learning learning and that's what it's about live lifetime Learners we are lifetime Learners don't ever think that you are you know everything we don't one important thing another thing is institutional history this gentleman right here

036I was very fortunate to work with he has that you heard what he told us today and and he's going to stick around I'm going to stick around I'm going to be at that pool maxing my three minutes or two minutes they give me because it's important we still need to be engage regardless where you're at what you're doing you know every every day I'm learning something like like I said institutional history is internal component to any organization and you have it Mr F Miss chides down the board you have it stick with us yes I I did learn you mentioned about about me and my attitude or I call it a little trouble and my nickname was Troublemaker from Elementary School junior high because I was an advocate they label me as a troublemaker

037because I was advocating for my fellow students you know what's wrong with that when you see Injustice stand up for your fellow person fellow student if you think there's something wrong in the world speak up about it that's why we're here in the United States of America we have a constitution that g gives you the freedom to speak your mind learn the Bill of Rights and now I'm going to be transitioning as a Stak holder is that the terminology stakeholder or representative of the community because we haven't finished our job we haven't like I said the world's changing too fast too many new things new policies new laws you have to be on top of them um one thing that's always been on my mind about the school district and I brought it up the

038last school board the question is is this school district too big to service 63,000 students that's a big question and are we doing a quality job for these students in social economic areas and I know if you come from a socioeconomic Community that's has high poverty rates your chances you don't have a third grade reading level you will end up in a prison and I'm very aware of that because I worked within prisons I seen I seen our failures in schools in districts and I taught these students some people call them inmates but they with in the educational academic arena within a prison we call them students and I've seen a lot of change good positive outcomes within prisons within academic vocational Arena they come back into our communities with high school diplomas now they're

039pursuing we're having more opportunities for these individuals to pursue higher education Junior College fouryear college degrees and I'm going to advocate for that when these individuals do time let's have them do good time and when they come back back into our community they have either a vocation or some degree to work and be a good citizen yes I am very passionate about this position but I'm willing to get V up like iess and I think we have an individual that's going to be sitting in my position within next week that is committed for Change and I'll be working with her and like I said I'll be at the three minute Podium when I see agenda item that I could contribute and talk about the issues pros and cons I will be here like Mr for

040would say where we're committed to education thank you thank you um so for my time is ending much much sooner than I anticipated and um you know meeting the needs of my family circumstances um so I definitely feel like I didn't get everything done that I had wanted to get done but um to the board members that are leaving with me uh I want to thank them for their mentorship I want to thank them for their commitment for their service uh for sharing their knowledge also sharing their commitment to their families and like Miss ttis Espinosa said you know the relationship you have with your fellow board members it it is a a sibling situation where we do have different opinions and different viewpoints on things but we also have mutual respect respect for each

041other um and know that it's our job to move past those differences to meet the needs of the district and um I encourage our continuing board members and our new board members to be able to work together for the good of the district and you know despite the difference of opinions and viewpoints um and I really want to thank um Beth and Michael who are continuing uh thank you for continuing to lead the chge uh thank you for all that you've given me too as mentorship and guidance and yes that that warmth uh you are my colleague in that warmth Michael so I appreciate that um I also wanted to say that while I may have brought a new perspective you also shared your perspective with me and I take that with me and I

042hope that we continue to serve the students of the district um I too will continue to Champion Equity efforts to make sure that our black and brown students are being served and cared for uh and yes I might be in the audience I will still be here as a mother of two children in the district so I am happy to be able to continue serving in whatever manner I can so thank you again Mr Hoffman uh for leading us uh in this work that we do so thank you very much and with that uh we want to turn it over to Mr Cudi or okay Plax okay for e spe for do that after okay and now Mr Seri thank you very much and and good morning uh very much appreciate the opportunity to provide

043um what's been a series of of uh presentations and discussions related to our budget priority process um and I'm going to take a risk see the boss has stepped out of the room I'm going to go off script for just a second and it's kind of after the fact given everything that happened here but I've had the tremendous pleasure and even tremendous I just made up a word uh privileged to serve at at the cabinet level for about 15 years or so and I mentioned that not because of my tenure but rather that I've been working with a superintendent with superintendent Hoffman and his predecessor but you get directly connected to board members and so I had the pleasure of working with all of our four board members um throughout their the entire duration and

044there's a word that wasn't mentioned and I realize why it wasn't mentioned um because we saw all the fabulous things that have and advancements that have taken place during your time on the board but there's a word that wasn't mentioned it's not the most glamorous word um it's called policy um but I mention it because right leave it up to me to to ruin the system the first time it's being used um but I mention it because there are certainly times when we're bringing to the board policies that we're taking directly from California Schoolboard Association and that's fine that's what school districts do but there are many many cases where we have have um made very unique uh changes in and modified policy to fit El Grove and to fit the direction that this school

045board has set whether it's things like um differentiating between the roles of of our school administrators and law enforcement or Library materials and a variety of things that um oftentimes can be very passionate to the community and I just mentioned it because I spend a great deal of time in the world of policy um and it drives everything that we do and so the Innovation and the the commitment that you have had in terms of staying laser focused on the needs of kids and families um is indeed to be commended and Miss Charles Espinosa you said you hope that during your tenure that um the the classroom and the school experience in the lives of of our kids um may be a bit better because of of what you've done um you can be assured

046all four of you that um this is a fact because I've been seeing and listening um I can say firsthand that uh the district is in a better place it's always been good and it continues to get better and on a personal level I'm a better person and educator because of you so thank you thank you all um and with that let's move into budget priorities um the uh what I should have done and we we kind of modified it it's it's a team presentation and it's a team effort um I'll be joined by Miss A in a little bit Mr Sing and Miss Lasser so my apologies to my colleagues for not getting your names on the presentation um nonetheless uh away we go seven seven components to the PRI to the presentation we'll

047look at budget uh priority foundations we'll take a look at the budget priorities just as a reminder to folks a bit of History dating back to last spring in terms of the work that we've done and then Jeremy will come up Mr Hinshaw will come up our director of research and evaluation and he'll take over at that point and what he'll do is he'll provide some of the data the ranking data which the board has seen but um both the ranking how we've uh how we've done that work uh the fifth component of the presentation and is is an important one conducting impact evaluations what that is is some information about our ability or in some cases I don't want to say inability um but you've heard superintendent Hoffman has referenced it a number of

048times and we've had conversations regarding the challenges of saying um as a result of this this occurred um in human systems when you're looking at um larger programs and things of that nature um we we definitely have strategies that we use but we want to touch bases on the science behind what we're able to do then we're going to take a look at some examples three examples of of uh what we're referring to Output data what those positions are doing and that's where uh Miss ay will uh be talking about our academic intervention teachers Mr Singh uh will be discussing um the secondary social workers and then um Miss Lasser will be looking at our uh Equity coaches that are comprised of both teachers and some of our Wellness providers and really um I just

049want to frame what we're looking at um then talks about next steps what we're really looking at from the board we're not bringing a recommendation and consideration for making uh a decision today what we are looking for are four things ongoing process feedback we're looking at data format feedback this will come up at the at the end so you don't have to remember these um provide perspectives regarding priority rankings and then any ideas that you may have about um additional databased information that could assist because our goal our goal is to gather as much information as we possibly can so if we have a dollar to spend directed toward budget priorities that superintendent Hoffman and the cabinet have the best information they possibly have to bring a recommendation and share that recommendation with uh with

050various Partners to get their perspectives on it but then ultimately to bring it to the board and so that super superintendent Hoffman is bringing recommendations to you and you have the best possible information to make decisions because any decision as you know better than anyone um that you're making has competing interests against it uh competing interests so that's what we're doing today this work covers every one of our uh four I just have to say wow for a second I'm just looking at the clarity of the screen and I'm a bit stunned so so let's just look at this for a while because I'm I'm mesmerized by the whole thing okay my apologies for being 10 years old for a moment but nonetheless the five budget priority foundations superintendent Hoffman um has has established and

051we've been following these um they go top to bottom decisions ultimately what we're looking at is to remain fiscally solvent and then ultimately we're maintaining and evaluating what we built over the past few years we want to be competitive and attracting retaining the best and brightest employees who reflect and identify with our students an important point and the words and the way that's written is very very intentional we want to build upon existing programs and services and then we want to consider adding new programs and services and so those are actually they go in sequential order uh there may be times when we can if there is a dollar to spend that uh we start at the top and work our way down and ultimately where those decisions land are based upon those budget priority

052foundations so not going to go through these line by line helps certainly helps the community and you as a board have been familiarized with these so the one point that I will make there a few slides so it it gives an indication things are uh I don't want to say they're they're in flux but what we are continuing to look at is of course these budget priorities were previously Esser funded positions they're funded through uh the end of June 2026 um and it would be terrific if we were able to identify all the positions that we know are providing important high quality services to our kids and that we had ongoing monies that we could uh attribute to these so we can kind of take a a breath and know that they're going to be

053with us um what we always are looking at are are two things or maybe three or four but two primary things one is are we potentially going to move away from a position simply because we can't fill it there simply aren't candidates we've been trying to attract it and we can't that's one there's another but they alternative funding sources and so the this list will will uh adjust in time and we will continue to uh update the board when changes are made second slide of the budget priorities stop there for a second and one of the things that I'll just mention here for a second kind of previews what we'll be looking at um when um Jen and um R and Lisa when they come up we were intentional in doing two things or we

054were intentional not two things in three things which is all of these positions can be sorted a variety of ways but one of the ways we sort them some of them are specific to Elementary stre some of them are specific to secondary and some of them are addressing the needs of all schools so when you take a look um and our folks are coming up and sharing with you the output information this is all input information right people time and money that's what this is we'll be looking in just a second at what those positions are doing and we were intentional in identifying one in each of those groups so I just wanted to share that here's the last slide you can see a total of of 291 FTE and just over $35 million now

055we'll shift to the history and we're going back to um April uh in through April and June of 2024 it's interesting when I this information we've got this um actually in a document that goes all the way back to um when I say the word I think it makes everybody shiver just a bit when we go back to covid um and go back to those to that time there this does have have a connection to that because when eser monies were coming out and we were going through the process of acquiring significant amounts of federal and then State dollars right that the question was how do you want to use this money and you as a board have a very high expectation that we get lots of perspective from our variety of stakeholders and so

056going back and looking at that list from that time and the number of surveys and the number of of opportunities that we provided folks to give us a perspective I can assure the board um that we got lots and lots of information from lots and lots of people in terms of that list of of of items that you just saw previously this goes back to the perspective survey um part of that perspective survey is our lcap needs information that's what kicked this off and then you can see we've been engaging our principles in the lcap collaborative and as a reminder not so much the board I know you're familiar but perhaps to folks viewing this the elcap collaborative is a group that consists of our superintendent and cabinet and then two to four Representatives it's

057up to each uh each of our labor groups our seven labor groups have representatives and it was initiated because of the expectation and the need for us to engage our labor partner is in the elcap process but it's uh it's morphed into a a broader perspective of budget and needs Beyond just uh the elcap it's a very very important group and then ultimately it brings us to today and so I'm going to step aside and I'm now going to lety provide some information about the data good morning so you recall from the October special board meeting that building on our learnings from the pilot ranking process we conduct in the spring we used a cluster ranking process with our principles and labor group leaders to solicit their input on how to prioritize these positions uh

058and services for future funding through that process we asked our principles to R to rate each of the priorities that pertain to their segment of schools as a one two or a three with a one as the highest priority and three as the lowest we ask them to use an equal number of ones twos and threes within each section to ensure that we would be able to discern higher priorities from lower priorities this table shows the average cluster rankings of the various positions and services that are housed at our elementary and secondary schools and green cluster rankings indicate higher priority and yellow cluster rankings indicate lower priority and on this table you can see the average cluster rankings of the various centralized positions and services that support programs and schools so as you'll see later

059in the presentation as Mark alluded to earlier that for each of these positions and services we're providing a data set to help uh form future decisions down the road and that data set contains inputs outputs alignment with elcap needs analyses and our strategic goals but you may ask what about student outcomes I wanted to take a moment to talk about impact or about conducting impact evaluations related to student outcomes so first we know that student outcomes are complex they're driven by things like socioeconomic factors prior knowledge and skill social emotional skills health and well-being parental involvement instuctional quality classroom management curriculum School climate a whole host of other factors in order to conduct an impact evaluation of programs and services in terms of student outcomes we have to be able to control for as many

060of those factors as possible when we look at the results in order to establish counterfactual leverage so what I mean by counterfactual Leverage is that we have something we can measure that we can use to establish what would have happened um if we didn't Implement one of these programs you can do that through things like random assignments to a program or condition looking for variation in quantity or quality of implementation building a viable comparison group of students who are not exposed to the service and then controlling for other important factors or by assessing differences over time from a comparable Baseline through something like an interrupted time series analysis uh while random control trials are considered to be the gold standard for uh conducting impact evaluations they're often infeasible or impossible to conduct an education because

061it would entail deliberately withholding services in a random fashion from students or schools with need for the sole purpose of research Design This would have been at odds with a sense of urgency that the district felt around the use of these funds to address the impact of the pandemic consistent with the intention of the allocations as random control trials are generally not suitable designs in education we're more accustomed to using various quasi experimental designs the ones we use most often leverage variation in Fidelity of implement of implementation through either quality or quantity of outputs this approach is well suited towards programs and services that have an indirect impact on students as many of these positions do and requires program leaders to deconstruct the theory of action behind the program or service to describe the essential

062elements in a way that allows us to measure the quantity or quality of uh those outputs unfortunately the nature of this approach is complicated and iterative necessarily takes multiple years to build a functional set of measures it also requires other essential ingredients for the analyses to work there must be icient variation in these outputs uh among the units that you're examining um they have to be measured at least in part uh by Third parties we find that self-reported measures rarely work uh for many of these positions and services this would have not been a feasible approach as the data collection obligations uh would have been overly burdensome and there simply would not there simply was not capacity in terms of time or Staffing to build a 35 of these during the life lifetime of the

063funds the difference and differences approach is only suitable towards positions and services that have a direct impact on students so that would be uh when students work directly with the people who inhabit the positions you have to be able to definitively track which students were served and which were not you need to be able to track who served them when they were served and for how long unfortunately for many of these positions and services uh they did not directly interact with students so this approach was also generally not feasible for all of them approaches involving time series look at outcomes for several years before and after the start of a program or service to assess if there was a remarkable difference that occurred around the time frame of when the services were implemented uh this

064approach lacks sensitivity when it's conducted in a coarsely granulated fashion like it would be um using something like school years but it might have been the most feasible approach toward a comprehensive solution towards looking at these positions um if it were not for the time frame in which they were implemented so unfortunately these came online in 2122 uh which means that the Baseline year for which we would want to compare would be 2020 21 U which is probably the single most problematic time frame in the history of public education to establish a baseline measure uh for outcomes because um we spent that year in distance learning so even utilizing multiple years before and after the consensus of research conducted thus far by the field uh has shown that the impact of the pandemic on student

065outcomes has lingered coinciding with the time frame when we implemented these Services which makes this sign unsuitable towards a true assessment of impact so while we can't easily draw that through line from many of these individual positions to outcome like we would want we do know that these positions we do know what these positions do and how they support various programs through their outputs when we think about school level factors that influence student outcomes we generally think of them as a component of an educational program and when I say an educational program I don't mean a branded project or an initiative uh but rather key facets of the Ed educational program that our schools deliver things like teaching and learning establishing and maintaining emotional and physical safety seeding motivation and engagement incentivizing positive behavior so

066for instance we know that both Elementary campus supervisors and Elementary Vice principles two of the positions on these on this list that we're looking at they both contribute toward the implementation of uh positive behavior interventions and supports or PBIS uh through the work that they do at the schools and we can do an impact evaluation for a program like PBIS because we have the counterfactual Leverage to do so we can deconstruct how the program is implemented into measurable outputs and we can do the measurement work to tease apart the variation and quantity and quality of those PBIS outputs at each of our schools we can then Leverage The Continuum of implementation that we measure to see how variation and implementation is associated with variation and outcomes um and in fact external research shows and our

067local impact evaluations have validated that well implemented schoolwide PBIS programs are associated with lower suspension rates and better school climate however these programs are never the sole responsibility of a single person or position once again using the example of PBIS that program has many well-defined aspects of implementation and all of them involve multiple people bearing positions working together to make sure that the program works implementation of program is always a schoolwide team team sport for PBIS teachers can teach positive behavior expectations but the entire staff isn't also model modeling and reinforcing those positive behaviors then kids will sense that we don't practice what we preach um we also know that outcomes are never the product of a single program so sure PBIS is associated with lower suspension rates and so is the instructional framework use

068of the six instructional principles improves student learning when kids feel successful in their learning uh they experience self-efficacy which leads to lower rates of problematic behavior in summation our approach towards assessing impact of these positions is assessing the counterfactual of the outputs so we know that these position we know what they do and what they support we know what would happen if the positions went away our schools would not receive the outputs they provide which may negatively impact various educational programs we believe there's better value in centering decisions on future program impact via anticipated outputs in the future rather than focusing on the tenuous theoretical impact of these positions on outcomes in the past good morning it's great to be here to try out this new sound system don't even have to do any adjustments

069so what we're going to start off with is I get to orient you to the landing page that you'll see for all of the examples that we provided so if you can just take a moment to look at it the first example is an elementary example uh We've included total cost at this time the amount of Ft PE that we would need you see the level and as you move to the right hand side you can see the priority rankings that were done by Elementary principles the elap collaborative and the combination of those two and as you move a little bit lower you can see the elcap needs analysis so those are bolded uh the ones that are connected to the work of an academic intervention teacher at each of our elementary sites and then

070on the right hand side you can see the two District goals that for the majority um we would probably Advocate that there may could be a wellness and family and Community engagement aspect of it but really the work is centered around looking at assessment data and instructing kids in a targeted format miss a before you move to the next one just real quick so one thing I just make for the board what we're really trying to do here um for the board and for our community is to take a larger amount of information and put it into a usable format um you know in in a relatively concise manner so that's why um you see as AB spoke to you know the costs are there the FTE are there um the information from the survey

071we did with principles and our elcap collaborative Partners all there the connection to the prospective survey um as well as the connection to the Strategic goals trying to trying to give information and this is one of the things We'll be asking for feedback um towards the end of the meeting or the end of the session of is this helpful for the board in in being able to put their thoughts around these very important topics thank you great so in terms of how we've established the ait's academic intervention teachers at the elementary world it's focused around five major outputs so as you look at the leftand side we go down and they're aligned by number with supporting data at this time time that is uh contributing to the progress we've made on the output so the

072number one is the letters training that has been done this is an approach where all aits were required as part of the position to participate and you can see the supporting data on the right hand side it describes the amount of training and it also shows you in progress who is still in the middle of training or who has completed that training a second item that was one of our major outputs was to develop a AIT handbook which is just overall guidance and it's a a living working document that we keep adding to as we learn more that standardizes the work across all 43 of our elementary sites and we also have that linked uh as a resource that you could look at as well the third item is a collaboration between curricul and professional

073learning and SEC and Elementary education including our school sites where we have during the work day monthly AIT meetings and that is a time to bring everyone who's focused on tier 2 instruction for students together to look at the commonalities and ensure that uh how we are choosing teaching methods and Protocols are working you can see supporting data on the right hand side about how often we've met and uh that is included for two of the school years at this point our fourth one which the description of the mtss plan goes into the next slide I'll let you look at that data for a moment and then I'll move forward but that was a piece that we brought in for this school year it's implementing so that we're able to track in our Synergy system

074a report a plan for each of the students who are receiving tier two intervention so the numbers that are listed there are showing the amount when this report was pulled last month um I want to note that you see data below that in the previous school year because that wasn't a require M that there were only seven plans and you can see by the numbers that are listed there for our cas6 students that number has increased dramatically and then the last portion that we have is a focus on getting and having and making it so it's possible that our aits can serve on their sit's tier 2 team which is a team that looks at through the mpss model all of the components around Behavior academics and seal and again supporting data at the this

075time shows where we are in that attainment and with that I will go ahead and turn the and the mic over and it's your SC thank you Jan good morning so uh I have the privilege of uh speaking to you about the secondary uh service and with secondary schools we uh talked about social workers at secondary school so uh the first slide uh stand SL like superintendent Hoffman said gives you the cost gives you the ranking and it gives you the alignment to the alab needs uh analysis and then with strategic goals uh we felt that they align with uh three out of the four strategic goals that are shown over there with arrows on there social workers uh in our school district primarily serve uh secondary schools so you'll see the uh output data

076is uh mainly connected to Secondary School uh they provide a lot of uh one-on-one support and crisis response uh services to students at secondary schools like I said they mainly oversee our mtss uh tier 2 meetings they coordinate the tier 2 and the tier three interventions that are held at secondary and then they progress monitor that uh providing and Behavioral Health uh services and professional development to the sites is big part of what they do and then consultation with other providers including U you know mhts sites all that happens through the social workers and then the last not least part of their work is the connection between outside and Community Resources to to our district so that linkage is a big piece of uh the output work output data that social work is um data

077in terms of uh what are the outcomes um so you'll see that a lot of the work that they do is related and that's documented in our syy reports and uh I'm not going to go through all that but all the work that is connected tocl and crisis management and all that that they gather at the secondary sites and they they put that in there uh they lead a lot of like tier 2 and tier three uh checking out is a tier three in it could be a tier two or tier three intervention but U that data is also gathered that there in in our system through social workers and then the other piece of the data that that they do is a lot of Crisis Intervention so when we have a student who's in

078crisis then the social worker tends to take the lead in intervention with that student um at the secondary level the last piece and unfortunately we've had situations where we've had the death of a staff member or a student and the social workers a big piece of the crisis response that happens at secondary sites and so that's the supporting data that we have gathered uh and continue to gather for the outputs that they provided secondary with that I will pass upon L good morning I have the privilege of showing you example number three which is focused on our uh Equity coaches and the work that they have been doing over the past couple of years I won't um go over much at the top it's very similar to what you've seen uh just to be aware

079that there was 12 FTE uh positions available and we actually only have 11 Equity coaches that we hired um that have been on staff for the past couple of years uh the lcap needs analysis crosswalk we focused in on uh a couple of different areas one being that the E coaches have supported in helping with good teachers and good principles uh class rooms uh to help students feel comfortable and ask questions um they've helped with some of the bullying prevention work collaboration planning and time for teachers and then teachers who understand helping them to understand who they are and who their families are and where they come from and then the Strategic goals that we highlighted really focus in on the top three so the outputs of our Equity coaches they've been very busy over

080the last couple of years they support the district with the development and implementation of our Equity priorities in general uh a big lift over the last um several months has been the implementation districtwide of restorative practices if you look over to the supporting data side you'll see that as of as of October so this is now actually a higher number but as of October there were 78 restorative practice workshops for School site staff throughout uh the district um most of our principles about 95% of our principles and vice principles have all been trained um they support the districtwide implementation like I said of restorative practices um with our tier one uh leadership teams as well and that is ongoing right now they coordinate and collaborate with other District staff so they've been working with various

081departments in the district as well as all of our school sites um participated in over a thousand different coaching and planning sessions with our site and District staff just in this past year alone they have created and facilitated diversity equity and inclusion professional development um 57 as of October 57 different District Dei required sessions have been offered and then they also created and facilitated a numerous numerous District Dei Choice sessions so besides the required ones there was lots of different Choice sessions that they've offered uh the entire District they also are very focused at the site and have site specific support um they've attended 338 as of October 338 site meetings plc's grade level meetings PBIS meetings uh tier two meetings Etc and then developed um a districtwide equity-based instructional support materials so as you

082know you all pass our resolutions uh every month I know we have many that come your way and we thank you for supporting them and passing them so our Equity coaches have also created and updated and distributed to our school sites resources aligned with those resolutions focused on state Heritage and cultural resolutions um different books that our schools could use uh different ideas and curriculum and instruction that they can use in the classroom supporting those resolutions and they work in collaboration with CPL on that uh it won't hear but you have access to it it's also on the board agenda they can click on it in terms of our next steps as we're wrapping up the presentation uh we will continue to gather output data I have the pleasure of meeting with um variety of

083folks from Mr CER to to Mr schwitzer to Mr Singh uh Mr Riley and Miss Lasser every Wednesday and this is something that we're continuing to keep our eye on and with the support of of uh Jeremy in terms of continuing to gather data and and ongoing analysis of that data we'll continue to explore opportunities and looking at the relationships between outputs and outcomes we're always looking at how we can get um better uh understanding of of X equaling Y in terms of outputs and outcomes and then ongoing review of budget priority positions and that's what I was talking about earlier looking at um seeking alternative funding sources and then examining the viability of filling positions that's what I referenced earlier on and then to conclude um this is what we're asking for the board

084to consider in your discussion um process feedback where I was looking at is there a way that we can tweak what we're doing to uh continue to improve the information that we're Gathering so that again the ultim goal is that staff has information to bring a recommendation to the superintendent the superintendent brings a recommendation to you the board that you have the best possible information to make decisions um the data format feedback very much open to that provide perspectives regarding the priority rankings if you have any questions or any thoughts regarding the rankings and then any ideas you may have about databased information that could assist are we is there something else um another source of data or another data point or points that would benefit you as board members in making decisions and with

085that Madam president I turn it back over to you and we're here to either answer any questions or for you to engage in a conversation and thank Youk excuse me thank you very much I'm gonna start with Miss Alani just miss Jameson we did have one um public comment do I want I just make sure that thank you so much Mr Vargas do we have any blue cards yes we do we have one blue card so our blue card is Diane Campbell hello um thank you so very much my name is Diane Campbell I am here as president of asme local 258 a proud president of about what 1100 1200 uh employees in the district so thank you I had the opportunity to participate as president with a couple of the other asme leadership and

086the rest of the bargaining units and cabinet members about the um priorities that you just reviewed uh for the positions that were funded through the Esser program and understanding that they are funded until June of 2026 because of the extensions that we we've been able to have um through the governor as well as here within ELR Unified School District of uh alloc the allocations of the money however I do want to bring up um a reminder that these are all you know well-deserving positions but there is still a need for support staff within this District I've spoken several months ago about the concerns or um for our maintenance and operations Department our warehouse department and those positions that need to be filled we have in our facilities master plan for the next 10 years and

087especially with the um passing of measure n at least another five schools that we will be opening within the next 10-year phase last school board meeting we had the annual 5-year plan from the planning department and that's listing six schools plus a student support center I whether that's another district office or support for maintenance and operations or Transportation whatever that may be plus the traditional classroom upgrades and modernizations that we're going to go through and the contractors will hand will handle all of that but once those facilities are turned over then it's up to our maintenance operation in ground Department uh to fulfill that I mean we have three locksmiths for school this size we have um hold on we have 64 maintenance and operation positions that are out in the field we have 41

088grounds workers that are out in the field and again thank you m superintendent Hoffman for recognizing the work that they did on the outside so we have that curb appeal uh when it comes to the warehouse workers we have eight delivery drivers we cover 320 square miles miles we're adding more schools but we only have eight people to drive those routes so that is a concern that I have as as me president I feel that as we're looking okay as we're looking into that we need to make sure that we are aware of that and then also School site controllers at the high school level the amount of money that they bring through and the support that they need in an eight- hour job with traditional budget as well as handling ASV money it's an

089advocacy I have brought up before in negotiations in human resources oneon-one and I haven't found the right group to have that conversation with but we really need to look at FTE and taking some of that burden and stress off of our site controllers as well so thank you president Jamerson Schoolboard trustees Mr Hoffman Ludy and thank you everybody for those that are leaving the board thank you for your service thank you Miss Campbell and Madame President that is the only blue card we have thank you very much and now I'll turn over to miss Alani well I think um I'll understand why some people want to talk more to this today um for myself I I we are in a process and um and participating in that process and just going through that process is

090is where I feel we're at so um my my comments are short um I want to point out on page five six and seven when we're listing those we're including benefits and total cost for people correct yes okay I just want the public to know know that's a full cost that doesn't mean that's what their paycheck is that's what they cost us and that's kind of that can be shocking we have very nice benefits um I I appreciate it on page 20 that we're working to I sorry we're working to um seek alternative sources of ongoing funding I I greatly appreciate that I know title one we do have other funding and now we've proven value um being able to work that in without having to include these is great um so I appreciate um

091the way we try to take all our money and make work it to the best for us I um I like the out the format very much um the outputs and supporting data are a great addition to make you feel like you know what's what's getting done um know it's hard like to put a number on everything but to give you an understanding that job in a better way because it's hard it's hard for us to know every single one of these jobs and so this is it's a very very um I think it's a successful way to express that and then I'm sure the public might wonder like how much money do we have and we don't know how much money we have because that's how education is funded we don't know how much

092money we have till the governor decides how much money we have and then they decide it once and then they decides it a second time and then they might take some of it back and so it's it's a little bit of a nightmare in that planning way so the public should know um there isn't a reason we don't have like we have this much and we can do this um it it is we are in a process and and the governor's budget has not been released and it has not been confirmed either which is a second step so I just wanted to share that thank you thank you Mr Vargas um all right trying to be as responsive to the questions that or the the things that asked of us as possible um I think

093you know I agree with a lot of what my colleague already said um in terms of process um you know I think one of the things that I think would be helpful um you know in terms of additional information um would be sort of some of the digging down into um the reasons why there are disconnects between the principles and the lcap um you know collaborative inter terms of like why they why there were differences I mean some of the differences between uh the numbers are um somewhat intuitive uh you know there are there are positions that um you know the that principles interact with directly um that uh where clearly you can see the principles have uh you know said that's a bit more of a priority for us um than the L lcap

094group did and so that makes sense but you know to to kind of dig down into that would be helpful to understand why there's that disconnect and that might help us you know with decision- making down the road um let's see what else um I think that's that's consistent with like uh some of the conversations that I've had with principles over the past uh couple of months as we've been talking about some of their their interest in the priorities um is they I I've noted that principles tend to like the not just the the direct um you know staff that they interact with but um administrative and office staff or central office staff that uh push into the campus um they tend to appreciate that as well um there was at least a couple of

095principles I talked to really appreciated like the equity coaches because the equity coaches aren't just Central staff right they they push into the campuses they're on campuses engaging with students engaging with staff all the time um and supporting in a variety of different ways um so that is all consistent I'm not at all surprised that they like having principles um wasn't at all surprised with the health and safety um I think that yeah for me what would what would be most helpful going forward um would be sort of some more information in those disconnect areas like why why are there those differences there um but I think otherwise this is just a whole lot of information and a whole lot of really good information so I appreciate that thank you sir Miss chadis Espinosa thank

096you madam president um first off with respect to process and presentation I I think we should place a little bit more weight um on the opinions of those who are going to be using these in the next year to make these very difficult decisions so I'll be very brief um the data collection you know I think was fabulous I see our commitment to continuous Improvement in everything um it's the most forc to force choices I've seen in a good way I think that was very necessary the idea of forcing people to use the equal numbers of ones twos and threes kind of tickled me I see the need for it we might consider a similar approach here with the board um and that's because of of the subject matter right uh you go down the

097list every single one of those is bringing value to our students there's not there's there's no fat to cut there um so even more than normal right we always want to involve the folks who are closest to the students um but even more than normal I would lean on those opinions in making these decisions going forward because um sure we can analyze we can uh talk about policies and every single one of these is align with our policies um and and we can try to rank in terms of priorities but you know I don't know that we are going to get very far trying to rank Foster homeless e refugees you know against each other they they all have some really high support needs so um I'm not trying to punt here I'm not trying

098to shy away from from a difficult decision but just that that would be my suggestion going forward that we lean as heavily as we can on the the perceptions of the people who are closest to the students to see the value of these different interventions that's all thank you thank you Mr Fortuna thank you I'm gonna make a comment before I ask my questions and the comment is uh certainly for for everyone but but more specific specifically for the incoming board members and the public the decisions that are going to be made about the priority up update uh listings is probably one of the most important things that have occurred since I've been on this board and and and probably in in the last 20 years uh with this District because the implications it's going

099to have we don't have the new money that would be necessary at this point to fund these positions that means if decisions are made to maintain or to maintain Sesser positions the money is going to have to come from existing program uh and uh as I said in my comments earlier what what uh what we need to be uh cognizant of is the fact that the children in the classrooms generate the money so if you want to fund positions that are not funded then the only place to look is the children's classroom and you better be very very very careful if you're going to take the dollars out of the classroom um Mark can we go to number page two please uh for number four mark we'll start there [Music] um what type or what

100specific information was given to the people who have the responsibility for the ranking and do we know how or if the labor group leaders receive data from their members or do those rankings just reflect leadership opinions the answer to the first question regarding um what information was provided to the people who uh were participating in the ranking process um the format that you saw um related to here's positions and actually the two pages right there was there's one with alignment to our strategic goals and the perspective feedback the second was the output data going all the way back to the origin of uh when we had significant amount of monies coming into the district and there were certain requirements regarding how those monies were spent but obviously there's some flexibility um when we made determinations

101for example if it was Equity coaches if it was uh academic um intervention teachers if it was social workers what was done by all of led by the folks here that are overseeing those departments and then those specific Department directors is what's termed a logic model and what you see is kind of a morphed version of that logic models have been around for a long time they basically it it's it's a a format a simple onepage um or a simple format graphic representation of input output and outcome and so every one of those positions was based on a logic model folks got the logic model information and then it was updated with and here's all the outputs that that are occurring so they were they were given um information just like you're seeing here so

102they had the full set of data that that we have in terms so that's the response to the first question Mr frina the second question regarding um our labor group leaders um we did not specifically tell them and say Here's the expectation is that you get feedback from all of your members and I'd have to actually ask each of those of those uh those labor group leaders in terms of who they did engage in that process Mr just was just one more note um when we when we did the the final set of information if you go to the timeline Mark real quick certainly we actually asked the um the labor Partners to and the principles if you look back in February where is the priority ation the pilot so the pilot process in January

103we did this process once and then we asked for feedback and one of the things they said is they needed additional information and that's where we ended up giving them really clear about number of positions dollars spent um and some of the output data so we we morphed the the process based on feedback we received when we did the pilot processes people were asking who being asked to make rankings they asked for specific information and that's what we tried to provide so we don't know with respect to the labor leaders whether whether or not their rankings reflect the attitude of the membership or the attitude of the leaders that's that's what I heard I can't respond directly I I don't have a specific answer to that Mr fr I think it's an an important question

104uh page four there's there's five bullets there in terms of budget priority foundations um there's one bullet that to me should be there and I certainly uh in my input would request that there be some uh discussion about it uh and and specifically um why is there not a bullet if we're talking budget about enhancing existing program we we just had a had a presentation on student support four yeah why is there not a bullet isn't that bullet for no that's the intention of number four well that's your intention that you be greed upon attention yeah because we we don't spend any time talking about existing program uh it's a bullet but we don't in a sense you just explained it but we don't talk about the enhancement of existing programs to put to put

105it just to put an item on a piece of paper doesn't really speak to need we just had a presentation on student support they definitely could use additional support to provide additional service and data suggests that there's benefit there uh same thing in other programs and I just say that uh when when the budget decisions are going to be made they they they should be comprehensive in terms of looking at what do we do currently or we're doing what is its value what are its needs versus the addition of something new um and just very quickly Mr Vina the superintendent hoffen mentioned that is the intention of the fourth bullet and just as a just as a reminder I know you're aware these are sequential so if we have a dollar to spend you start

106at the top you don't just kind of randomly go so what do we want to do um it starts at the top and moves its way down and the last consideration not saying it's not important they're all important but the final consideration is adding new it's it's nice to hear that um page six one thing that that um I had mentioned in previous meetings um can you go excuse me can you go to page seven God darn it if you bear with me for one second please are you looking for a specific position sir yeah the um it's it's data on Equity uh coaches I thought it was page six it's at I believe it's at the top of that page the equity coaches is that what that is no no no no there there

107was the breakout sheet page 19 give me a did me AAP there so many numbers on here okay uh and and the questions I ask with respect to this page I I could ask on many of the pages the data presented on this page and other pages with respect to Cod coaches as I interpreted talks about providing staff development and we've had discussions about the importance of the adults having information in order that they can improve the learning of the children we have coaches in everything and for me it comes down to one simple question and it's not part of the documents and that is how much time is directly spent with the children in the classroom Andor with the teacher supporting their efforts in the classroom it's it's nice to have this overall uh

108umbrella which is what CPL is all about but as we're as as as the board is going to make decisions with respect to do we keep things we're doing or enhance things we have been doing that to me is a very very important question how much time is in the classroom supporting the kids because we got this huge structure that supports adults if I could make a very quick comment in response to that um and again not just pointing to the fact that I'm old and I've been been around for a while but um coaching has definitely expanded and one of the when I was in a prior position as associate super attend of Education Services and working with curriculum and professional learning um one of the maybe the central question that I asked was

109how are we evaluating the effectiveness of these resources because we are pulling teachers these teachers if you we're taking high high high quality teachers in order to become a coach it means you are a very very good teacher so the question could be asked are they of more value there or are they more of more value in a classroom and if you ask uh if you ask parents and kids what do you think they're going to say they're going to say I want that teacher and I want my kids in that teacher's classroom so it's a really important decision that we make when we're pulling people out um and and and working with that and I don't want to give the impression that what we're doing is we're increasing class sizes because we're pulling people

110out of that I don't want to give that impression but one of the primary lessons that we learned was that having a coach go in and they still do they may be coaching and using after school time or even working with uh a team of teachers um at the elementary level or secondary level and they're doing it during the school day and they're pulling teachers together however there has been a dramatic shift we used to do what was called um trainer of trainers me meaning you came to the district office you got trained by coaches and then you went back and you now had the had the capacity to train others and it was flawed it was flawed because a single training or even two days of training doesn't equip necessarily people to go back

111and now train your staff it takes far more than that and so what we what we have done is there has been a dramatic shift where the training is taking place in the classroom during instruction so they're modeling then they're facilitating and watching and providing direct feedback so your question is a very very good one and I jotted information down where we can we can adjust some of the data and try and fine-tune that so we can give an indication of the degree to which training was within the instructional setting or outside of there is a need for both but absolutely our coaching model regardless of the Coach Co where those coaches are in our multilingual education department CPL Equity um the bulk of that training and the focus of that training is embedded in

112in the classroom thank you thank you Mark because again I I just think that that is that's an important issue uh adult learning is important but at at what point do you say okay what is provided in the classroom supersedes the the increase in the in the district support level and and and I just think that that is a a really really important item uh to look at UMC in in when you talk coaches you know um I'm you know I'm not going to be making the decisions but I think it's going to be very interesting you know as I said we have coaches in a lot of things and I I don't think I forget I don't think no one would argue the fact that I spend a lot of time at all the

113schools and it's only two coaching groups that people really ever talk about with the Myriad of coaches we have it's only two that people say are better beneficial um I think if you did ask a specific El related or multilingual education related question I think you probably find benefit there as well because I'm guessing you may have heard equity and CPL um I'm guessing that primary three primary departments are multilingual education curriculum professional learning and our Equity Department primarily where they are and they do function all of those coaches so for example when they come and there's there's training that takes place they all and I want to make sure I'm not saying anything because I'm looking over at my colleague Miss ay who was uh basically overseeing that all that coaching is all of

114our coaches go through the same same type of of coaching because they are instructional coaches that's that's the key we do have some um non-teachers um who are providing um Lisa I believe we have some some of our um our Wellness providers but they all are together so your your multilingual education CPL and Equity coaches they comes at monthly Miss AB um so if you if you want to speak to that for just a second that'd be great so I think just to build on what Mr C is sharing with you all of our instructional coaches the model is coach train and facilitate so if you look at research on professional development the only direct service that any coach in an instructional Coach position would be providing directly to a student would be through a

115demonstration lesson or a co- teing lesson so that is so their work really is around coaching training and facilitating the adults in the organization what we have really strived for over the years is to find where that balance is but it depends on which coach and what their focus is there might be a time period within initiative that's coming out of our multi multilingual education department that they need to do more training and then six months later nine months later they might be doing more coaching on it uh there might be time periods where we're examining data and supporting data analysis so there might be elements of Greater facilitation but the way it is set up with instructional coaches and all three departments we work very collaboratively together is to have a focus around training

116for how they are better at coaching cognitive coaching uh training how you are a trainer and how you uh understand adult learning theory and then facilitation skills around facilitating meetings that lead to outcomes for student achievement yeah you know we're we're talking budget now and I I and I appreciate what you just shared and I don't want to get into it but it's absolutely uh I mean it it's it's it's productive that the training is done how do you know that the training is actually being provided within the classroom such that the children benefit from that training one of the things we've done Mr frina they're good questions that you're asking um and these are the um I'm not saying this to dismiss the quality of your questions um but these are the same questions

117that we're asking um you know Miss ay and I um and M Dr Lily and things of that nature anybody who has coaches um Miss La Miss Lasser um we do gather information so this has been this could be an entire presentation so I'm going to be brief um but first thing that I would say is this and that is um we've had tremendous partnership with EGA and EGA leadership related to coaching um in terms of what they do how many we have the the benefits that it's it's um resulting in with the non you know with non- coaches teachers in the classrooms and so our EGA leadership has has considerable interest in this as well and when in can I stop you right there of course yeah because it's it's about people in the

118unit well I would say this my conversations haven't been uh haven't been related to um increasing membership my my conversation why would they wouldn't be well I'm I'm not dismissing that but my conversations have been specific to um if if if there is a if there is if there's a if there's a coach working with them to say to ask the very question that you just asked so how do we know that this is benefiting teachers so the work um CPL curriculum of professional learning is the origin of coaching but actually the origin of our instructional framework and this is where this conversation could be entered before you know it telling a a a long and detailed story and I won't do that that but the instructional framework originated through work looking at our El

119instruction in the classroom and one of the things that we've done is we've become and I want to be careful um in how in what I say it's become more prescriptive and defined and so that doesn't mean that we're telling all teachers you need to be on page one on day one and page two on day two but what does it mean to provide high quality El instruction and so that's what started to lead toward our instructional framework that's where we started to work with um EGA leadership to say we need to get feedback from teachers to say you were trained and are you implementing what you're training what you were trained in we also ask principles this is a teacher who was trained are you seeing what was trained we also ask kids and

120so this is this is the work that we've done with our um teaching and learning pick the program implementation Continuum because we look to say if a teacher for example says I was trained and I'm implementing it a principal says I see it and kids say I'm experiencing it what we're finding is we're finding tremendous and accelerated results for all students but in particular our traditionally underperforming kids so it is directly related to I was trained I used it principal sought it kids said I EXP experienced it and those kids are actually increas showing increased and accelerated academic growth so you're asking a really good question and I'm saying we don't have it perfect but we are asking all the all the people connected to this whether or not what's being trained is being done

121and that's important and I understand that it's difficult to um to to clearly state that that the result of a particular intervention makes a difference but what I look at and we've had discussions in public and private what I look at for me the outcome one of the outcomes is published data and the Casp scores and the dashboard scores are not me really positive thing and and so we have all this super structure and and we're and we're looking at output data in terms of how we're going to spend our money and and and I look at the Casp and the dashboard out out or outcome data and I go are we are we really doing what we need to do um page and this in jury May might have to help help me here

122um on on on page 13 and and uh it what is what is the rationale I guess is the question and I I have my understanding but what's the rationale to show an average because in in this particular example uh the principles have academic intervention teachers are super important as I go to the schools I would concur everybody talks about the value they they perceive from academic intervention teachers then you have the collaborative which is a a a group of people who are not necessarily directly involved with the children understand what the needs are understand what the implementation techniques or and they come up with well it's one 1.6 so then you have an average uh and to me in this I understand the purpose of of of average of my head but I want

123to you know have yours is like I don't care what the average is because I I'm looking at one group saying it's really really important and another group saying well it's not as is important so for you know me the average if I'm going to make decisions I'm not going to base it on the average yeah the Mr Pro speak to that real quick is that's one of the pieces in the feedback in the end there's going to be eight board members that look at the same exact information but glean certain pieces of it as more important than others and that's so we're trying to make sure that the information that we're providing gives the individuals what they need to be able so if in your case you you uh value one set of information

124over another um that's okay I mean that and but making sure that the entire board has a bread of information that they can each pick and choose the ones that are of most value because there's not going to be agreement um on any data point that um board members aren't going to interpret any data point exactly the same you're going to bring your experiences and you're going to pick and choose which data points you think are the most important I I understand that but I I I was curious with respect to to the listing and the utilization of an average in in this process well there there are lots of different ways that we could have represented this information right I could have given you the percentage of respondents that indicated as the highest the

125percent that indicated as number two or number three I think we're just trying to strike a balance between Simplicity and straightforwardness of information with you know a fire hose of information but the aggates are are this information is disaggregated in a variety of ways okay I I have I don't have any more questions mark on on the presentation again I I just want to say that uh this the decisions that are going to be made down the road are are going to be very important and the people making the decisions need to have a good understanding with respect to how the data was gathered uh especially to me as it pertains to the input of membership within your your labor groups ASO as as as opposed to just the input of the leadership because that

126that is a narrow opinion thank you sir sir thank you Mr pz first of all has the Department of Education done a onsite review of our out cap I mean the California Department of Education well we submit I can't say that we were specifically we've had specific meetings where we're called out and not called out but specific speically audited what we do is we provide and submit our LC cap which I can't speak to the review process that the state has but that's what we do our primary the primary person that primary organization that is directly most directly connected to our lcap is the county and we work very closely with the county I mean very closely has the Department of Education come to our district office no do an on-site review of our account

127no were they ever scheduled no it's really the function of I can't speak specifically to the the process that's being used at the state but it's the county offices of Education that are the primary organizations that do that because we have we have multiple meetings I have numerous meetings as it's being developed also it's completed we we do a we do an analysis before it's even brought to the County Board of Education a deep dive they they literally will catch if somebody you know if I miss that we have two periods at the end of a sentence they catch it so we have we have meetings both from a programmatic and fiscal perspective with the county Mr the last since 2012 we never had a on-site review from the Department of Education regarding our elcap

128Mr Perez the the legislature put together the laws were in relation to the lcap and the legislature gave the U County Office offes of Ed the responsibility of reviewing um District ELC cap so that's that's the process that the legislature put in place let me tell why I asked that question I've seen I've been on the department of education site and we were scheduled to have an on-site review and they're randomly done throughout the state not because we have a problem it's just that they just choose a variety of districts to do on-site reviews and we and I seen that we were on the calendar but yet as of today I have never seen an onside review of that particular year I'm not aware of of an lcap review Group by the by the by

129the no hold on but you may what you may have seen is federal program monitoring and we have been scheduled just about every year I think staff can speak to of that the state department of Ed does send representatives and they do a full audit of of all of our um programs and they pick and choose uh which ones they're going to look at in individual districts but they're putting together a summation that goes to the feds um as well and we because we are big because we have a variety of funding sources U and because we're close to Sacramento we almost always um end up in that so we've had the federal program monitoring process um happen in elro um unified multiple times over the past 12 years when was our last one a

130month ago just finishing it up right now we're in the midst of finalizing and when are we going to have the report of that one I don't have a date on that top of my head and well and before that when was when was when can we review the final report that was that was completed are the the current one no which one are you talking about well you said almost every year they do one that we've had it multiple times over the past 12 years okay what what was the last year they they gave a complete report of the on-site review I don't have that answer off the top of my head do you no but what we it's it's typically every and I'm looking over at some of my other colleagues because it's

131it's typically every other year and Kristen if you want if you wanted to mention it and there's there's and they'll look at programs and they look at and so Kristen and I and our our staff collaborate on that this it's very common it's fpm the federal federal program monitoring and so we're literally finalizing the the most recent one which is this year and then what we do is we get an email and they tell you here are the schools we're going to and then they'll tell you and here the various programs we're going to and then yeah we're working directly with people to say I'm aware is an AIT but I'm asking the last report that they reported back to us well they don't the only thing we do is what what what they'll do

132is that was completed as a result of on-site reviews of prek 12 so we could go back we could go we're in the midst of one you have a copy in your office what I would do is is there's um a budget connection to this and then there's also it's the our assist Department School Improvement School Improvement support Mr bird and that would be the last time that we finalized any finding we had and completed all the findings that we had it would have been from a couple years ago and I'm sure that we have that report and their recommendations they don't necessarily provide recommendations this is saying if they identify something when they they use the term finding so so there's some if there's something and they're asking a question about the use of

133funds or they're asking a question about something that's being done in our schools um we work through those and um ultimately we resolve every finding and once all the the findings are resolved I would say this and that is a district of our size we have very very few findings in terms of the findings that we have and so this is something we've been doing for years and we've got good good structures in place to uh go through the fbm process Mr press Mr Mr forina and I sit on the audit committee and those those come up through that Mr forina and I have sat on the audit committee for years and those come up through there I'm not talking about audits I'm talking about on-site reviews of the l cap well and what they

134aren't doing is they aren't necessarily reviewing the alap that's not what they review they're reviewing programs yes okay so Mr Petz can you focus back on this presentation yeah because it is focus on this issue on these reports like P start with page um 56 56 78 yes this is a state I mean a districtwide report of the whole budget but again we do not have the region amount of positions or the cost that you're spending on these particular regions that's a big concern of mine and it always has been because I think of equity funding the only the only example that I can see Within These pages is on page six family Comm Community layers one per region nine positions there's seven regions where do the other two go to we have nine High

135School regions I'm I'm thinking of no you're thinking trusty areas we do it we we've said this a 100 times in other words nine High School regions and say one then we should say one for high school that's what the nine regions mean okay thank you thank you now um have we did an equity or have we ever did Equity funding audit I mean related to the equity Department well and again when you say audit you mean we as a district an internal audit well we are constantly EV every every one of our our department uh directors so in terms of of uh our director of the equity the educational Equity Department yeah M Lasser Works directly with uh with CJ and I work directly with them and we are constantly looking at inputs outputs

136and outcomes M constantly to determine are we getting return on investment that we need well well the reason why I asked I saw I went to I didn't I saw a report regarding at the California School Board Association one particular District did that and just like they did Sacramento UniFi did an NE report on facility spending and that's what I propos to have done one time but has not been done yet um my concern like Mr forina is is these state reports which reflect in read in high school Floren Valley Monteray you brought that to my attention the other day last meeting that we we need more support services in those geographical areas so I cannot determine where these positions are going according to what you mentioned last week or last meeting so and to

137be keep and my job is make sure that the spending is accountable to the where the need is so I cannot determine that with these type of reports just like the report that he gave us on BC number 78 fall California school dashboard again you give me a report of all those schools every site within our district but you do not rank them by need you know in order for us as board members to determine where the money is going they should be going by according to the dashboard and the other uh State testing scores to deal with those poor outcomes of these High High School Middle Schools elementary schools that we are having continuously are having problems with low outcomes reports grade Port I mean know outcomes academic outcomes and we do differentiate in

138two two specific areas when it comes to to resources because the schools that you're mentioning those are title schools which receive specific funding and then we also provide our our schools supplemental concentration monies and those schools also receive higher higher levels of supplemental concentration yes that's exactly what I was going to ask next are we spending concentration and supplemental monies through those geographical areas but I and what positions of this report page 5 through 7 are going to those I mean those funds are going to these positions is family community lay on is that these funds are Esser these are Esser funds we're discussing what these are Esser funds not general fund positions yet these are okay well I should have that heading on this because the way it looks this that's a big question

139are they General funds Title One funds or Sr funds yeah they're Grant they're Grant funded we're using the dollars that the governor and the legislature gave us to continue they're not actually Esser positions anymore these are board priorities U that we using the onetime dollars from the state to continue those through June of 2026 which we've spoken to many times back page one please I'm sorry Mr frie Page One Mr press page one there if these are all exra funds it should say so because there people in our community looking at this they look at this they think oh this must be Title One or this general fund or what is it thank you for the feedback does that wrap up your questions no who does aut reviews of this program of what program sir

140of VRA funds all the individuals so it trickles down so um no I mean at the state or federal level pardon who who does audit reviews of our program Sr funds County did you say County Mr Perez I can speak to that so we audit all of our funds the entire budget internally correct internally and so they do both our local Revenue they also do any federal revenue like Esser which recently expired at the end of September so all of the positions in the budget that we're talking about today is our learning recovery block grant onetime funds that um we've been talking about over the last 18 months um so just as Clarity at our next board meeting we'll go over our first interim which will be the glimpse of the entire District budget question

141was who does program audit reports or evaluations how successful we're doing with these fundings at the state or federal government that's not that's not the item on this agenda that's not their role we're off the agenda and they don't they're not doing that they're not doing that no Mr Mr pz are a slide slide 21 is is asking for board feedback and information so if you look at slide 21 that's that's the information they're asking from us corre but there on on programs wherever we do there is objectives to the program there are on-site reviews that happen to by program eval evaluations and their recommendations strengths and weaknesses we have strengths and weaknesses we have good programs here in there but yet the state and the federal government has guidelines on the way you spend

142this Monday okay right okay so and they have on-site reviews AO reviews if you look at the second presentation that was attached to this that data is listed per program that you do a Geographics information spat system spatu analysis of how we're using this money and the outcomes academic outcomes as a result of how much money you use geographically by high school that's fine with me so what we do M Mr pre just as as a reminder um that if you hear the term pick program implementation Continuum yes so despite the fact that um the lcap is really the environment where they ask a couple of things how are you using your money but they'll Al the question that we're responding to in the lcap is how do you know what you're doing is working

143right and then we respond to that in the lcap this that we're talking about here is not connected to it albeit we are going to have to write to these in our this current lcap this is going to be embedded and they are asking questions about this in the lcap so that is these elements will be there we as a district are nationally recognized for the approach we've taken to evaluate educational programs it's not easy but that's what we refer to as having pick data and so ever for example every one of our schools we have an evaluation of their elel program their PBIS program their teaching and learning as it relates to so we have a growing number of those and we can do it by individual school we can look at it by

144region we have the capability of doing all of that and that's actually where the greatest attention that we've been giving class to well we we move into classroom levels to to certainly gather data and that is something that we're continu continuing to try and look at yes but we evaluate our educational programs we do internally internally and if anybody came from the outside to ask us questions we we would be prepared to to answer those questions and and when what organization are you mentioning that were recognized that we were recognized by by by Harvard University Harvard you're the only School District in the nation to be recognized why is it so geographically and probably High property areas like Valley Floren and mon Ray we have poor outcomes what what part of this program is not

145working well I would say I think we're doing the right work in the right way and historically when you're um working through issues of high poverty in many of those areas we are wrestling with the we're wrestling with the challenge of ensuring that we're able to overcome many of the Challen challenges that our kids uh come to school with with and ultimately what we're continuing to do and again I'll say with support from our teacher leadership but it's more than just our teachers it's how are we providing the highest quality instruction how are our par Educators providing the highest quality support all of that that work is going in uh to ultimately improve the quality of Education in every one of our classrooms but certainly um as someone who taught in and was a principal

146of only title schools um I'm not saying that non-title schools don't have challenges because they do but there are some specific challenges that uh certainly present themselves that we're working to overcome the last question I have do you have anything on on English language Learners in this report on this there there are some positions that specific to to English language Learners yes the page the page I'm going back to thank you Mr pres and they're listed just so folks know um we listed all of these positions so no one could assume that there's a prioritization they're listed by they're in Alpha order and so you can see there El coordination um is is connected to it and I'm missing another one bottom of five and bottom of six which it seven there was there was

147another one with um was the other page yeah looking for it to there you can see e coordination at the bottom of that page Mr press element teacher and I'll say this and that is um this is an area the El area is an area where uh Dr Lily um we have alternative funding for some of these we're optimistic we're going to have alternative funding for some of these positions but elel was was taken into consideration EL support was taken into consideration hold on here alternate funding I thought you said this is going to be used by these particular fun well they are but we're also looking at alternative funding so there's there's monies that um we receive title three and monies and so we're constantly examining how we're using those monies and this and

148we take into serious consideration the effectiveness of these positions and can we potentially reallocate money to maintain programs but also um drop these positions into what would be we would consider to be permanent funding we re yes we do Mr Cudi Just as a pointed if you go to page seven um second line from the bottom there's another 11.6 FTE related to E Learners thank you sir the second to the bottom Mr pres big screen features to support needs for and what those those are I'd have to have Dr Lily specifically um address where those are some some of these I don't necessarily think it is and I uh I don't want to speak out of turn or inaccurately on this it's not necessarily that they are 11 full-time people could be augmentation to um

149needs of secondary what does that mean it's to support e services at our secondary schools middle and high schools what about elementary well we we viewed what we're doing is that we had um when I say adequate I want to be careful about saying that but we believed we had adequate um resources at the elementary level what was really needed was an enhancement to secondary and thus that's what is a recommendation when we were going through this process our priorities right now for secondary level no um it's it's K12 but spe specific to this when we had uh additional monies coming Dr Lily doing an analysis of our program determined that this was the highest need one of the highest needs for El supp okay element SCH well this covers both middle and high school

150the secondary is middle and high school but the the greater need when we were having and these were finite resources um was this was the recommendation that came from the person who oversees that department and the recommendation the board approved thank you thank you sir thank you Mr Seri for the presentation and to your team um just in terms of your asks from us I appreciate the process uh I appreciate uh trying to share that data of the outputs and the outcomes and specifically knowing that there are some um there's some work that is not easily measured in that capacity and so I think that when we think about um transformational impact to policies and practices and systems to support student centered and human centered cultural change uh that is not always done one-on-one in

151the classroom that is at the system level that is at the site level that is with teachers with administrators um and so all of those bringing everything into play to to be able to make those decisions and uh be able to PR prioritize those I want to thank the team for finding a way uh to give us that data to make those decisions um and uh I too share uh the thoughts from my colleagues about leaning into those that are impacted by all the folks that we're seeing on the screen um in addition to the the committee and the board so just leaning into those that are uh really affected uh to help get their uh perspectives as well so thank you again for the presentation thank you to the team and Beyond the team

152of just uh putting this together because I know that it it goes beyond that in terms of trying to collect data and to think about what is that data so I appreciate everyone's work on that thank you thank you madam president and thank you to the entire board the the feedback is extremely helpful to us thank you thank you um I'm turning it over to Beth hi I just wanted to uh have the attention of of our four board members Mr Yang reached out and apologized for not being able to be here today and he said I sorry I couldn't be there to say it in person and I thank each and every one of you for your dedication to serve El grve Unified School District and appreciate your service deeply and I wish you

153well in your next task so that's from Mr Yang and I just want to share thank you all right um with that we are going to call for a lunch break and just to check real quick I'm checking to see so lunch will be delivered between 12 and 12:15 because we thought it was going to be 12:40 so we could get started with the grading if you want to take five minutes for people to stretch their legs and then come back and do that we could uh and we can stop partway through um if the board decides to do that but I think we can get started with the next item thank you very much I appreciate that okay so 5 minute recess e e e okay we're going to go ahead and reconvene and

154we're going to go ahead and ask miss a to come on up for the grading for Equity presentation and we'll go ahead and get started with the presentation and then we may break for lunch and then do questions and comments after just depending on the length of time excellent that sounds great so I think we're still in morning or are we in afternoon let me check my clock here oh it's afternoon so good afternoon Madam president members of the board superintendent Hoffman and Miss Avalos we are here today to give you an update on grading for equity and I have a robust team that is here to support the presentation but before we get into that I just want to acknowledge that uh why this while the work has started with curriculum professional learning it

155is a initiative that has grown out of Interest with EGA members and wanting more professional development opportunity to explore the concept that we also have a both departments have a strong partnership with educ educational Equity so it's one of the beauties of a lot of the work we do in elro that we don't always get to mention is the cross collaboration between departments when we look at an initiative an opportunity and we support the work by looking at capacity so want to make sure we're aware of that so joining me today is going to be Dr jod Bole Dr Shaina Henry and our program specialist Diane Wilson who oversees 712 math um I do want to point out there we have our elementary and secondary directors here because of a lot of the work that

156has to do with board policies ARs and how Ed code is written they support that work so as we look at our district learning vision and we look at the goals that we have the work really around here is about high quality curriculum instruction and assessment um but we could find rating would touch any of these um areas because there's also portions of the report card that connect to how a student is functioning and also looking at family and Community engagement with that we have our presentation overview we're going to I'll invite Diane Wilson up and she'll do an overview of the definition of grading for Equity she'll provide some background on the professional learning that has happened you'll get to to actually hear from a couple voices around student impact and then Dr Henry

157and Dr Bole will end the presentation with looking at board policies and our how our EGA contract supports raing in general and then we'll conclude with some next steps and with that I'd like to invite up Diane Wilson and the clicker work thank you very much well good afternoon I am Diane Wilson and I am the program specialist for middle and high school math and Grading for Equity came out of some work we were doing with our secondary math teachers and the first thing we had to do was come up with what resource we were going to use and we settled on the book grading for Equity by Joe Feldman it's not because somebody told us it was the best book it was because it was the most usable in our opinion it's chunked so

158teachers don't have to read the whole book in order to get meaning from it they can read it as they come to each new thing we're going to try it also aligns with best practices in the field it's based on three pillars that are the three essential pieces of grading for Equity what we discovered as we started the work though is that the identities that teachers and students bring into the classroom with them are so closely tied to the three pillars that we actually did both simultaneously and the three pillars of grading for Equity the first one is the grades have to be an accurate reflection of what a student knows around the content standards the second is that it has to be crafted in such a way that our institutional biases are mitigated and

159also our own implicit biases are also addressed and the last pillar is motivational that grade should be motivational for students so that they want to learn more not because it's giving them a higher grade be but because they actually are learning more and the more they learn the more they want to learn so we start our professional learning with talking about the zero to 100 grading scale and that is as I'm sure you know still ubiquitous throughout our district it's even in our board policy and so the history of it is centuries ago education happened at home and it might happen in a one room Schoolhouse where children from a large area gathered but there wasn't really raiding that was done it was more along the lines of invite the teacher over for dinner and

160she'll tell you how your kids are doing so with the industrial Revolution though there was a need to educate a lot of children and to provide a succinct way of grading and so over the years grades became a thing the a through F grades but World War I is what really solidified it if you've ever wondered why is 70% the magic number for you know enough it came out of World War I and intelligence testing and it wasn't if you score 70% on our scientific test you know enough to be an officer it was if you score 70% on our scientific test everybody below 70 is going to be an infantryman and everybody above 70 is going to be an officer candidate because it gives us the right ratio of officers whoops officers to enlisted

161men it had nothing to do with 70% being a satisfactory grade but that's how it got interpreted over the years and once Harvard started using it well then it was the best thing on earth and so lots of people went to it also in the middle of the 19 1900s behaviorism became really a big thing and Pad lob's dogs and so here's your your treat this is your a here's what you have to do to get it so when we start introducing this zal to 100 idea to students or to teachers rather we talk about Priya and Priya is a madeup student and priia took three quizzes this semester and she got an F a b and a b and we asked teachers what grade in your professional judgment should that student have for those

162three quizzes to put in that category and almost uniformly teachers working together will say C or a C+ and we say now let's give you some more information here are the percentages she got on those three quizzes now what will her grade be using your zero to 100 system well it comes out to be an f and yet every person when we looked at the FB and B said well nobody is going to give her an F when she has two B's but the zero to 100 it works out to an f and that highlights the difference between a proportional and a nonproportional grading scale we use both in education we use the proportional scale when we compute gpas and F is a zero it doesn't turn into a-3 because your F was 30% and

163F is a zero no matter what in a nonproportional scale the lower the F the more it impacts a students grade so we started all of this with professional learning in 2122 we started started only with math one teachers and about a third of our math one teachers volunteered to be in our cohort the next year we had a much larger cohort and we opened it to every math teacher in grade 7 to 12 and we always include our special Educators in this also and we've always had special education math teachers in our cohorts then last year we started a cohort in partnership with the elementary coaches and an equity coach and we offered this to fourth to sixth grade teachers and then this year oops I'm not at this year yet sorry about that

164um that year is when we introduced Dei the Dei courses and so we developed five onour virtual sessions that teachers could take if you look at the number of hours on those first three lines it's a lot of hours put into this so over five hours teachers don't get enough to probably implement it but they do get a taste of what grading for Equity is and then they can work with their Equity coach or their CPL coach to start putting the practices into play and since we started that last year we've had over 1250 teachers attend at least one session and on average they've attended just over two sessions because we're getting close close to 3,000 hours now this year there are two cohorts of grade four to six teachers that are meeting one just

165finished up and the other will start in January and in math we are implementing new curricular materials so we did not offer any cohorts this year because teachers have plenty to do with implementing the new materials but our instructional coaches are supporting any teachers who want want to start doing grading for Equity work and along the way there have been sites grade level teams and departments that are interested in this work and so there have been book studies going on for the last several years so what did this do for students well this is our group from our second cohort so it was teachers who taught from math 7 up through AP Calculus and and in the classrooms where we knew because they were in our cohort they were using grading for Equity practices 82%

166of the students in those classrooms and it was a good siiz group it was nearly 3,100 students 82% got an A a b or a c that first semester when we looked at the classrooms with no known rating for Equity practices it was only 75% got an a b or c and then what does that mean so had that 82% been 75 that would have meant 216 students would not have earned an aabc and on the other end had the nonf practices group been at 82% it means another 467 students would have passed and we've had many many conversations our kids just getting higher grades but not learning more and every time we talk with teachers about it I say well you know your kids do your kids this year know more than your kids

167last year oh yeah for sure and the difference is the students know what they know and what they don't know if you get back a test that says 72% okay but you don't know what you're missing when you get back a test that says you met the learning Target gets on this this this and this standard but not on these two standards then you know exactly what it is you need to work on we also had some data on just math one students in that same group from that second cohort so overall grade nine students in math one those are students who are on grade level students their overall grade went up I'm going to going to say this the right way 1700s of a grade point so they went from a b to some

168other kind of be and there are several ways to interpret that and then when you look at the math or the grade eight math one students those decreased a letter grade and that's what should happen because in grading for Equity that accuracy pillar means we don't give points for participation turning work in on time extra credit so when you take out those things that are highest performing students are usually really good at taking advantage of their grade goes down but what happened too was that the uh the correlation of their grades to their C scores got much better before their grades were higher than their Casp scores indicated they should have been and then our black students in math one they had an increase of nearly nearly 5100s or half of a letter grade over

169the course of the semester and so student and teacher impact so I will tell you these two teachers were super nervous um so they didn't smile which I was hoping they would um but they what they have to say is really interesting a grading for Equity practice that I have incorporated into my classroom is 50% minimum grading the point of 50% minimum grading is that the goal of school and them being here with us is learning not just accumulating points in the grade book it allows them to realize that our purpose here is to be on their team and to help motivate them and ultimately that we want them to learn she is a sixth grade teacher and then Mr bua is a science teacher High School hi I'm Nick bua I'm a science teacher

170at monor Trail High School um and one of my favorite things about grading for Equity is is the retakes and reassessments and being able to let students be human right like they have their bad days um and sometimes they just need a chance to try again and really prove that they know something and some students it takes a lot more time to learn something than others and being able to try again and um really show growth and um allows them to flourish and do much better than they have in a traditional grading practice um so that's why I love grade friend all right and next Dr Jody Bo good afternoon I know we're eager to head send you all off to lunch so I wanted to be able to provide just some background on the

171administrative guidance that is is provided to teachers through Education Code board policy administrative regulations and their EGA teachers contract so the first looking at Education Code 49066 which states that grades are determined by the teacher and those grades will not be changed without teacher agreement Education Code 4906 further states that conferencing or written reports are required to parents whenever it becomes evident that a student is in danger of failing from Education Code 49066 and 49067 we have board policy 5121 which guides teachers in understanding that grades provide feedback on performance expectations and they identify specific areas of strengths and challenge areas or needs of improvement areas teachers then ensure that their grades conform to a uniform grading policy so these these specific grades are based on standards and they inform parents specifically on how their

172child's grades how their children will achieve those grades and how they are evaluated board policy 5121 continues with stating that students grades are based on their academic work and Mastery of of District standards so one specific area that I want to look at is the elements that are not included so elements such as attendance effort student conduct work habits those are not factored into the the academic grade however teachers are provided an opportunity to share that feedback through report cards in both the elementary and secondary report cards there is a section provided where they can provide details on how those work habits have either benefit or have been have had a negative effect on grades and then 4906 of Ed code further is detailed where grades are not changed without that teacher opportunity so teachers

173will have the assigned grades in place unless they they are given an opportunity and agree to change those grades so from here I will pass it on to Dr Shaina Henry who will go into our administrative regulations good afternoon um in addition to board policy we have administrative guidance in administrative regulation 5121 uh which communicates points you've already heard grades directly measure students knowledge and skill specific to grade level subject areas um academic standards and academic grades are reported each grading period based on the outline scale that you see there we also have contract language that guides our communication with parents regarding student progress in addition to communicating the purpose and expectations of the instructional program article 8106 of the EGA contract shares teacher responsibilities to do the following provide parents objective evidence of their

174students progress at each grading period provide notification to parents when a student is struggling academically or before assigning a failing grade and making every reasonable attempt to obtain parent support and involvement to improve student progress a couple examples of how this might look at our school sites include phone calls emails parent teacher conferences at elementary secondary engagement in um all teacher conferences or other identified School site protocols if there are special circumstances where notification could not be made then the principles must approve the failing grade and then communicating those circumstances to the parent and I'll now turn it back over to mes all right thank you so next steps uh our main focus is to continue providing the professional learning opportunities this has been a true Grassroots effort and that is what we want to

175continue on grading is personal and there are guidelines set up for it in the work that we do we always want to honor the professionalism and the expertise of our classroom teachers the other part of it is we will explore what's what's the alignment the current BP and AR for 50 D21 what's the alignment with rating for Equity practices we have a system set up between schools and Ed services that we hold monthly meetings with our um educator Association leadership and those are the opportunities when we each have an interest in something that we want to explore that we come together and do that we take a lot of pride in the working relationships we have with our teachers union and that's always at the front foremost of doing the work that we're on the

176same page page with that we can move to questions or comments do we want to go ahead and go through we have about 10 minutes left on the agenda but I think we can go through there we go yeah we'll start with Beth yeah no no you want to start over here okay okay Mr fedz let's go for all of us well this is new for me because I grew up the old standard u a four four points three for B two for C and all that zero for f right so we don't do that at all no more within our district we determine grade point average grade point average I mean when when a student finishes that particular class what they get a B or C or D we follow the current board policy

177in AR that was explained yeah um so students right now the way the policy is set up is when you receive an F it's not done on a proportionate way it's done on a percentage oh okay I'm just looking at this objective this grading for Equity so this is not an action item this is just a workshop to inform us that we may go this way correct it's informational and to look at the professional development that has been done and the responses we're receiving from teachers so what are we doing today as today we just shared an update on the program and how it connects to board policy and AR and it's really your opportunity to make any comments on the so um within the future this next board might be pursuing this style of

178graded correct potentially yeah I mean we're doing the work right now um aligning it to our current board policy and AR is potentially something we could do so so okay number one what I'm thinking as a parent or board member how do this reflect grades when they they transferred from high school to either junior college or state college or UC systems do they recognize this process of grading and is it yeah so if if I'm understanding your question correctly what we establish as a district is the grading we're all focused on content and what students are learning so the grade that a stu a teacher assigns and that that transfers with a student so it's whatever grades we administer from a classroom is recognized at the University level I think that's what your question is

179and so and within a grade level they have X amount of objectives and to meet correct still within the style a variety of standards they need to meet but I'm not sure if I read this right or understood right was the fact that if they didn't purs finish all those objectives but they would still get a grade every student that grade level uh every student uh through the course of the Year depending on the reporting period is going to receive a grade for the work they completed during that time hey because what I read is that a lot of our students now who are graduating from Co from high schools who are going to to State universities State USC I mean UC system or have to take Bowen head uh math skills in which not

180correct appropriate language hold on hold on here hold on you because of the co distance learning they they're not as up to par like they were prior before Co and there's an that's an issue at the at the at the University at the you know middle I mean Junior High I mean junior junior college and state colleges and there's a report known fact that it's not going to take four years to graduate because of that and the cost of that issue is going to be put on the parents because they're going to be taking five years and there's remedies for that that they're doing at the University level or hire in so but still we are passing these individuals regardless if they don't meet all those objectives on those grade levels I don't know if

181I can speak to that specifically each student at the end of a term or a quarter or trimester is earning a grade from their teacher okay for the work that they've completed and how that's been established so that that's what worries me I mean if you're at so if they if they're at the sixth grade level and they're going to uh middle school and they don't have that Foundation at the at the elementary sixth grade level are we going to pass them retain them so we have different policies on right the Day promotion retention and acceleration and so we follow those policies and there are time periods that students are retained but that's a team decision that's not a quick decision and there are other guidelines that we follow that we look not just at

182their performance there's attendance components to it we also look at where they are social emotionally you know maturity level so I think that's a really specific question about retention that wouldn't apply globally to all students you know based on um overall students and how their performance if that makes sense that's a individualized approach for each student for each student possibly High School Peter schools student middle schools and high schools now this is the uniform process that we're going to go districtwide are you talking about grading for Equity grading for Equity we're going to continue doing the professional development based on uh teacher input and their desire to continue receiving it looking at how the work aligns with our current BP and AR is something that we have on a list to explore in the future

183and this was initiated by who the work started in the curriculum professional learning Department with Math teachers the math program Specialists and the math coaches um here someplace in here I thought it's saw the AGA AGA contact were they instrumental the leadership of that particular Union so the class supportive of this so the classroom teachers who are part of the original work in the cohort are EGA members right and so I noticed that we have some policies and administrative language that we have to adhere to because of the contract right corre okay well I'm glad that that is so because now when do you plan to introduce this to the community yeah I think the presentation right now is a way that is one of the ways that we provide that and specifically have we

184done workshops for parents no because grading comes from a teacher a classroom teacher classroom teachers do explain their grading policies to parents at either through back to school night or some type of written communication depending on the level and the type of communication so you do plan to have workshops for parents in the community we do not you do not plan no and do you have to pass this through um the county or Department of Education to do this type of graded we do not there's no education code our one of our directors Dr Bo went over what Ed code says but what we do in our district is determined by our BPS and ARS along with the professional development we do all of that within policies but we also look at what Ed code

185says so we wouldn't be seeking oversight from the state level do we have to have permission or anything at the county or anything like that's approval no not that I'm aware of now would okay for instance would this graving process start when I hold on here this is what I'm wondering about for instance if I'm a freshman hold on here or a a sophomore or Junior this process could change within that his high school and will that affect the grade up uh grade point average this particular style what then yeah I'm thinking of impact regarding if by students that's striving to get that four point plus with that I'm not sure if this is answering your question that all teachers determine how their grade book is set up and they're they are the ones who

186assign that grade that currently is the practice so the cumulative GPA of all courses are going to contribute yeah so I I don't I'm not sure if I answered your question or if you had given this me the book to review I hope you do provide us a book so we could review this take it home review it um but out yeah that's what my concerns uh um through that process the other concern is um you mentioned how much of of the student behavior in the classroom affects your grade is that no longer an issue for the teacher EGA the teacher Union so what Dr Bole shared with you is that student Behavior doesn't impact the grades there's another area on the report card to be able to communicate that to okay great okay but

187yeah it could be disturbing for the other class meaning the student isn't evalu their behavior isn't evaluated to impact the grade okay should not yes and so what can a still a student challenge the class or take some type of assessment that he's already knows or she knows those skills so we have a we have a process for secondary through curriculum professional learning where students can challenge a course uh they don't receive a grade for it it just allows them to move on to a course or a more challenging course that's been our practice and supported for many many years very good good luck great thank you Mr for do we want to continue one I do my job yeah yeah okay um I'm sure over time it may have been noticed that when people

188give reports never say thank you and the reason why I do don't do that for for me is that people are doing their job I'll make an exception here and and and because oh I don't know when quite a while ago I asked uh mark that I wanted to talk about creating for equity and uh meeting was set up with all the people with from the office who are dealing with it and that was a very helpful and instructional meeting and the presentation of the principles of great for Equity that we presented today is terrific and Diane you you you were so helpful and after I had that meeting I in in my visitations I talked to the teachers who are all I talked to administrators and everything I received in the way of feedback

189was positive really positive now we've had had discussions before about Grassroots versus requirement and and I'm not going to go into that because it's not necessary but given the continuation of the positive data if we were to decide like we do with curriculum indic that this is this is our Pol we revise the PO this our policy do you see any conflict would you would you see any conflict between making changes in our policy and administrative regulation especially the r to Foster um grading for Equity principles you see any conflict between doing that and Ed code Andor EGA contract because as I read them I don't see a conflict I would I think that's part of the reason we say explore so when you we explore something as a district and as a team and

190we bring people together we look for what you're referring to off the top of my head I would say no I was in agreement with you but I I think it's really important that conversations are held and that we make sure we do our due diligence on any research to make sure that isn't you know a factor for us I think most important to the work of the the district I've been around a very long time in elro and the collaborative nature in which we do work and when we can we try to really build the why behind things uh we've had our superintendent for years who has said you know when it's kind of like that when people uh do know more they do better um but the piece about honoring how a teacher

191if you you've been a classroom teacher and the teach it's such a personal piece of running in the connections you have with kids so I think the work we do with this is not just exploring the conflict that's you know the Ed code side of it and our BPS and ARS I think there's that human side as well that um I think is really critical in the work as we move forward so that the route we're going about it right now makes a lot of sense because what's driving the once the initial work got out there what's driving the desire for more professional development is coming directly from teachers and it's a sharing of information and practices and how teachers feel with their colleagues the male teacher made a comment Diane made the same comment

192and people I spoke to at the school sit Spade the same comment and I and I agree completely 100% two things one that the utilization of grading for equity and focusing just on whether or not the student has acquired the information they required to receive is a positive way of of addressing the learning and doesn't turn the student off a kid who constantly is getting pounded down P at a point in time they do give up they go not worth it this is different and and what the what the male teacher said is that it's okay to give the student a test again he didn't say those specific work but that's what he would say it's it's it's okay to give a student multiple opportunities to show you the know they know the information and

193when you do that one you get an accurate assessment of did they or did they not learn the information uh and two you're you're you you're you're working in in in partnership with that student to succeed and they feel good and as long you know and then they talk to their parents and and everyone feels good so I am like 100% behind all the principles of grading for Equity I mean I I really I really could see that just being implemented across across the district and getting away from our current practices so uh I do say thank you because I this would this would this would would result in a really positive change in how the district does something with their students and and I just think it's fantastic so thank you Miss chus Espinosa

194thank you for the presentation um it's very interesting topic an exciting opportunity and I'm a little jealous of our successors who are going to get to delve into it a little bit more um I'm reminded of a couple of things when miss albiani and I attended csba Equity training one of the one of the things they talked about was how entrenched the idea of how we do school is among those of us who who are in this education community and uh the importance of questioning some of those beliefs about you know what is just sort of the normal way of doing things and this seems like a perfect illustration of that um so you know it's it's um I'm really glad it seems like a very natural extension of of our District's Equity work and

195another area that we can explore and continue to do even better for our kids so I wish you the best in that thank you Mr Vargas um I well also keep it brief um I'm really looking forward to getting to know more about this um I think this is really interesting um really interesting practice and how it's being implemented um the the initial data that you guys have presented is really interesting and um suggests uh you know something really important could be there um I take it with a slight grain of salt because we are talking about an entirely voluntary program so far um and I'm on that note I'm really interested to see what comes out of your conversations around um you know are there adjustments to the you know board policies and regulations

196that are appropriate in order to continue down this path um you know if we want to go there um I'm also very mindful of the fact that um Education Code particular California Education Code is a bit of a maze um and so there is uh certainly more work to do there I'm sure so I I look forward to this thank you very much Miss Alani hi um I think this is um as I see it is a shift from to grading for Mastery versus grading every step along the way and you getting stuck with these anchors on yourself on the way that never let you get there or prove you've gotten there um I love the idea that teachers let children know what they need to do better on and I think that makes you

197a better teacher as as a teacher myself to be that clear on what I'm teaching and being able to check off that also tells me what I what I'm not teaching successfully which turns me back to my group with my grade level to figure out how they're teaching successfully or that we're all missing the mark and we we provide that time for our teachers to get better and um we always call fail in my house means a first attempt at learning and and it really we can say that but with our grading system it's a little bit of lip service so I think this this is true to that idea I read a book called raising innovators and and it's it's really not about giving AB a through F grades it's really about letting kids

198learn and learning to master so I'm super excited about this um as a parent I you know I want my kid in the in the other column so how fast can we get this going how how but I think what I've learned in my 10 years is these things take time and we do start with people that are willing to put in the time in the extra and they develop systems that make it easier because when you're starting something new it's hard but they'll develop help you develop the pieces you need to come in and be more successful from the start so I want to just a huge shout out to the people that are kind of being the front line on this and going through the the back and the forth that it's taking

199that will come up with a very good product and a very good model I believe and and then at that time we can help push along anybody who still needs to get interested in in in in participating because we are always limited like how much CPL can we give how much time can we give so I I really appreciate your work in getting this this this put together um I think it fits perfectly with high quality instruction letting kids know what you want them to know and then the excitement of knowing it and knowing more um and math is probably a very good place to start I had I had a daughter that just did not believe she was a math major and now is an a stem major at a at a university and

200and it's because of one teacher that turned her around and let her explore math problems and fail math problems and talk about them and it was life-changing for her in fourth grade and now she's a junior in college so um I think the teachers and the staff that are working on this um please continue the um I as one board member would be very encouraged to support you on anything you need cost book and the cost of Professional Training I didn't that um I don't actually know the cost of the book top I'm going to say somewhere around depending on both purchase between 15 and $20 would be my prediction I'd have to look into it and then all of the staff that provides the training are on contract with us as a district so

201it's worked into the work that we do some of the books that were purchased were supported by grants from the equity office as well so if they read this book would that be they would be competent to do this professional development requires discussion follow through you know feedback so some Learners learn that way the typical learner needs more followup than just reading okay thank you thank you very much for the presentation um grading for Equity is one more way to disrupt and address systemic um bias and depression and so um I'm excited that this is Grassroots driven that's coming from our teachers because that really reflects the change in culture that our district is moving towards to ensure that success for all students so to me this is a great indicator of um the progress

202that we are making and I'm excited for more to come so thank you thank you thank you so much everyone all right and with that we will now recess oh oh consent agenda I pull some things go eat are there any blue blue cards related to the consent agenda Madam president there are no blue cards on this item I would then like to call for a motion to approve items one through four on the consent agenda I move items one through four second approval I'm pulling what items are you pulling one two three and four all of them are you serious yes I am serious so you want to do it now or after lunch call the question all right I would like to call for a motion to oh it has been moved D

203it has been seconded all those in favor of approving items 1 through 4 on the consent agenda please say I I I opposed A me thank you motion carries anything nope that's not traditional I would now like to adjourn to lunch thank you e e e Mr maid are we good to go all right good afternoon I would like to call the meeting back to order and announce oh at 1:49 p.m and announced that the board met in close session and the following action was taken government code section 54956.9 subdivision D paragraph 1 conference with legal councel existing litigation name of the case is office of civil rights complaint number 09 9 22167 the board voted uh and it was not unanimous we did have 54 which was Mr Vargas Miss albiani Miss chidos Espinosa

204Mr Perez and myself we had one against Mr Fortuna and one absent Mr Yang uh and that is it and I would now like to adjourn the meeting at 1 50 p.m.