001of PGUSD conducted in public and this is the call to order. So I will start with the land acknowledgement. Um good evening. As we begin this meeting, it's important to pay respect to and acknowledge that we are on the traditional land of the alone. Well, I should say pay respect to elders both past and present. Oh, there it does. Okay. And acknowledge we're on the traditional land of the alone and people. Um with that, we have now the roll call vote and then I'll read our little script afterwards. Perfect. Yes indeed. Uh, President Dr. Hazen, I'm here. Clerk McNary here. Trustee Utmar here. Trustee Shamaras here. And participating virtually with us this evening, Trusty Wex here virtually. Excellent. So I want to announce that we do have a trustee who for the record is teleconferencing
002tonight. I am there going therefore going to read our typical disclaimer. So, I'd like to announce for the record this meeting is being conducted pursuant to California government code 504953 section B concerning teleconferencing of meetings. Uh, Trusty Wax is participating in this meeting by Zoom speakerphone from the address should be on here at 1011 Mstead Avenue in Pacific Grove, California. What a lovely correction. Oh, yes. It's 10001 Mstead. No, it's fine. We'll we you'll have to go next door to your neighbor's house for this meeting. All right, hold on. Let me see. We'll see you there in a second. Um so yeah, we'll we he will be there. Make sure you have it posted there at the neighbor's house as well to be in compliance. And then um so I have a few questions to
003ask Trusty Wax in accordance with the Brown Act. Um and also in accordance with the Brown Act, this location has been identified on the agenda for this meeting. So, Trusty Wax, are you able to hear our proceedings on this end? Yes. Do you have a copy of the agenda for this meeting? I do. Has the agenda been posted at 1011 Olmstead Avenue? Um, I can post it. Yes. Yes, that'd be great. And then that's that's all you need to say for this part. And then, is your location such that any member of the public could participate in the public portions of this teleconferencing meeting from your location? Yes, I will say that my daughter cooked salmon and the house reeks right now, but yes. Okay, good to know. Okay. Um, so members of the board,
004are you able to hear Trusty Wax loud and clear? Yes. Yes. Okay. So, for the record, all members of the board have said yes. And finally, because we are having a meeting with teleconferencing tonight, all of our actions will be via roll call vote versus a majority vote. So, with that, we have the adoption of the agenda. Was there any public comment on the agenda as written? See none. How about from the board? Any questions or concerns? Okay, that's great. So, with that, I will make a motion to approve the agenda as presented. I get a second. Second. Okay, motion was made by myself and was seconded by Clerk McNary. Um, roll call vote, please. President Dr. Hazen, yes. McNary, yes. Trusty Utmar, yes. Trusty Shamas, yes. And trusty Wax, yes. Excellent. So, it passes
00550. Um, with that, I will identify our close session topics. Um, the board of education will meet in close session to consider matters appropriate for close session in accordance with and of code negotiations collective bargaining session planning and prep between PGTA for 2425 government code 3549.1 and CSEA for 2425 government code 3549.1 and then a public employee discipline dismissal release leave complaint government code 54957 any public comment on any of those items none online and none in the room I will adjourn us to closed session and we'll see you in in the other room shortly. Trusty Wax, thank you. I'm bringing us back from closed se session and reconvening at open session. So, reporting actions on item one, negotiations with PGTA, information was received. Items two on negotiations with CSEA, information was received. And for
006item three, the public employee discipline dismissal release leave complaint. There were two items. for one information was received and for the other information um for the other information was received and direction was given and so I also wanted to just report out that trustee Wax had to leave at 6 p.m. of close session and should be back with us shortly. Um, with that we now have the pledge of allegiance. And um, Beth, could I have you lead us in the pledge of allegiance? And I'll just mention again because this is a special meeting, we're not opening with um public comment on non-aggenda items, but there will be opportunity for the public to comment on each agenda item as it comes forward. So with that, I'll open our item IV, the action discussion with our mental
007health therapist salary schedule, Chief Rogman. Trustees Buck Rogman, chief human resources officer for the DI district. And what you have before you is uh the salary schedule um with uh the calendar changed for uh the licensed mental health therapist positions um that the district would like to uh post so that we could begin the interview process and the hiring process for those positions. You will recall um that uh we um uh went through a classified layoff in order to uh um redesign the job description that we have. And um also part of that re redesign was to extend the work year so that our current mental health therapist would be under contract to be able to work uh a portion of the month of June to be to be able to pro provide service to
008provide services to our students who are in the extended school year program. Um the students that are in ESY are students that are on an IEP and some of those students are going to have mental health services that need to be pro provided. In the past um we've been under contract with Monterey County be behavioral health and now that we are going to have our own mental health therapists serving the special education needs of our students. Um this extended calendar is necessary. Um the calendar goes from a 185day calendar to 217 days. Of those 217 days, 14 of them are recognized local holidays, which um leaves 203 work days. Of those 203 work days, because these are going to be classified employees, they will be earning one vacation day a month for the for the
009year. So there'll be up to 10 VA vacation days that the licensed mental health therapist will also be able to take. So in that 203day work year, there's also the possibility of 10 vacation days which would um bring it total number ofund 93 days that they'd be working although it is a 203 day work year. I hope that is clear. Um and so what we're asking for the board to do tonight is to approve the salary schedule. Um there is no fiscal impact as the annual pay for the licensed mental health therapist remains the same. Thank you for that presentation. Um we open up for public comment if there's anyone in the room or anyone online that wants to comment on that item. Okay. Um now we go to the board. Everyone's looking. Okay. Yes,
010please. Trusty Almar. Um so just a couple questions that came up for me just for clarification. Um so when this has this is coming forward is this something that the mental health therapists are accepting of? They're um so they are aware of it and um I had a chance to kind of explain the 14 uh holidays to them today as well as the vac vacation days. I think there is some concern about the extension of the year with um you know the salary remaining the same. Um this is the salary that the district has decided to bring forward. [Music] Um okay. And and the percentage increase that is listed is that in addition to the negotiated No. So that this salary schedule as it currently stands would not um reflect any uh negotiated settlement. Any
011uh settlement that is negotiated um with our other groups. Um typically what the board has done is given us the direction to apply that increase equally across all of all all of the employee groups. So, um, should the board approve the tenative agreement that we plan on bringing forward on May 15th, then the mental health therapist would experience a 2% uh in increase across all the um cells as well as a.5% increase in the health and welfare cap. Okay. I I feel like I just have to voice this and I could have done this via email, but I want the public to kind of hear where I'm at. And um I I do want to make sure that our mental health therapists are feeling solid about the increase in days that they're working because I
012want our mental health therapists to be mentally healthy. Um and I understand that that can't always be the case. But I guess I'm just trying to figure out what the feedback is as far as if it seems as if um I don't want to live in fear that we're going to lose somebody, but I just want to make sure that we're caring for them as they care for our students. And I understand the need for them to be there more, but I just want to make sure that there's a balance. And I think that we can share the feedback that we've gotten. Um the thing that's um a little you know uncomfortable for me in a public setting is I've only heard from two and so if I give feedback in a public setting it's
013very easy to identify okay who you're getting the feedback from. So I so I'll I'll be happy to share some of the the communication that I've gotten with the uh school board members. Okay. Thank you. Sure. Thank you for that. Um, I am interested in having that before I would vote on this though. I'm uh well that's my own thing. Okay. Thank you. But I'm still interested in hearing. Appreciate that. Comments from the board. Um, thank you for catching and capturing the change. Um, I'm in support of this as we move forward to hire our own people. Um, it is going to be a change in service for families though who do work with Monterey County Behavioral Health. So, um, I would hope that we are making sure we inform those families that, you know,
014while our contract is ending with behavioral health, their services will continue and this is what that's going to look like. Um because June 30th is approaching and if a provider is telling someone our contract ends at the end of June and families are like well then what happens to me? Um I want to make sure we're we're you know closing that gap and making sure they understand um that they will still continue to re receive services and it will be from a PGUSD employed therapist. So that's all. Thank you for bringing this forward. Yep. Uh Trusty Wax, did you want to add anything? No, not not at this time. Thanks. Perfect. And then I will say, yeah, the same. I I agree with the comments that have been made, but I think it's important also
015to um get this approved at this meeting. So I, you know, thank you for the presentation. Hope there'll be an opportunity for followup with the board members as well. So with that, um can I get a motion on item A? I'll make a motion to approve the item on staff's recommendation. I'll second. Okay. The motion was made by Clerk McNary and seconded by Trustee Shamas. Uh we need to do a roll call vote. Indeed. President Dr. Hazen, yes. Clerk McNary, yes. Trusty Artmar, abstain. Trusty Shamas, yes. And Trusty Wax, yes. So, okay. So, that passes 4, I think. Be the record that. Um, thank you very much. And I think you're up for the next one as well, trustee. Yes. Um, we're bringing um a few job descriptions before you. One of the things that
016our department is um uh doing is uh looking at making sure we have a job description in place when we go out to hire so that um the uh roles and responsibilities are clear for all of our employees. um when uh they apply for jobs or I guess there are future employees when they go to apply for jobs. So the first job description that we bring before you today is the speech language uh pathologist um in in in person. Um the reason why we made the designation of inperson is um that there are some people that have inquired about being a speech language pathologist for the district and working in a remote uh mode. um the district feels that the highest quality services are represented in uh person. As someone who has um received speech
017service in the in the past, I think the district is making a good move in that regard. I think that the in in-person services have a great advantage over those that occur uh over over a screen. And so what you have before you is the job description. Um we uh did share this with um one of our speech language pathologists to gather input. Um and uh we also uh as a team worked with um executive director Cork Anthony um as well as uh consulting some of the job descriptions from other districts in the assembly of what you have here before you. Great. I'll I'll kick us off quickly with just one question on that. Noticing notice uh noting this what happens if we end up with another you know co-l like situation I mean that
018doesn't there would be an emergency action that allow would allow this person to still work remotely though right correct okay that was my only just I like I like when when I've done hiring in my job in the past you always would say preferred in person but have that option so as long as that's in there that's great any other comments from the board oh sorry I did this out of order public comment first I jumped in does anyone from the public want to comment on this position Okay, now seeing no one, I'll go back to myself and the board. Um so Buck is that is that defined in this uh as far as the preference that it would be it's in person that we the expectation it's in person under the definition um it
019says uh under the supervision of the executive director of student services pathologist will work in person to assess identify and treat and that's new or has it um it's it's defined now. Yeah. Um we just wanted to make sure that anyone who would be applying for this job understood that the requirement was to work in person. Okay. Thank you. Couple of questions. So, um, this job description and I think, um, and the additional job descriptions that follow, these are current positions that are just having revised descriptions. We're not creating new positions. Correct. Yes. That that that these are job descriptions for positions that currently exist within the district. Um, and uh, the reason why they're coming before you now is because they need to be updated before we fly them. Okay. Okay. I just wanted
020to be clear on it because when it talked about no fiscal impact to change the description, I kind of was like, I don't get it. Um, one of the things that came up for me and I don't know if it is necessarily if it matters or not, but in bullet three, page seven, bullet three, my computer's about to die, so I'm using my phone. Um, one, two, three. Provide direct therapy to students in individual group settings. I'm wondering if that should say direct speech therapy just so that there's no confusion about what the expectation is. We'd be happy to. I'm not picking, but just so it, you know, just in case, we'd be happy to add that. Well, for this, that's all I have. Thank you for the clarification. Thank you. Not seeing comments online
021from Trusty Wax or in the room. Um I was going to just recommend or make a go ahead and make a motion that we approve this with the addition of the word speech to bullet three. I'll second. Okay. A motion was made by myself and seconded by Trusty Otmar. We go for our roll call vote. President Dr. Hayes, yes. McMary, yes. Trusty Utmar, yes. Trusty Shaman, yes. And Trusty Wax, yes. And motion passes 5-0. So we're now on to item 4 C, which again is Chief Brooklyn. We bring before you another job description and this one is for the education specialist teacher itinerate job description. Um it's an ed specialist teacher. That's uh the credential that's required to teach the special ed service services in an in an itinerate manner that uh we have discussed
022at previous schoolboard meetings. Um we currently have a need to have someone who could serve multiple sites in order to alleviate the case loads um uh that might be at or above cap capacity in the district and hiring um this additional itinerant educational um education specialist teacher uh is going to help to alleviate those case loads in the district. Um and so uh once again we did uh consult with one of our resource teachers um with uh about the job description, gathered the feedback and input. And then of course we relied also on the expertise of executive director Cork Anthony to help draft uh this job description in addition to the consultation of other uh job descriptions um that are used in other districts as well. And so this is a special education teacher who
023would have the ability to uh handle case loads at multiple school sites. Thank you so much. We will now open the item 4C to public comment. None in the room, none online. Um go out to the board on this item. Yes, trustee OPAR, please. Here I come again. That was great. Uh, so just to clarify with this, I'm I'm reading it and it says um that this job description was developed in anticipation of adding this position to the special education program. So just to clarify, is this a position that will be coming forward to the board at a later date because it does not exist and we're simply solidifying a job description? So this is part of the direction that we received from the board when we had the budget discussions on February 6th and
024February 2027th. We talked about a couple of positions um that would come out of general uh fund um you know expend expenditures and this is the special education job that we had identified. Okay, that was my next question. So you answered that and I have no further questions. Thank you on uh sorry go right ahead. Thanks Trusty Lux. Okay. On the uh I think this is just a typo. On education and experience, there's a question mark after valid California education specialist instruction credential. Um we will remove that. It's not intended to be a question. Yeah. Thank you. Right. I have one more question. Um it because it's an itinerant position, how will the home site be assigned and is that anywhere in here or where is that addressed? Um how the home site is going
025to be assigned is uh where the person will have the majority of their cases. So um if it came out to be even then we would make the decision in consultation with the employee. Yeah. Okay. See not seeing any other hands shooting up. Um, anyone like to make a motion on item 4C? I will make a motion to approve the job description on staff's recommendation. Excellent. I will go ahead and second that. So, the motion was made by clerk McNary and seconded by myself. Roll call vote, please. President Dr. Hazen, yes. Clerk McNary, yes. Trusty Utmar, yes. Trusty Shamas, yes. and Trusty Wex. Yes. Okay. So, that motion passes 50 and we're on to the next Chief Rogman item D. Um this uh position is the career to technical education and visual and performing arts
026coordinator. Um the uh funding for this is um identified in proposition 28. You might remember that. That's the music and arts proposition that was passed by the uh state and um 80% of that uh funding needs to be spent on personnel in the district. And so um this will help fulfill part of that portion of the requirement of proposition 28 funding. Um the uh CTE and VAPA coordinator um will uh be able to help write and report out on the grants that support the career teched um program as well as help to plan the different visual and performing arts activities, especially the VAPA week um at the at the high school which u I think that uh several of you had the opportunity to attend and um have also seen the really positive reports that
027have come out of that. And so what you have before you is another job description. And um while it says there is no fiscal impact, there is a fiscal impact, but it's not going to be to the general fund. It's going to be to Proposition 28. And what it's also going to do is unlock some of the 20% of the funds um that can now be spent at the high school for um other kinds of purchases other than funding personnel. Great. Thank you. With that, do we have any public from the com comment from the public or public from the comment? Okay, seeing none, um I will go to the board. I will go ahead and say one quick thing and then go to you trust. Um I was going to just say I would
028love if VAPA week could be more like VAPA a week a month. I know that would be a lot of work, but it was such a well and it I think really helped or wellreceived and really helped tie things together. So, I guess it's a little off topic here, but I just say I really do support this position if it would especially increase the ability to host events like that. Um, do we have someone in this position now or we're going out to hire for this position? we're going to uh go out to hire and part of the hiring process, we'll be able to see if there's anyone within the district that would uh you know express interest. Um currently uh the grant writing and monitoring typically falls under the responsibilities of the of the
029assistant principal at the high school and so to be able to have someone that can focus you know exclusively on this um will be a great help. Um my other question is on the last bullet of the first page there where it says ensure the CTE programs comply with state and federal regulations including the Perkins and CTE funding requirements. It made me think of when I used to be on the ROP and we were part of the RO of the county which now we're not. So, but the that kind of thing was something that the county group helped us with or helped in our understanding of it. And um and so I'm just wondering if um if there would be any need or desire to uh participate with the CTE of the county. That would
030be a question we could refer to um high school administration. Um I'm not able to answer that here tonight. Yeah, I know. I I'm I know you wouldn't be able to answer that. I'm just um that would be my preference just because I when I was the the board rep for that. Uh I got to see firsthand how you know we would uh once every two months we would meet with all the other counties. Uh and it was so informative and it was really nice to have um someone that was managing the whole meeting and keeping us like they're talking about this Perkins. I remember that. Okay. So they keep us up to date on all of that. Um, and so it's just a it's a nice way to kind of make connections with other
031districts and you know, you get ideas from them and uh they get ideas from you and I I I just loved it. So it was a very fulfilling experience for me. Um, and so I was disappointed when the the district kind of pulled out of that. But so I'm just like to see that if maybe we could explore it. We will definitely look further into that and gather more information and bring that back. Okay. Trusty Wax online. Um so there is a under qualifications there's a point about excellent communication skills both written and verbal but you've mentioned the grant writing a couple times and maybe I'm missing it. It doesn't seem very uh prevalent in the actual job description about writing and grant writing. Am am I just misreading it? I believe um it might
032be in the essential functions. I'm going to cheat. I don't Thank you. I keep muting myself. I don't see it there, but I do see it in the in the definition that it says an essential part is to do this, but I don't actually see grant under. So, that might be another one. An addition we could make with a motion. That'd be okay. That would be fine. Just to make sure it makes it in there. I also just following on my comment earlier now that I've uh noticed again just that that the VAP VAP aa week is mentioned I would actually suggest looking for opportunities with administration support to expand that beyond I mean not not dictate it has to be one week every month but just recognizing how valuable that is and just see
033if there's more opportunities. So I'd like to put something in there that just says that G also gives that position a little bit of leadership too to potentially expand. Folks on the board agree. So no other I will go ahead and make a motion on this to President Hayen. I just want to be clear about that. Um that is not a recommendation to include in a job description. It's just um something for us to bring forward to administration as a possibility. I would like to have it in the job description. look for opportunities to expand VAPA like that like to have more but that's what I guess if that's appropriate unless you would rather it just be brought up to administration. I guess I'll ask your opinion on that if you think that'd be better.
034I guess what I'm saying is not to put it I don't want to put a specific timing on it but I do think again putting a job description is not just take what's been done and and do it again but lead it and look to expand it in whatever way you know like makes sense if that if that's an appropriate thing to add. they make a suggestion. um maybe just removing the word week and in that bullet saying lead organization of PG High School's BAPA events such as or I mean even just leaving it like that and just a period at the end because then I guess I worry that it would we'd lose the week if it's not that's again being the skeptic here that they might be like oh well I don't want
035to do the week anymore you know I think that right now the vapor week I mean it's just been such a long-standing predictions. I think we we'd want to keep it there. But, you know, what if we were to put something and I'm asking this of Chief Rogamman. I mean, something along the lines of expansion and trying to look for other ways to sort of, you know, innovate right under the definition possibly. I mean, if we were to make mention of that there, not necessarily one of the direct abilities or no. Um I'm somewhat hesitant to do too much editing of the job descriptions um at uh you know the uh schoolboard meeting. Um there is a little bit of time sensitivity in order to you know uh in terms of us being able to
036fly the position. Um, would you be comfortable with the grant writing portion of it or do you feel that would be another one we could because I'd be happy to have the VAPA week expansion or the the be part of more of direction rather than the job description per se if that's better. But I think the grant writing skills seems more it feels like it's more appropriate as d direction rather than in addition to um the job description. As far as the grant writing, um that last sentence of the definition, I think pretty clearly states an essential part of this position is to write annual Perkins and CTA grants. Yeah, I think the concern though as well as apply to other grant opportunities that will support is that it was written in or is communication
037skills, but it seemed like there should also be some writing like grant writing skills should be part of the that I think we can add. Okay. Yeah. So then maybe that's what I will unless anyone has because I thought that was a really important point brought up um because we want someone to be hired knowing that not only is it a part of their job definition but it's going to be an ability. Okay, good. That's understood. Okay. I will make then a motion to not do what I said but to go on the um recommendation of Chief Rogamin as presented but adding grant writing or at least writing skills to the ability. Yeah. of our qualifications. So I get a second. Excellent. So the motion was made by myself and seconded by clerk McNary. So
038we will have roll call vote again. President Dr. Hazen, yes. McNary, yes. Trusty, yes. Trusty Shamas, yes. And Trusty Wax, yes. Okay, that passes 5-0. So now we're on to Thank you. Item 5A. Thank you so much for those presentations and the long period of standing in a row. um 5A which is our information discussion on the LCAP community input update. So I think we break to our uh more personal table. Everybody grab your mics except for you trusty wax. You can stay seated. May am I allowed to stop my video for like 30 seconds? It looks like you're frozen. So yeah, I think you need to reboot. Yes, you may go ahead and do so. Do so. That's fine. Yeah. Do you mind? Well, yes. That's where they are. It's not a whole like
039position. And I kept telling Linda and she was looking at me like, "Okay, Jes, but I knew I was not making Yeah, it is. I mean, I went on a field trip with the county office of education, inside education program, and we got to tour a couple of the different locations and see like the we got to or we got to drive heavy machinery like we got to operate it and the kids were learning how so it's like right after this you get a job in a field and you got a skill that's employable. Yeah. And they were learning how to be um car mechanics but for like electric vehicles because that's where the market Yeah. So it feels like I think there was some Yes, there was some confusion over that. So, I'm sorry
040to get the word out. So, we gouss. Yeah. Okay, sounds good. Sorry about that. Appreciate having Okay, we are now at our little table and I think Dr. Hagquist, do you have the mic? All right. Uh Larry Hagquist, executive director of educational services here to facilitate the uh 2425 LCAP board study session. Um, for your convenience, there is a report uh available in the board packet um that the slides that I'm about to present are really um summaries of some of that board packet uh information that's available and throughout the presentation here I'll refer to pages in the board packet um from which the slides are derived. We'll start with a overview. Um the basic agenda goes through the report. Um we're going to start talking about the purpose of the LCAP and the process.
041Uh we will review I'll take you back to the February presentation uh on the midyear LCAP. And I'll go quickly through that, but I will also focus on one of the slides that I wasn't able to report out the data on um during that midyear review because uh the data wasn't available yet. Um and then uh we'll go through uh the stakeholder engagement process and timeline. Uh my approach to data collection. Uh we will go through student survey highlights uh of the California healthy kids survey. Um families and staff survey, California healthy kids. Um school climate report cards also available through California healthy kids survey. State testing performance which I reported on in November. uh go real briefly through that because there's an in-depth presentation that I did to the board in November about the
042state testing performance, the California dashboard summary. Uh then we'll get into local assessments. What are some of the local assessments that we use to inform our processes including MAP, Dibbles, the core SEAL? Uh then I'll get into the qualitative input that we gleaned uh through several different community input meetings, uh parent advisory committee meetings, student advisory committee meetings, uh DAC meetings, um and so on and so forth. We will go through the data uh that is organized by goal, LCAP goal. So I've taken a lot of that qualitative data and I've organized it by each goal. Um, goal one, academic achievement. Goal two, social emotional learning. Goal three, intervention and support. Goal four, cultural proficiency. Uh, and then we'll just get to the summary of the presentation today. I I'll highlight student voice toward the
043very end of the presentation. I'll give a summary of the key findings and talk a little bit about the next steps for LCAP development. So starting about uh with the purpose of the LCAP process um this is uh the guiding document for our district. Uh it helps uh us with funding and planning. It is required of all LEAs in in public schools in the state of California. Uh it is a three-year document. We are currently in year one of the three-year LCAP for Pacific Grove Unified. Uh this document outlines the district goals, the actions and services as well as expenditures um of our district that are related to uh the overall goals of our district and our core values. Um there uh one of the most important part of the LCAP development process is the
044uh stakeholder engagement. And so I will review today the diff various ways that we have included stakeholder input uh in our process. This is a slide from the uh midyear LCAP um presentation. I said I would go briefly through these. You will recognize that this is uh goal one. This is the language of goal one. Uh rem remember we are highlighting the culture of we that we want to promote the idea of families working together, people feeling welcome, being uh creating a safe nurturing environment. um and these things feeding our academic program. So all academic goals and actions fall under goal one. You will be reminded that there are some key metrics that I presented um at the midyear LCAP presentation in February. Um if you recall um the arrows reflect the most current data
045and where we have a star it means we've already met our three-year goal. So some of the academic metrics include graduation rate, A throughG, CTE completion rate, AP pass rate, etc. Uh goal two is our social emotional learning goal. Um this is some language here. You'll see some overlapping language um because uh all of this all of these goals align with our um core values of belonging, safety, and prosperity. So words that speak to those things are things like school connectedness, feeling connected, um place uh learning environments that are emotionally safe. Uh key metrics related to the social emotional goals. Some of them include chronic absenteeism. That's an air going to be an area for growth uh in our district. Um caring adult. This is comes from the survey work that we've done. Uh questions
046like do the teachers and grown-ups care about you? We want students answering yes most or all of the time. Uh active partnership, encouraging active partnership, getting people involved. That's one of the things that we really really tried to focus on in this LCAP development process. Goal three is academic support. This is uh where intervention programs come into play uh with the goal of closing the achievement gap making sure that u we are meeting the needs of all students uh providing targeted intervention for students who uh need extra support uh and increasing scores uh academic scores across the board not just for our highest performers. Some of the metrics related to this include uh the ELA math CASP results as well as the EEL progress uh the English learner progress rate. Um again you see a
047gold star there. Finally, goal four. This is our cultural proficiency goal. Um you'll see again culture of we uh families working together, families feeling welcome, culture of belonging. Um this language kind of runs throughout the entire LCAP document because we really do feel that um we need to educate the whole child right and our approach to um academic achievement is a whole child approach where we're considering the social emotional needs uh intervention needs etc as well as cultural backgrounds. Um some of the key metrics here um were presented uh at the uh last meeting um and this was answered never or once or twice to racial bullying and you'll see 77% African-American 38% um American Indian 100% Asian Filipino 97% Hispanic Latino 85% Pacific Islander 100% % two or more 77% white 94%. Um on
048the next slide you'll see that uh we do now have the current data. So this data has been updated. You see 24 and 25 on the right. Um and so you see the comparison data. you see good advances um for the all category and uh quite significant advances across the board. Uh please note that in some of these categories and um last year we used Qualrixs for this survey data. Um and I was able to create my own instrument that mirrored the exact same language of the Qualrixs and so I had to go in and tabulate this these scores. Um, and one of the things that that you I notice is like the really really small n values like you when you have like a racial group and you've got eight students, uh, you you're
049going to see a lot of fluctuation in in the percentages. So, um, if you're thinking, wow, that's in incredible growth, you know, we're really thinking maybe two or three changes in in the responses there. Um and then uh you have um this is the the belonging question. So if you go back to uh item number three here. Item number two I did not include because it was already presented at the February meeting. This was answer disagree or strongly disagree um to the question this school provides instructional materials that reflect my child's culture, ethnicity and identity. So, you can tell just by the question that this was a parent survey question and it came from the California Healthy Kids. Um, and so you have I had that data back in February. However, um, the belonging question,
050agree or strongly disagree, I belong at my school. I mean, that just strikes at the core of what we are about in Pacific Grove Unified. I mean, we want our students to feel like they belong. And so you see that um ethnic breakdown right there. And uh here is the current data. So you see a big once again a big jump in the numbers of students that are answering uh agree or strongly agree to the question I belong at my school. Um you see jump um in the African-American population. Again significant jump but re recall that the n values are pretty small. Um you see a um uh a step a little bit of a small step backward in American Indian small step backward in the Asian population. Uh a step forward in the Filipino
051population. Hispanic Latino uh considerable step forward. Pacific Islander a little bit of a step backward. And um it's interesting because the question there is like a category for Asian and then there's also a category for Asian Pacific Islander. So uh I just mirrored the questions that were asked in the Qualric survey and so you could see them both. Um and and then there was also the separate Filipino category. Um yes, exactly. Okay. And that was one of the that was the most populated CA category. Um, interestingly, that people consider themselves two or more. That was higher than Caucasian or the the white. Um, so we had uh large numbers of students that were two or more. And um that jump kind of mirrored the o overall um jump. And then you had the white category
052that also went up. And so that's just an update on uh the metrics some of the metrics that are associated with our cultural proficiency goal um which we look to be u making some strong progress in that um category. So this is the stakeholder engagement timeline. Um this is on page three of the report that I provided to you. It's a big long um list of all of the different stakeholder engagement uh sessions that uh I was involved in uh that we were involved in. And uh this is just kind of an overview month by month. Uh we started out with um um ethnic studies meetings uh in the fall uh knowing that we were going to be having to implement this program 2526 beginning of next year and that uh de development of that
053program necessitated uh considerable input from the community. student engagement. Um November, uh we held NCBI meetings uh with PGMS and PGHS. Um certain did s uh NCBI is a national coalition building institute. Good question. Um and so we were working with the National Coalition Building Institute to do uh some work within our schools with students to uh hope enhance belonging belongingness, the feeling of of belongingness. Uh we did some survey work through them. Uh and also some of that uh anti-bullying work that has been um being done at the sites uh is kind of an outgrowth of that work. Um we held community partner meetings uh for ethnic studies uh throughout December. Um we had a big cultural proficiency event in January on January 29th. Um and we had a student advisory committee meeting uh
054in January. Uh in February uh I presented the midyear so you just saw some of those slides. um and had a draft of the local control accountability plan with um the funding up to that or the uh budget up to that point. Uh March, more student advisory committee meetings at all sites um and uh community input meetings um and then here we are in April um looking toward June where we're going to be making some final revisions. Um the data collection approach uh this is just a combination of qualitative and quantitative data. um when you work with data when you're looking at quantitative data you're looking at you know liyker scale data things like that there's different levels of uh quantitative data when I say levels I guess what I really mean is there's different
055levels of validity and reliability and um there's different um levels of inference that we can really make from the data that we are collecting um and so when you're looking at things like the uh state testing, we're talking about testing that's happening throughout the state of California. So, we can use uh the quantitative data to compare ourselves to Monterey County and to the state of California. But when you start to drill down and and and uh get a little more granular with the data that we're collecting, it becomes uh more like a story, right? So uh generally my rule of thumb is that quantitative data helps us to uh see what is happening uh and it's the qualitative data that helps us to begin to answer the questions why things are happening. Um and as
056you can imagine there are a lot of different opinions as to why people think certain things are happening. Um, so one of one way that we try to be a little bit more objective in our analysis is to listen to everybody's story and to try to extrapolate themes, right? Um, and when certain themes start to be repeated over and over again, you start to see at least some sense of agreement about why things are happening. And so that's how this um, uh, is laid out. It's it is a mixed methods approach to research. uh it encourages triangulation of data to really try to ascertain what the story of our district is. Uh student survey highlights. Uh so this is a California healthy kids survey. This is quantitative data. All of the questions are likered scale
057responses. So they're responding numerically. Um, and that's where you see all of these different percentages and we can kind of compare ourselves to other districts and other types of responses and see where we are in comparison to um similar schools and schools throughout California. So, this is uh taken from pages 6 through 8 of the report. Um, some of the actions that uh we are taking uh related to uh this data right here. um I'll go over in just a moment, but um I just want to go through each point right here. At the elementary student survey for the California Healthy Kids, um 74 to 84 felt um close, happy, and part of of the school, right? So, it was very that was positive. 89% say that um the school buildings are neat. That was
058actually an an improvement uh from last year's California Healthy Kids data. they saw they felt they realized the upgrades in the facilities. Um 86 feel safe, 94% feel uh treated with respect. Uh and then the growth areas which I highlighted in the report are that that 14% feeling frequent sadness. Uh and then uh across the board with all of our schools kind of that late bedtime thing kept on popping up in the data. You see, you know, the same thing happens at the middle school. 17% reporting a late bedtime. Um little lower levels of uh students feeling uh connected. Um and little lower levels of reporting the care caring adult relationships um and 20% of that chronic sadness there. at the high school. Academic motivation um was high at uh 74% in ninth grade, 64%
059in 11th grade. They're tested, they uh are surveyed, ninth graders and 11th graders are surveyed. Uh there is a feeling that expectations are high at the high school. Um there is low like physical fights down. One of the things, and I'll speak to this maybe a little bit later, but one of the things I notice when I go into the classroom and I start to I take this data and I start to inquire and I hear the stories of the students, um, what they're saying is that it's not that they're not really they feel safe from physical harm, but they they say that the type of bullying that happens is really really subtle. And it's almost as if um it's people are being crafty. They might even hide uh like bullying type comments in compliments,
060things like that. So sarcasm and tone and things like that make people feel like they don't uh belong. And that's something that was really uh interesting because they did a really good job in at multiple sides of explaining that to me, especially at the middle school and high school level. Um so it starts to make sense of the 20% of um chronic sadness and the 40 Thank you. I was like what is he doing the 20% of chronic sadness and 42% feeling that they experienced harassment because of that subtle like kind of what can I do about it? Yeah. Right. like they they said that I was, you know, I look I they loved my hair and I look great today, you know, but I don't know if I really believe that, right? I think
061they were making fun of me because everybody was laughing, right? Is that kind of thing. And it's and how do you um it's that's the challenge, right? How do you um approach that from a disciplinary perspective? so difficult because you can't say to a kid, "How dare you tell her her hair looks nice?" You know, I mean, it's so it you're right, it's tricky. That's a tricky one, but it does speak to the numbers, you know, engaging those conversations and, you know, moving more toward like building these restorative circles and uh building trust within our um circles in our classrooms that that um hopefully can begin to address some of that stuff. Um, it's Oh, Dr. Hack, question. Can I ask something real quick? On on the late bedtime, I I'm not sure if I'm
062reading this right, but it says, "What time did you go to bed last night in the page eight?" Uhhuh. Was that it? because there's no No, it wasn't just a there was there was like the there was answers that would were considered late bedtime, you know. I don't recall exactly like I think it it was a little bit higher at the um middle school, high school level. I don't recall exactly what time it was, but it was like after 11 it would be considered a late bedtime. Gotcha. Okay. Thanks. Mhm. Um and uh then I highlighted at the bottom in each one of the graphs um or each one of the tables areas for growth. Um you know it was the feelings of sadness, late bedtimes, uh the feelings of harassment or bullying. Um many
063on most of the time it was kind of subtle approaches to that. Um family and staff uh survey. This is again California healthy kids survey highlights. This is on page nine of the report. Um I'm not going to read all the details here, but uh there's a summary provided on the right side of this slide. Um the 2425 California healthy kids survey reveal improvements in family perceptions of caring adults and teacher responsiveness alongside staff perceptions of counseling and anti-bullying climate. So the staff is feeling like we're doing more um to uh respond to bullying. Um and the parents uh see a more growth in that area. They're seeing that um teachers are being more responsive in the classroom. Um and uh there are still challenges remaining in increasing parent involvement. our numbers were pretty low
064in the feeling that we are reaching out to parents um and that's something that we will continue to work on. We've uh implemented some measures already and trying to get more parents involved. One of the things that we see as an administrative team is a lot of the same parents being involved in everything. Right? So, if I have a parent advisory committee and then I have a community input meeting, I've got like the parent advisory committee members coming to the community input meeting and we're really just trying to get um as broad a sample as we can of of parents so that we really can and this is always I mean there's always a challenge though and I think it's one I know for myself before being involved with the board in any way it's
065is really difficult sometimes just to figure out there's so many sometimes there's so many opportunities to get involved it's not really like It's almost like we need a career day for parents like here are all the different ways like maybe on the back to school at the at the beginning you would say here are all the different ways that you can engage in your kids's education and like kind of lay that out through you like this is coming you know cuz it is otherwise it can be either both overwhelming but also like there I I also know from friends that there still is that parental viewpoint like the school's in charge of this not me so why do they want my you know like how do I know that they want my opinion is it
066really you know so it's it's a really tricky push pull. That's a great point. And also um you know we've heard from parents that I gave you my opinion but like if it gets kind of um drowned out by other voices um or if it doesn't rise to the top when it comes to you know the analysis then they're feeling that they've wasted their time right. Um so that's a difficult thing. It's really about, in my opinion, just growing leadership capacity so that people um start to see the value of service and uh the the a joy in um serving the community and and and sharing their voice. Um and that's not an easy thing to do, but what a powerful thing if we can we can see progress in that that way. And I
067know um Barbara Martinez is doing some good work at the adult school in engaging uh uh um parent groups. Um oh, sorry. Go ahead. Sorry for the stilted comments on my end. Um I'm not sure if this is what Elliot or Dr. H was saying, but I think a cool idea would be that like open house for parent opportunities because it does feel like throughout the year you're like inundated with like oh another thing but like to kind of sorry my son is humming in the background too. Um, if like at the beginning of the year kids either got or parents got a presentation or a packet about you could coach, you could do science fair stuff, you could volunteer or um, you know, uh, go on field trips. I think that would kind of
068be nice to find your own lane in terms of opportunities. That's exactly Yeah, that's exactly what I suggestion. Thinking of it, I would rather be at a night that the parents are going to be attending for other reasons like the back to school. And I almost think it would be fun to call it like a parent job fair or something like do it something that would kind of like in a fun way or like you know fam or parent ASSE after school enrichment something that would help you know be like oh well I you know I don't know. Yeah I mean I can just speak to being a working parent with extreme extremely limited time. I know I did a lot more before I was on the board, but um showing parents that there is
069joy in do because there really is such joy in doing this and dedicating your time and watching like it's not just your kids but just watching all of these kids experience because you invested time. Um, I think it shows them that it's valuable and so doing something like what you guys are talking about, I mean, I think that has great potential, but showing parents value and doing it in a way that's sort of condensed and exciting and passionate, I think that that would have a big impact, too. I think that's really cool. One more, sorry, one more followup. And I know this is not really the main focus, but I also do think it would be really cool to kind of like um get some sort of maybe database to official of award, but like
070know what parents do. So like, uh you're in radiology, maybe you could come in for a a presentation or something. Um, just like so if we ever need to call on certain parents, we kind of like know some experts to go to. Um, I thought about that previously and maybe that would be a good thing to tie into this hypothetical that we're randomly bringing up. That's I would love to do that. I won't bring anything nuclear in. I promise. But that would be really awesome. And and just to respond to your comment, uh, Trusty Wax, this is exactly the time to mention stuff like that. I mean, that's what the LCAP goals are for. So yeah, please don't feel and I'm taking notes. Oh, and I'm I'm doing my best here, too. So, thank you.
071See, I just got really excited. That's That's good. Way to go, Mike. Thank you. Can I say something? As a person who attended the community input and has been one of those parents, um I think the feedback I hear from other families and not to like kind of be the downer on the parade is time is limited and the obligations are many. So, if this, excuse me, if this brochure or this kind of consolidated list is a way to boil it down and make it more digestible for people to understand what's out there so they don't have to do as much leg work on their own and they can pick and choose. That would be really valuable because like we were talking about at our oneonone with the email, you get inundated. Yes. And then
072there's too many events and it's just overwhelming and you it's you know sometimes you get decision-making fatigue. So, and imagine if you have kids in multiple school sites and you're like Yes. Yes, been there. Um, yeah, so I love the idea of making things easier to access and just user friendly. Yeah, great idea, Trusty WAC. But, um, what what exactly are you wanting from the parents? I mean, where's the deficit? you know what um that would be important to know too like what um you know do you need room parents or what what what is the need or what are you feeling that you're missing out on? Oh well I think that um for example I had we had a cultural proficiency um meeting that we held on January 20 29th. We we had child
073care that we arranged for. Um we had food. We brought in food. Uh we were really trying to get people to Forest Grove Elementary for a uh LCAP input meeting on around goal 4 which was cultural proficiency. We had the cultural proficiency team together in this room where we did a half-day training. Uh we had a wonderful presentation reporting out to the community all of the things that we are doing um toward our cultural proficiency action plans at each site. And a lot of times what we hear is is oh well we're not doing anything or or you know there's just that sometimes that deflating feedback when we know that there's all of these things and we want to share with every single member of our community. We want thousands or of people there, right?
074And so when there's 10 people there, it's it's disappointing because we go to a great effort to include everybody and it that's just the way that that sometimes it goes, but that doesn't mean that we're not going to stop trying. Um, and so what is it that I want is I want people to know how hard we are trying to do things the right way, right? And often times people come with a complaint um before they you know come to actually listen what role does the parent what do we call it now it's not the PTA but what what role do they play in this is I mean that used to be the the avenue for parent involvement so what what we're talking about here is just involvement that's related to the LCAP development, you
075know, and and all of the meetings that I listed out on that timeline that that we had. Um, this is these are separate from all of the other events that parents a lot of parents attend at each site, you know, whether it's just going to see their kids perform or going to back to school or open house or other PTA events, right? There's plenty more. So I hear you, you know, Clerk McNary, like there's just a lot. And so I get it why people can't make it. And and the LCAP community engagement, as much as I love it, it might not be at the top of their list. Yeah. And it's a goal for us. I feel like, you know, as we're a new board and the LCAP has been here and been going on
076and has had community engagement within the district, you know, historically. And I think as a group and as a leadership team, we're approaching it differently. So maybe there's been kind of a tonedeafness to we want to hear from you. But I think, you know, we can all genuinely sit here and say like we're listening and we value your feedback and it's important. And I I love that there was food in child care cuz I can say as like a busy person, those two things are huge um if I'm going to be able to get somewhere. Um, but it's just is going to be like a long road to build relationships and build trust that when in input is provided like somebody's listening and somebody's doing something with it inerts, you know. So, I hear you
077100%. And I also think it's it's just we're in this for the long haul. So, you know, we'll keep showing up and we'll listen and and keep these processes going so that people see the opportunities. Yeah, the conversation with that is so important, I think. But you know just to speak to the idea that came up earlier and I think the value in that and how that align to what we're talking about here you know when we make sure that parents know number one what opportunities available for volunteering and getting involved right so I think that whole idea of doing sort of a you know a parent you know ed day or or job fair kind of thing I think is huge and I think that's going to help us see the increase of more
078parents getting involved because when you are more involved in different activities I think there is more of a desire to you know you there's a more there's confidence that comes with that. But you made mention of the fact of just kind of making sure parents understand that there's kind of a joyfulness, right, in being, you know, involved. And I think when they start to see that connection and that alignment, you know, automatically you start to see more of that understanding of, oh my gosh, okay, my my point of view is important and the school does need to see and this is the impact and this is how, you know, it impacts student achievement and, you know, wellness and all of that. So, it's all definitely aligned. Well, um just back to um PTA and I
079mean and when you look at all the different parent groups because there are breakers club, you know, um so I mean you could ask a representative of each of those to be a part of this. Did you I I'm just thinking because we actually Yeah, we we made quite a bit of progress with um recruiting people, you know, from that meeting that I was talking about. Um we did things like we had a a a teleathon. We we were calling people um and we actually got a lot of positive feedback saying, "I'm at this meeting because I got a phone call from so and so." Um and so that was really uh was really great. So, um, we got a lot of those parents. We also want to be careful about not taxing the same
080parents over and over and over again. I remember doing that when we were doing the accredititation at the high school, right? Same thing because you have to bring so many groups together, right? Okay. Um, so that was uh Cal still on California Healthy Kids. That was a family and staff survey uh feedback. Um and uh just the summary there is that there have been uh there has been improvement with respect to belonging and safety um based on the perception perceptual input uh from those surveys. Uh the California healthy kid also provides school climate uh report cards. Um this uh slide is basically um derived from pages 11 and 12 of the report tables 1.7 and 1.8. On the left hand side you see three highlighted areas of the school climate report card or elementary. Um
081the three highlighted areas are high expectations, perceived school safety and rule clarity. These are areas where uh scores were exceptionally strong. You'll see uh the gray bar which represents this year um that PGUSD scores are well above state averages indicated by the gold bar. So this is a three-year running. Uh the the different colors represent the three different years. And this year is for example a high expectations um 95% right um felt at the elementary level that uh there were high expectations and then uh the state averages being uh in the gold bar right there on the right side. And this one's going to need a little bit of explanation uh because there just wasn't enough space to include it in there. This is a reflection of um the re the report um and table
0821.8 in the report. So this is middle and high school. Middle school and high school. The first three bars over here are middle school. The second three are high school. And um let me explain what each one of those are. Starting from the left um this one right here you see uh it's middle school in the category of meaningful participation. So again these are the positives right? So um meaningful participation score um 31 um middle school promotion of parental involvement uh it was right here I think. What does that say? Six. I think it's 16. My eyes are are the one the second one, right? Yeah. 59 versus 52. Yep. And then um you have the third one which is middle school. No mean rumors. This is a growth area. So the third one is
083the growth area, right? And this is where I I it it reflects exactly the story that I heard in the classroom about the way that people spread mean rumors, right? So, how do we tackle that that problem? Uh and then the same thing here, you've got the growth the strengths and growth areas at the high school level. So, in this one right here is school connectedness. Um, you also have perceived school safety, uh, which is this one right here. And then finally, the growth area. No mean rumors. Same thing. The these graphs are put together by the No, these are just reflection. This is just a a se a different visual of what is in the packet that is in the board packet on pages. Okay. Because the data scientist in me, the stacked bar
084graph, I want to add up to 100, which you can't actually add up these scores. No, no, no, it's not. Yeah, it's not that way. I Yeah. Okay. And so this is uh from pages 11 and 12. So if you want the actual data, you can you can go in there. But this one, it just didn't have the categories right here. So that's what I wanted to go over. And then uh state testing performance. Uh again, I presented on this in November. uh quite a detailed presentation to the board about our state testing results. So, I just wanted to um really briefly touch on this. PGUSD maintains higher um proficiency rates than county and state averages across the board. Um and so it's really a strong indicator. Our testing results something that we want to
085be proud of. Um it as far as our core values go, you know, prosperity, it speaks to the academic prosperity of our students. um and the strong instruction that is happening in the classroom in the classrooms. Um California dashboard summary um if you go to the California dashboard you see uh there's a lot of color coding in these dashboards um red is typically indicating like areas of need green is and blue are areas of strength. Um so you have um this is from table 2.5 on page 14 of the report. Um as the state testing results showcase the dashboard metrics related to academic performance are high. Uh we can do better in two areas where uh one would be chronic absenteeism where we had a low rating and a suspension rate where we had a
086medium rating. And I assume that's based on per capita, right? Not Yes, it's per student. Yep. So, um, total numbers that, but we, you know, we have a little between 17 a little over 1,700 students. So, um, our rates were medium there as far as suspensions go. Uh and then we move on to local assessment data and uh we'll be going over um some of our local assessments including MAP uh Dibbles uh the core SEAL and um and then I'll show we'll talk a little bit about the um middle and high school uh core findings as well. Um this is just this goes over what if it's already written in the report but it goes over what each report um the type of information that it offers. Uh the MAP assessment gives data on student
087growth. It's really valuable to students themselves. It's valuable to the families um if they want to see um you know their their child's growth over time. Um, and what one thing that we know about growth is that it's not always linear. That sometimes you have to take two steps back before you take three steps forward. But over time, you see it's kind of like the stock market. Not right now, but like in general. Yeah. So, hits too close to home. But the the question I was going to ask on that for the map, um, I I saw in there you had like the there was one year cohort tracking, right? So you could see how they so was able to like take a ninth grader in 23 24 and then see how they did in
08810th grade. But is there a possibility of getting that longer because I think we used to have like a multi-year cohort tracking to be able to get get away from that like okay all these are showing one year trend down but what's the overall bigger trend? Yeah I mean this is just what I provided uh in this report. Um and there's just you can get really into you know the the map data is is really a lot for the sites to use as well. So it's like for the par the students the parents the teachers the site administrators and then what I provided in this report is just kind of right the high level just district level. Oh, the re because the reason I bring that up and again because I I again I the
089data side. I love the cohort tracking and so I looked I mean all of our scores were pretty much looking really good from MAP. The only concern a little bit was the reading one. And that was one especially in high school it looked like the cohort tracking like 8th to 9th grade 9th to 10th 10th to 11th and then especially the 11th to 12th which and we you know and that's just something that's one of those challenges uh um that we had a lot of opt outs if you recall that were happening and so when you start to lose um uh I guess examples yeah yeah like the meaning in or or not believe in the meaning of the the assessment itself. Sometimes you don't get right a representative sample. Yeah. Representative samples and and
090data that is um accurate, right? Um and so I think that that was just one of the challenges that we had to we've we are having to rebuild and battle through at the high school level is um you know like I a lot of these students have been taking MAP for years, right? And if if a student it's like why am I doing this again? You know, I'm a senior or things like that. If a student misses a MAP test, are they able to do a makeup of it? Yeah. And that there's quite an uh involved process. And if you recall uh the in August meeting I brought to the board because I was handling this uh at the high school last year um an extended um schedule for the map. Um what I felt
091was that the time wasn't enough. Um and so we needed to um have a little bit longer time so that we didn't have so many makeups, right? because when you know half the school is not finishing and then you got to bring them to the library and pull them from classes um it's it's hard and you're doing that three times a year, right? Y and then you've got you know losing out on instructional time. So, um, with the MAP English at, let's say, the high school level, Mhm. Um, are you still coming up with a 12.9 reading level or, you know, grade grade point level? So, it's not um it is it's presented a little bit. It's presented differently uh by the by the map. It's um it's called a I forgot the name of
092the score. Um but they've got their own. And so if you want to have they have um studies that are done that say well this is our map score. I wish I could remember the name of it. Um and this is how it translates into a Lexile level or a grade level. Right. Um so they're like comparative studies that they do and so you can kind of see where you would where you would fall. Yeah. Because if if a ninth grader is already reading at a 12th grade level and comprehending at a 12th grade level, gold red. Yeah. Yeah. Oh, it it's understandable. Well, I would also argue what are we doing to support them if they're reading the 12th grade to go be I mean hopefully getting them into more. But yes, I know
093your point, but I'm just I'm just referring to the testing itself. this is this can explain you know fatigue you know why why am I taking this test again I mean yeah but they can get up to like college level in the testing so it's a it's a way for us to track crack track that upper cortile or whatever as well but yeah I see your point about the fatigue for sure I generally and that's one of the things that I notic is that the fall scores tend to be like you'd think that there's a big summer slide but like it just seems seems like they they are a little bit more ready to take the test and they don't have as much fatigue in the fall. Yeah. And we saw that a little bit
094in the um you'll see that in some of the data here um the elementary data. Um all right. Uh so map median percentiles um fall versus winter. Um and this uh we have um this is tables 2.6 and 2.7 on pages 15 and 16 of the report. So the reading median percentile decreased from 65 to 62. That's what I was just talking about, right? Like the fall scores sometimes are a little you always want growth, but you can't always guarantee it. uh math median percentile increased slightly from 63 to 65 showing a slight improvement in the performance. Uh students in the lowest quartile continue to need targeted interventions um with winter percentiles at 28 reading and 25 at math. Uh and then we're still awaiting the spring map results. When does that normally come in
095for the the students that have taken how long it takes? Like it doesn't take long. So they're just they're just taking and they just when I was writing the reports like I don't have that data yet but it I knew the high school but the elementary I think took it earlier. Yeah. Yeah. And so there's like we kind of wait till they all are done and look. Okay. Um and then uh dibbles. Um and if you u sorry if you recall back where was I? Um right here um the Dibbles assessments track early literacy development. They help us identify students needing support um for targeted interventions. And so back to my um Dibbles scores right here. Um when we talk about our reading intervention at the elementary sites, um this is what our intervention teachers
096are looking mostly at. Um these dibbles scores um and especially the students in red. So that's how we target students for reading intervention. And so we take these assessments like the MAPS beginning, middle, and endofear um assessments. Uh we have not yet done the end ofear assessments. And um you have each grade level represented right here um K through five. And then at the bottom of this um graphic you have uh all all grades together. So if you just look at the cumulative the total you see that there were 96 students that required reading intervention uh in the fall. That's gone down to 92. It's not quite as big a a change as um we would like to see. Um but you if you look um at grade levels, you see some pretty big um
097shifts. For example, in um kindergarten, you have like 27 going down to 15. Uh but then when you see those numbers go down, you see the yellow strand go up, right? Because those kids are kind of shifting up. Same thing with uh first grade, you have 19 down to 16. And then at the upper grades, um you actually had some uh retraction, you know, like it it wasn't not progress. Um and but overall um this is where we are. Um slight progress. We would like to see more by the spring. And then it's interesting. The cool thing about this is I presented on this data when we were talking about uh the adoption of the um um McLass with Dibbles, right? It was I think it was the last board meeting, right? So when we
098have with MClass, if we have the teachers delivering the the assessments in here, um we're hoping that we'll see um a little more um like buy in the progress, right? Um rather than the intervention teachers coming in and pulling and testing the kids, right? It's like we're seeing our own scores. So that's one of the hopes uh with that. Also, it was one of the big um selling points of adopting MClass because we have the longitudinal data that you know that we can track the cohorts and we can look back years and and see where we were with uh the dibbles. I know I know it might not be tracked automatically, but don't we have don't we have longitudinal data from preceding years about Dibble's improvement? Yes. throughout the beginning, middle, and end. Yes, we
099do. And that's one of the that's one of the great things about having the uh dibbles system through amplify. So were were the decreases in intensive support like this year uh atypical from previous years or is this about how much percentages go down in terms of intensive support or is that that's a good question. I could look a little bit more deeply into that. um I wasn't in this role in previous years. So, but I do have that data and I you know I can go dig in into that if I if I were to give you my hunch on this because I have looked at the data um that you know we could see we've probably seen more um students coming out of the red in the past than just four between two testing
100cycles. Dr. her question. I mean that that particular data is what the intervention teachers follow and monitor very closely throughout the year with classroom teachers and then students are moved right each you know trimester in accordance to what that data shares and tells right in and out of group. So yeah just to say I was going to just follow on that. Yeah, that's just one thing and I I might be coming when we see the LCAP again, but that longitudinal data being able to see the multiple years going back. It's just it's just so helpful to put the stuff in context cuz you never know exactly that question. Um, you know, it's I would I wouldn't say as many years as possible, but it was I mean I think it was one of the things
101we used to also would have kind of some of the COVID events too because it's really we're still in COVID recovery, right? So it would be good to know what we're doing since 2020 or even 2019 for I know that's a lot more work on you. So I I mean like it's interesting like that's right that's a fun part that's kind of fun right you know like it is it's an interesting question and I like to um you know learn so um I don't mind looking into things like that um well my question is it is I mean it used to be since we knew the kids were going to be taking the state testing in third grade like that's your goal you know like get everybody up to as much grade level as you
102can by the time they hit third grade. So, is that still kind of the um maybe the strategy behind I mean, of course, you always want them to be at the grade level, but that you have enough time to bring some of these. Yeah, I mean up to that I think that um you know, there's a reason why the need like when I presented on the um reading difficulty screening Mhm. Right? There's a reading a reason why that legislation is targeting like K through two, right? Um because when it comes to reading, the earlier you can intervene, the more bang you're going to get for your buck. It's this this is like lifelong uh yes you know growth that that that you know um when you when you can capture um the learning in that
103critical period of development that's going to last a lifetime and you're really building pathways neuro neurotransmitters and pathways in the brain that are going to be there forever. Okay. I I think um you presented this kind of before, but the the other thing that was helpful to me with the longitudal I can't say a word, but that data was kind of tracking first graders and you know 2020 and then seeing how that cohort progresses as a fifth grade uh cohort in 2025 or whatever. Um just to echo that that helpful um data also I had a question the and maybe you said this at the outset but the core core support versus the core carrot mark support what what are the differences the green and the blue there. Oh yeah those that's just the different
104levels of um intervention needs. So basically uh intensive support we call it like basically tiered support intensive support would be like pull out support um you know strategic support might be like small group in classroom support and then uh core support is in the core classes right or you know if they're in the green or the blue they're not really needing extra support right it's uh the support they're getting the support in their core classes got difference between the green and the blue might be differentiation Exactly. It's differentiation, you know, and that's what we do in the with our PLC model, you know, what do you do when they're not getting it? What do you what do you do when they've already gotten it? Right. So, what kind of interventions are you um providing? Any
105other questions on this? All right, moving on. uh core seal. This is another um survey instrument that we have um that we uh give to students uh around uh social emotional learning and I provided in the packet um examples of um some of the types of questions that you would see in the core seal. Um and uh this is uh figures 1.2 through 1.7 on pages 17 through 19 of the report. Uh please note that I've made a revision to the middle school uh data which um was misrepresented in the original draft of this report. Um so the report the reported data for middle school on page 18 of the report has been revised uh to match the data in figure 1.4. It should match. So it didn't match. And so when I was re
106reviewing and preparing my slides I'm like wait a second why is this wrong? I went back and looked at it and I don't know what I was thinking. I um so the numbers on this slide are correct. Um the data provided by the core seal underscores the need in our district to continue with um the social emotional learning goals under um goal or actions under goal two in the local control accountability plan. You'll notice at the middle and high school um level that most of the responses they they were uh piggraphs were available and um slightly unfavorable was the highest level at 37 37% um responded slightly unfavorably as far as social emotional health and then um that was at the middle school and then 28% at level three which was moderately healthy. Um it
107does break it down like um by gender. Um ethnic subgroups the the the the numbers were too small. Um the high school same thing 39% were at level two which means slightly unhealthy. So, um, you know, as much as there's feeling a stronger sense of connectedness at the high school and there's a lot of positive results in the California Healthy Kids, um, this feeling that that pervasive sort of feeling of sadness and and those challenges are still there. And um you know it's just very real and it really um one thing it it speaks to me um in that we're doing the right things when we're talking about providing you know the counseling support and uh licensed mental health therapy and and all of that um that we're addressing um needs that are very real
108at our at our schools. And these numbers also speak to what we were talking about before. I mean, it's a perfect reflection of of exactly what we were seeing with um the bullying sort of like Yep. this this subtle bullying that's happening. I mean, it's and that's what you see. That's where this triangulation come. You're like, "Oh, wait. That report said this and this." And it's like it all overlaps and you start to see the real picture, the pattern of what's happening, too. Yeah. The the one thing I'll say is I I agree completely with your comment but the one thing I'll say is with that high a percentage like we can't hire enough mental health therapists to deal with that adequately. So it's one of those things we have to start thinking more systemically
109and I know there's a bunch of teachers that are putting in that time but that that culture of we type stuff of how do you make sure that well I think that's where a little of the things you know practices that we need to our teachers need training in is you know sort of restorative circles you know but just how you are making those connections and building those strong relationships with your students from day one right you know from the first minute of the day right whether it's even a period right if you're you know at high school or middle school label because going back to that example that was sorry to interrupt but going back to that example you brought up with the like oh your hair looks so nice and then there's laughing
110that comes after that. I mean that's the kind of thing that hopefully if a adult on campus can hear that's where they can take that as a learning point and at least pull that student aside be like hey so how would it feel if someone said that about you and you know I mean because that's I think we're just getting into that you know the the I hate to use that term in a way but the microaggressions these like these subtle insults that are really hard to deal with individually I mean you know again just by mental health therapy that we really need some more systemic it needs to become exactly it almost part of the regular conversations and building the awareness right within just any given day that you know all of the adults
111that students are getting up connecting with on a daily basis right are comfortable with looking for or identifying and then having conversations and I think some of it too and I'm going to go I'm going to give a mom story here but one of the things I'm talking to my boys about is if somebody says something to you and it makes you feel a certain way it's okay to look at a person and say what was your intention there and just ask and a A lot of times if somebody has a bad intention, they don't have the that bad of an intention. They're going to say, "I was trying to make you feel bad about your hair." You know, they're going to probably walk away from it. And so some of it, I think, is
112it's going to be learning and it's teaching kids not only to do it, but how to respond when it's happening in a way that's empowering. Um, and also just to point to the fact that middle school and high school are like the they're just the absolute hardest years, the hormones, because of changes, because of being interested in other people in different ways. And it's just such a messy hard time. And it's a space that if we could figure out how to create um circles that are supportive, I mean, we'd be doing something powerful. You pretty amazing. I mean just shifting trying to make sure that we're shifting toward student centered instruction, right? Um that's one of the keys, you know, building multi-tered systems of supports. You know, they're all buzzwords until you do them. Yep.
113Right. Um but that's what what this data um kind of informs us to do is to make those things happen, right? to take start taking actions and that and and we have a wonderful plan because it's already there, right? Like it's it's already there. We just need to continue doing what we're doing. So, how do we know that this these responses are any different than any other time of eras or I mean like she said I mean high school's you know that's what it is middle school that's what it is so some of it is just built in with the age and do we know that it's I mean we I know we are all concerned about co reactions and um feeling like CO really um and I'm not saying it didn't impact them, but
114I'm just wondering like are we noticing a a real difference in in these responses or uh so you're saying like historically? historically like you know your generation or my generation like we all had our challenges in middle school and in high school. Is there something different about this generation? Yes. Um that social media that Yeah. I mean I don't know if you're familiar with the the book the anxious generation but uh it's Yes. Wasn't that at the at the conference? Yeah. Yeah. We we did. Yeah. It's a pretty it's a pretty it's a pretty easy listen. I listen to it and it was one of those things that you, you know, you just read, you listen to the first the opening and it's like it it'll it'll hook you. It's it's kind of frightening and
115you know I have teenagers myself so um I felt really I really feel like something different that we can do is um really provide the parents with more tools to work with the kids or even themselves because the parents are anxious. Forget about the kids. The parents are anxious. You know these things are this is a drug. Yeah. Right. that that students are carrying around. Yeah. And I so I really am an advocate for our parent to um go ahead Mike. Oh, sorry. Uh in addition to the historic trends, I was curious for the core SEAL stuff, um is there a state baseline? Um, not that I'm aware of. I mean, I it's not available in our database, but I can look, you know, I'll follow up, Mike, just to double check that. Yeah, there
116might be. Yeah. Um, also I have to because I'm remotely I have to go uh do my part to get my kid in an early bedtime. Um, and I apologize. Nope. Noted. Noted. But I really appreciate that. Let us know when you're back. I'll I'll mark it on the notes. Okay. I I'm I may not make it back in time, but No worries. All good. Thank you for your time. Trusty Wax. Thank you. I think I captured all of that on that one. Maybe it's Yeah, I'll move on to Yeah. Thank you. Um, so where were we? That was the corecl uh qualitative input. Um, oh, so this is more local measures, right? Um so that those that was some quantitative data available but also uh qualitative input and this comes in the form of
117um like focus group meetings, uh community input meetings, um parent advisory group meetings, student advisory group meetings. Um, so these are notes where uh we do our best to um record statements in vivo where it's like actual words of um the participants. It basically we get little quotes. So you get like little like snippets of what they're saying. So what you see in those invivo means yes it yeah I didn't um I saw that. Oh yeah. Yeah. So it basically means in the living, right? Like and it means the actual words of of the um participant. Um so you'll that's where you see the quotes in the right hand side. Um so it we're just it's not my interpretation of what they're saying. It's like what they said, right? Um for the most part in
118those right-hand columns. So um this is cultural uh proficiency team. Uh this was from the January 29th meeting. Uh we really focused on fostering a culture of we uh diversifying the curriculum across all grade levels. Um Dr. Adamson and I actually got some an email today where it's like uh pictures of students seeing themselves uh mirrors. The the the books that they're reading are like mirrors of themselves. And so we're seeing these efforts actually happen in the classroom. Um, so it's really cool. We've also just recently um adopted an EL education curriculum which is totally student centered. It is um all about um promoting um you know cultural proficiency and um so it's it's another positive move. Um and then uh equitable grading also came up. uh community engagement highlights um academic. So this is
119tables 2.7 through 3.1 on pages 21 through 25 of the report. These tables showcase the results of qualitative coding process from our community engagement efforts including the in uh person meetings and the survey work. The top themes were identified based on frequency and the invivo statements that we just talked about uh meaning within the living. Um they were presented um so the slide summarizes the information presented in this portion of the report with regard to one academics um enhancing rigor and college career readiness was a top theme. And that's what you see right here um under next to one. And then you have two social emotional goal, right? Um and that is fostering belonging, inclusion, positive climate, addressing safety and respectful interactions, you know, and here's your Edvo quote. Uh events like Chalk Art, Falcon
120Fest promote belonging. We still see racist language in schools. Um three uh intervention needs. Uh you have themes expanding targeted academic support, enhancing teacher differentiation, addressing systemic barriers uh and support access. Uh one example of a quote would be one-to-one connection with teacher for struggling students. There was a need for that. And then uh four was cultural proficiency. You'll notice that these are our LCAP goals, right? 1 2 3 and four. We're becoming very familiar with those by now. And so we tried to match the uh input that we received with each one of the goals. One thing I was going to mention because I I loved and the rigger one came in in multiple places and it comes back to to the like high expectations which again I think high expectations are what you
121want cuz that's like absolutely that's the you know ability for growth. The one thing I also wanted to just connect some dots from the the all the info you had was that rigor does not necessarily mean more homework and more testing. No. And I I think students made that clear because I think that's something that we as an educational community can sometimes fall into that trap. And I just think that's something we should be thinking a lot with the LCAP is how do we make sure it's again that to use the term again but you know the equity based um learning of understanding rather than you completed 3 hours. Amen to that. Absolutely. And rigor doesn't just mean it's hard. No. Um because it has to be accessible right to every student right. So it's
122it's challenging at their level. Yeah. And because I just think I think that's a definitely an LCAP growth area that we again some classes, some teachers, some like there's different differentiation there, but there's definitely a growth area to make sure we're do being rigorous but inclusive. And I think some of that can um come down to I'm not trying to categorize, but it can come down to when a teacher started teaching because rigor used to mean massive amounts of homework and really difficult tests and newer teachers might see rigor as indepth class discussions. everybody gets a chance to speak or you know having debates within class that are engaging things like that um so the information really soaks in so I think it's really dependent on kind of who the teacher is as to what
123they consider rigorous curriculum I agree and it it comes back there was another comment in here about the like um alignment right I know we've talked about this at elementary level like all fourth grade or fifth grade or second grade teachers are they teaching the same way and I think that's the other problems. I agree with you a bit, but I will say that there's some times where it's just I think if you're having a really hard time or you're new to teaching, speaking from my experience when I've done teaching, like it's a lot easier to give a you know 100 question test than it is to figure out those other interesting ways. So I've seen some of even the more old school ways they can be a lot of work but they're they are
124working a lot more on that actual like learning and understanding than the like you know I think sometimes testing there's a middle point. Yeah. Well, I think again this is where it's just like this is what the job of a district is is to make sure that whether you Yeah. those old teachers that are doing the old school way. I'm not trying to categorize. I'm just saying like there may be a certain standard of what teaching was. I think there's a there's a little bit of both. I'm noting that here in the notes. It's telling for us to look make sure that we I'm making note off of your feedback. And I think that this speaks so much to what our focus for next year is going to be with, you know, the PLC approach,
125the training that our teachers are going to be receiving. And really all of that, it's about, you know, a focus on the standards versus the, you know, the book that's being taught, right? Or, you know, just more content. And, you know, that whole approach to when you've got your teachers coming together in departments and grade levels and truly, you know, using and the how their students are doing and scoring to determine the rigor, right, and the the pace of, you know, what they're teaching. So I think I've noted that in the notes. I think that Dr. Alison says move on. No, I don't want to not that but we should I want to be sure that you're that is that reflecting kind of what you're both saying. I love that conversation. I I happy to
126stay after and talk to you about that because that's just um very interesting and and and important to me. There is something called traditional model of education like factory model education you know that's what I'm yeah um that's what I'm talking about and versus like constructivist approaches which is what we're aiming at as a district right um and which is why we are trying to implement professional learning communities with fidelity so that we can uh offer a guaranteed viable curriculum right for all our students. Um what is what does frequency mean on these charts? So frequency just means the number of times uh those types of comments uh came up in reading through the data. Oh, right. So seven times or nine times a comment like that, you know. Um and where are we? Okay.
127Uh parent advisory committees. Um so table 3.2 two um in the parent advisory committee section is on pages 25 and 26 of the report. This section summarizes the work done with our parent advisory committees at two meetings uh on held on February 11th and March 12th 12th. Uh the top themes were enhancing student well-being, improving academic support and uh enhancing extracurricular engagement. uh growth area was um strengthening hometoschool communication. So that's something that keeps on coming up from different angles is like involving the parents and that's that challenge that we talked about earlier, right? We're trying to and we want to the perception we how do we change that perception? Um, DAC, uh, this is a short Sorry, can I ask a quick question about the parent advisory committee? I read you had 31 members.
128Any data on who is new versus returning? Um, I mean, I could find that. Yes. Well, the rough, uh, let me think. You can find I'm I'm curious to just because that's kind of an issue or an area we're looking to grow is like new membership versus returning. So I was just kind of curious what this year looked like and if we have any if we know kind of comparatively like where the how many people participated in PAC last year and is that a growth or an improvement or as far as the we can get the data for sure. Um but you know I was I participated in them last year. So I you know kind of haven't so number wise I think we were actually probably higher this year than we were and I
129I do I attribute that to you know Dr. Hackquist, you know, had that idea of kind of getting on the phone and doing some personal phone calls. And we then ended up doing that for all of our other input sessions. And they were the ones who came to that meeting saying, well, you said it earlier, I'm here tonight because I got a reminder this morning. I would have forgotten otherwise, but I got that personal call. So, um, so I think definitely number-wise, I think we got a little bit more. Um, and I just want to say it was maybe sort of 50/50 as far as returning from last year and then new incoming, you know, parents. And so, um, the way that, uh, we got I asked the site administrators to to give me several
130names, and they gave me between five and seven names per site. Uh, I did have a, um, um, Chief Rogamin actually h had a list of the, um, ones from last year, and some of them were, uh, I don't know exactly how many were were part of it. Um, you know, the prior year. Yeah. Um but um it was not exactly the same group. Okay. I think that's an area of growth I'm looking at is involve having newer voices in the room. So I love that you made those phone calls and I think moving forward that's a great practice just for establishing relationships but plus so we can build on what you've started this year. And that was part of the planning meeting is a asking those parents that were there to to to reach
131out to at least two people and bring them to the community input meeting. So it's not just them showing up at the community input meeting. So that was part of the other phone calls that we we did. We actually broke apart as a cabinet group to to make phone calls and say, "Hey, can you come, but also can you bring two other people?" Um and I think we should keep doing that. Yeah. I mean we it it it works. I mean it it worked to the extent that there were more people there than we saw in January for sure. Yeah. Um so the DAC summary is on page 27. Um this is a there wasn't there was only five members of the panel so it wasn't really a big need to go and disagregate all
132the data. The themes that um came up were um are outlined in that uh document. Uh they suggested more contact with parents from teachers uh and counselors. Um synergy tutorials. They wanted a little bit help with synergy. They um wanted more academ to see more academic language in the classroom. just little helpful tools for each class that um so the the students um that are learning English have something to go to and and then they also see that they're being recognized in the classroom um and uh continue to use Catapult because offers translation services. Um the student advisory committee, I'm going to speak to that in a moment on uh another slide, but it just came up in this uh portion of the report. Um there were student focus groups held uh at every site
133trying to get a representative sample. Um one of the things that I noticed that students wanted to talk about was they they really wanted to talk about food. That's like the first thing that come up. Well, we love the, you know, we love the like the what what were some of the popular dishes? Um the orange chicken. We wanted the we want orange chicken, but why were there peas in my, you know, like so they really thought that they could control um what was uh and then uh they had some great ideas um about facilities improvements um and recommendations for for that. Uh and I'll speak to that in just a moment on um one of these upcoming slides. Um moving to where are we? We are LCAP goal one. Okay, I'll go quickly through
134here. I feel like I've already addressed the data um that's connected to each one of the LCAP goals. Remember LCAP goal one is academic achievement. What can we do? Uh well, keep enhancing rigor uh and address learning gaps. um provide equitable access through multi multi-tered systems of support. Um two is the social emotional learning goal. Um what can we do? Foster belonging and and inclusion. Continue that work. Uh address safety and respect. Take you know safety is not just physical, it's uh emotional. Um and uh improve communication and engagement keeps on coming up a lot of different angles, right? uh LCAP goal three intervention and sport support expand and improve academic support uh enhance teacher capacity. This really to me uh means uh what we call tier one intervention. How do we how is can
135we make the classroom not just a place where teachers are delivering content but they are um also meeting the social emotional needs of their student. intervening uh you know at different levels based on the student needs and what they know about their students, building those um restorative um practices in their classroom. Um and LCAP goal four cultural proficiency. Um we've talked a little bit about that already. These are just some quotes that um reflect um the need to continue in that work. Uh I said that I would talk a little bit more about the student voice uh elementary, middle, and high school. Um at the elementary school, students feel included. They value their school community. Almost every classroom I went to, they were talking about their teacher, especially the teacher whose classroom I was in
136and how great they were. Uh they like programs like art, music, and PE. They request they requested improvements in playground equipment, especially at Forest Grove. Um and um I think that's already in the works at uh Robert Down as well. Um auditorium facilities they spoke about uh and landscaping to enhance their environment. Um the middle school provided input. They said um they highlighted a positive social environment. Um they enjoyed the hands-on learning and labs. They like group projects. That was also evident at the um continuation high school community high school. They noted workload challenges and called for facility repairs like playground and sewage fixes. So they talked a little bit about some sewage issues at the middle school that I wasn't aware of but students were aware of. Yeah, there are sewage issues at the
137middle school that have impacted learning and had to clear up some classrooms. Okay. Yeah, you can imagine. Yeah. Then you can imagine a middle school telling you middle schooler telling you about their experience with the sewage. all about that, you know. So, too funny. But yeah, I'm glad I'm glad they're aware and they're advocating for themselves. It's great. Absolutely. Um last the last time it occurred that that we have had the fix afterwards. It's just u and then high school student input. Students value the caring staff uh and the diverse community. Um they appreciate hands-on learning but want more academic support especially in honors classes. So, um there was a lot of comments like the honors classes are too hard and you know like I'm not smart enough to be in this class or like
138what you know like I can't keep up in that area. Um facility needs include better water fountains, um bathrooms, vaping sensors, uh athletic upgrades, things like that. Um summary of key findings. Um strength across data sources, high academic motivation and expectations reported by students. Um improved perceptions of caring adult relationships, increased feelings of safety and connectedness, strong performance. Areas for growth uh needs include addressing students sadness and social emotional distress. uh enhancing consist consistent implementation of academic supports, improving school climate factors like rule clarity, bullying prevention, and increasing parent involvement and communication. Stakeholder feedback highlights uh input emphasized fostering belongingness and inclusion, expanding targeted academic support, promoting equity and cultural proficiency, improving communication and collaboration between home and school, and addressing facility improvements to enhance um the student experience. And lastly, uh the next steps
139for LCAP development um will be that um I I need to incorporate all stakeholder input from the community engagement advisory committees, data analysis this meeting um to finalize the LCAP draft. Um also hold a public hearing um on May 15th board meeting. So, we'll be bringing this back and they'll you'll have the finalized version uh being presented to the board uh and asking for approval. Um and the final board packet will be at the June uh approval will be at the June 5th meeting. So, the public hearing uh May 15th and then uh June 5th for approval from the board. And that is that. [Laughter] Um well I have a question about in the beginning when you started you said um some of the areas that goals were already met had a star. Okay. So
140what are we doing about that? Like because what does that mean then? This this is the first year. We have two more years to go. Do we just how do we address the stars? Well, I don't think that we want to be complacent. Um but we know that some of those stars, you know, like it could be cohorts. We had, you know, one of them, for example, was AP scores, right? We had a and I taught AP classes for years. And sometimes you have those years where you just have a bunch of dynamos and they knock it out of the park. Uh that doesn't mean that you need to set the benchmark higher for the next group because you it might not be the same group of dynamos. I mean that that those um goals
141were set pretty high. Um and we had a few gold stars here and there. Um but um doesn't mean that we want to uh you know that we're going we want to notch it up. Okay. So then were are you um like giving direction then to teachers on you know when they have a gold star and that's their classes or whatever. Are you are you discussing with them okay for next year you know what did it like you said did this gold star mean that we we totally exceeded or or was it just this so this is that's a great question so you know am I going in and saying hey teachers you know we got a gold star for their AP test scores um no I'm reporting it here this is information is shared
142out with site leaders the site leaders are um making their site plans plans, right? Um, and they're they have actions and goals in their site plans as well. So, they're looking at this data and they're adjusting their actions and goals to help try to make adjustments uh as they see um are needed uh based on some of this input. And they can, you know, look a little bit more deeply into some of the data as well, right? Because they have access to things like map data, right? So they they can get a little more granular site level. My job is to provide that district level overview so that we can um create new systems, goals and actions uh at each site and then the principles will oversee that. Yeah. Just to say this is awesome
143put together. I I have some notes that um you know they just particular things that came out to me. I mentioned already the alignment of grade levels was one. There was a comment about the after hours for middle school in particular like the youth center is an option but it'd be great to look into other options. I think that's something we've been that's been on our discussion point since I've been on the board. I think even before a little bit so something we should you know put a pin in so to say. Um, and then I brought up I brought up the other one, but that yeah, I mean, this is I don't think I would feel comfortable without saying double negative there, but I feel like I should say that the growth has been
144pretty remarkable in a lot of these areas, which really does speak testament to what this district's been doing. So, I I was really happy about that. But obviously, there's always room to do better. So before we I was going to say if it's okay we should maybe go out to public comment and then we can do one last round as the board of just questions comments. I stole the mic a little bit there. I'm so rude. I know. Um but yes I don't know Lewis. Is there anyone online that wants to comment? Okay. Brian is not sure how to Oh did he contact you? Oh yes. Trustee Emmeritus Swanson, if you are there and you would like to raise your hand, now is a chance. Or maybe even Lewis if it's easy to unmute him
145without getting him in trouble. Let me know if you can hear me loud and clear. Oh my gosh. All right. Hey everybody. I will make it quick. I've been watching and and I have been watching for weeks and months on end and and with great joy and watching tonight especially because this is so much extra for you guys and you know again I'll try to make it quick. First of all, I love that students are open to talking about the things that are impacting their lives every day. Um and I love the bump in the scores mostly overall. It's like that's really lovely to see. Um, Dr. Hagquist, thank you for getting the acronyms in there as often as possible because it's just I still after all these years I get lost in it. But
146I want to thank the board and everybody too and and um you know and however we can to encourage the public to to join these meetings even when there's something like this that you know I used to refer to them as naval gazing but they're really important because you know I can pour over those things you know these reports late into the evening and there's so much to to extract from it but it feels good and again it's this is extra effort on everybody's part that's in the room right now and reading through all of this stuff and but it is this extra effort that makes our district so great. So that's it. Just thank you everybody for going not an extra mile but like an extra hundred miles and and now you can mute
147me again and I'll go back to just watching from a block and a half away. You're always welcome to come back in person whenever you're bored. trust. Any other public comment? Okay. If not, no one in the room looking. No, I'm just kidding. Um, go ahead, Trusty. I mean, I'm just kidding. Trusty, I miss you. I love you, Brian. Thanks for listening still. Um, the only comment that I Well, first of all, thank you because there just aren't words that I'm so glad that you're here and do in the role that you're in. I mean, thank you. I really do not think there's anyone better to be in this role. You're just absolute perfection and I'm just so grateful. And check your text because I just texted you the same thing as he was talking.
148I'm just so happy with it. So, um, but I guess one of the comments I want to make is I I do see the change happening. the numbers are starting to change and I just am thinking it's kind of it's the beginning of the wave happening, you know, and at some point um we're just we're building momentum and as long as we don't lose the momentum, I think we're going to end up in a really fantastic spot and it's not doesn't mean it's not going to be hard work and that everyone doesn't have to be involved with it. But um just in the short time that we have been putting forth this effort, we're actually seeing changes happen. We're seeing real changes happen. And yeah, we have work to do with social emotional health, but
149that's the world that we live in. And so, we're just going to have to adjust the way that we communicate and the way that we expect people to communicate with kids because it's just a whole different world now. So, um I'm just proud of us and it feels really good to be here and part of it. And as hard as it is to sit in this chair, it this is the piece of it where I just feel like it makes sense and it feels like we're doing something great. So, um I'm just stoked to be in this community with all these great people who we all kind of have the same vision. So, that's all I have. Thanks, guys. Cute. Well, I want to thank Laura for being here and because yes, you know, I
150mean, it it's appreciated because, you know, it's it's really hard. I know it's hard and I want you to know you're really appreciated as everyone else is, too. But she get she gets a gold star tonight. She's a gold star. Yeah. Um, and thank you, Larry. I mean, it, you know what's so nice? You have all the smarts for this for sure, but you also have the historical background for it, which really is helpful. You know that that and the heart. Okay. But you know, you you have um you know, seen a lot uh through your years and um you know, so you have a good sense of how to I think even analyze some of this material. So good job. Yeah, I was there with you. Yes, you were. You were on the board.
151Yeah. The first time. The first time. Yeah. Thank you. I don't have much to add and I'm kind of excited about it because I'm so pleased. Um, I love how transparent and clear and digestible this was. Um, as a document and a presentation and the data, um, and I think in what we're trying to do, it's just clear and it's transparent and I think that's going to keep us accountable and keep us on the path that we want to be heading on. and I'm really really pleased that you're in the role that you're in um and you're doing this work for us right now. Um so thank you. Yeah, thank you. Yeah, I'm really excited too about opportunities in CTE and maybe even extracurricular CTE, expand it to the middle school, like giving kids a
152place to find joy other than academics, whether it's marine science or nursing or, you know, hiking. I don't know, just nuclear medicine. Nuclear medicine. But, you know, just the whole thing if you don't make a sports team and you don't have anything to do after school, like you know, we have an opport we have just such a great community and such an opportunity. So, I'm excited to see what we'll do. I don't know what that is yet, but yeah. Thank you all for all of the work. Oh, trusty wax. Oh, he's off. That's right. Can I just finish with a word for Dr. Hagquest and just how thank you all for the feedback that you've given. you know, it's so valuable. But just in general, I think the feedback for Dr. Hagquist himself on the
153job that he's done and um I just, you know, I've I've seen the the growth from you stepping into that this position from the beginning of the year really, you know, you bring so much with you and that's been evident from what everyone said today. Uh but also you were brand new to the role and here you are presenting the old cap, the the document, the plan that drives our entire district. And I agree. I think as you speak to it and as you talk about analyzing the data and you know how you're applying just your years of experience into that, that's why you're in the seat and it shows and there's a connection that you have with the students and the staff and the families that you have engaged in, you know, input and
154in conversation with that shines in the feedback, you know, that we're going to be able to add, you know, to the LCAP itself. So just I just want to really sing his praise in front of all of you and thank you for giving that feedback. I I just want to say one last I I just want to say thank you to everybody at this table, everybody that has provided input for this whole process. Um this is an incredible team. It takes so much dedication and devotion and heart um to lead and you all are extraordinary and um you're great models for the district. When we when we want to when we say we want to increase leadership capacity, get more people involved, get people believing in servant leadership, right? Um, the best way to do
155that is to just model Yeah. commitment, right? I mean, you can, we can do phone calls, but it's not even the phone calls. It's like, I can't believe you made a phone call, you know? Like, it's modeling the commitment, right? Um, it's those like little extra efforts that I think if we do that that it will kind of have a ripple effect, I hope. Okay, very well said and I will go ahead and gavvel us out then. Um, yes, there's no direction we have to give you other than we look forward to seeing the next step in our timeline. So, 15 next board meeting is May 1st, 2025 and I will see hopefully all of you then.