Board of Education LCAP Study Session — April 22, 2025

001Oh, I thought we were going hot mics. Um at 4:35 um the speed is called in accordance to with government code section 54950 at sequ and education code section 35140 Equator um at the district office at 1301 East Orange Avenue, Plenty, California. Um, we will have an opportunity for the public to provide input. Um, at this time, if anybody wants to make a comment, please bring a blue card to um, Mrs. Newton. And our close session tonight will be um discussing 3.1 public employee discipline, dismissal, suspension, release, leave, assignment, non-reelection, nonreappointment, resignation, reinstatement pursuant to government code 54957. So it looks like we have one. Thank you, Madam President. We do have one speaker uh speaking on 3.1 on the agenda. Linda Con, please approach the [Music] podium. Uh thank you for the opportunity to

002speak. I am speaking on the one agenda item. I'm assuming this item concerns the employment status of Dr. Isaac Gates. I'm asking the same question I've asked a lot of times. Uh what has Dr. Gates done. More important, what has the leadership team of Churnis Gates done? I uh I want to present to you three things that have just emerged in the last couple of months. The LCAP report that you're considering tonight confirms a stunning reversal of an 8-year enrollment decline. 22,75 students is 400 more than the 2024 projection. that truly is significant under the leadership team of Churnis and Gates. A recent report by Renee Gray reported that we're ahead of our three-year plan with the achieving LCAP goals in in a number of key areas. And then finally we have just released audit

003independent audit that details the current financial health of this district is quite good thanks to the conservatism of our about to be former leadership team that along with a long list of accomplishments and uh others that we've talked about clearly show that Placenti Belinda was poised to become a lighthouse district with academic achievement, innovative programs, and fiscal stability under our leadership team. That's what we do know. Let's talk about what we don't know. Whatever happened to that forensic audit that was promised us during the campaign to undercover corruption that Charis was guilty of? Whatever happened to the investigation conducted by the expert attorney that again was designed to reveal the crimes of these two men? Who really stole that $1.9 million from the Valencia High School cafeteria? Couldn't have been Dr. Churnis because he increased

004the cafeteria fund to $15 million and presented a plan that ended decades of inaction by previous administrators. And oh, by the way, I've always wondered why Superintendent Rick Gomez can or Rick Lopez canceled summer school in 2022 that Dr. Churnis reinstated. I can think of one thing Dr. Turn and Gates did not do, which may be the real reason why this board majority wants new and different leadership. I thank Sam Mavoyage, who I believe was your campaign manager, President Anderson, for this article that appeared in the um orange juice. This article I urge all of you to read. extremely important information from doc uh from Sam Moyovich, but it raises one basic question. Is Placentia Yorb Belinda about to become a lighthouse district for transgender rights? Thank you, Miss Con. Thank you, Okay, that is

005the end of our public comment and we will adjourn to close session at 4:40. Okay, we're going to reconvene to our regular session at 5:19 and um report out of close session is the board took action to approve the request made by the outgoing superintendent to wave the 45day resignation notice during his employment agreement and approve the outgoing superintendent's resignation to be effective. April 30th, 2025. A motion was made by Carrie Buck and a second by Trisha Quantero. And the vote was unanimous. Okay. Can you all stand and join me in the pledge of allegiance? I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, we will do a roll call. Mrs. Blades, are

006you here? Present here. Mrs. Quantero here. Mr. Frasier here, Mrs. Buck here, and I am also here. So, everyone is here. Um, I need a motion to approve the agenda. I'll make a motion we approve the April 22nd, 2025 board of education agenda as presented. Second. I have a a motion by Mrs. Buck, a second by Mrs. Quantero. We have to take that by roll call. Mrs. Blades I Mrs. Quantero I Mr. Frasier I Mrs. Buck I and I am also an I. Motion carries 50. Okay. Public comment. Um the audience members wishing to address the board during the public comment segment of the agenda are reminded to fill out a public comment form available in the foyer and turn it in prior to the board holding public comment. The board bylaws do not allow

007um for forms to be submitted once the presiding officer calls for public comment. Public comments are expected to abide by board policy 1312, civility policy, which promotes mutual respect, civility, orderly conduct among district employees, parents, and the public. This policy is not intended to deprive any person of his or her right to freedom of expression, but only to maintain to the extent possible and reasonable a safe harassment free environment. Individuals are reminded that they are expected to abide by the civility policy at all times while on district property, including but not limited to hallways, restrooms, lobbies, and parking lots. any individual who during a schoolboard meeting disrupts with violence or threatens to disrupt with violence school um office operations or threatens the safety of any individual attending or participating in the board meeting will be

008reported to the police immediately. Additionally, if there are any disruptions or interferences of the board's ability to conduct its meeting, the disruptive parties will be given one warning. If the disruption continues, you'll be informed that the board president has found you disruptive in violation of penal code 403, education code 32210, and the board president will order you removed from the meeting under government code 54957.9 and 54957.95. If removing one or several disruptive parties does not restore order, the board president will exercise their authority to clear the room in accordance with government code 54957.9. Education Code 220 prohibits discrimination on the basis of disability, gender, gender identity, gender expression, nationality, race, ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crime set forth in section 422.55 of the penal

009code, including immigration status. Um, is there anyone here Okay, there's no cards. I'm going to skip the rest then. Um, so now we are to action item 11.1. And um, this is going to be um, I guess I need a motion before we can start. I'll make a motion that the board of education consider to use a search firm or a facilitator to assist in the identification of a new superintendent for the PYUSD. Second. Okay, we have a motion by Mr. Frasier and a second by Mrs. Buck. Okay. Um, did you have any comments about that? Um, I'm happy to uh discuss or answer questions related to the process. The purpose here however would be to uh direct me to pursue a RFP, a request for proposal uh from any search executive search firm that

010would want to apply and then arrange for them to um present at an upcoming board meeting dependent upon how many proposals the board would like to consider. Can you talk to us a little bit about the best time of year to hire superintendent? Like what what should our timeline be? Should we be quickly doing it right now or should be we be waiting a few like what are the pivotal times? Yeah. So the most common uh time to pursue a superintendent search is the spring, early in the spring. So most superintendents if they're going to be if they going to leave their district as I did last June will announce early in the school year, usually when the school year is beginning uh and then the board typically will listen to proposals and then hire

011a search firm or do it internally dependent upon the size of the district so that the person could be in place starting July 1. that gives the district an opportunity for a full search which would be somewhere between 3 and 5 months dependent upon the nature of the input. So really the first decision is how much input do you want to uh gather uh and how do you want to gather that? There's surveys of course which uh typically do not target your entire population. Then there's more targeted surveys, but there's also focus groups and ways to do it that ensures that you are listening to all the voices of your constituents. And that obviously takes a little bit longer. Uh so given that you could say well given uh our uh interest in gathering input

012from our community and the and the community's uh interest in providing input. So let's say it would be a 4month process. So, if you went out sometime in the next month, say May, um you wouldn't have a lot of time with school ending to gather input, but you would have the month of May. And if you focused uh on gathering input in the month of May, then the rest of the process would would start whenever you gather the information. Uh but again you have to decide is that enough information is that long enough information then everyone's out on summer break and then you really have to wait until school begins again and you're also getting people at a different place right so there's a certain bias to when you actually gather information based on that

013time of the year so that's another decision uh to answer your question uh trustee Buck the question is that it's beyond the best time because this is the time that most districts will pursue their next superintendent. The next best start time would be Jan 1, January 1, which would give the uh the incoming superintendent an opportunity to let her or his district have time to find her or his replacement. Um, and besides, for most superintendents would answer this question. and you say when's the best time to start? It would be January. Coming in January is a great opportunity to come and listen and learn. Uh everything is in place. You get to really observe and get to understand the district's processes and get to know everybody and really focus on building relationships as opposed to

014all the planning and all the processes that typically begin a school year. Um so first question the board needs to answer is just how much input do you want to gather and and how comprehensive do you want that to be? Uh second question is do you want to target a start date and if so when would that date be? Uh and the proposals could address those questions that you have. uh knowing that they're going to be somewhat limited in the scope dependent upon just how quickly this process goes. So, let's say the RFPs went out in the next couple days and then you had 10 days for them to get back and then we have them present let's say at the May when's it May 6th the next board meeting right the May 6 meeting

015and then one was hired then they would have between May 6 and the end of the school year to begin gathering input that's not a lot of time it's not a lot of time okay did I answer that sufficiently okay I over answer No, that was helpful. So, I it's been in the past we've done like community evaluation like survey, focus groups, all that kind of stuff and there was a lot of great information that came out of it. We haven't done that in a number of years and we have a like a number of new people. Um, so I think it would be worth doing that and getting some information. Is it handled by the search firm typically? Yeah, that's what I thought. Yeah. So they could come in, do all the focus. I

016kind of like the idea of focus groups versus surveys because the surveys there's always challenges with those on how you ask the question to get the response you want. So we do both though. I think that we want to get as much information as we can to get a comprehensive idea of what the community would like us to do. I really like the idea of focus groups and getting you know direct feedback from our community and including our employees and so that we can find the right person. So, um I I know our last search the the questions were very limited and they was almost you know like I don't know it wasn't if you have more if you have more time you can do a lot generic and I and I really would like

017to see what the needs of our community are and how you know what we value as a community and and how we can direct our superintendent and find the person. So, I kind of like that a little bit more time. I don't want to rush the process. Yeah, I agree. Being from coming from a parent side and a teacher side, it's always nice to be able to give your input and know that you've been heard. Survey plus focus group would be great. Um, like you said, because then you could hone in on those specific questions. Um, but yeah, the more information the the better because I think that just helps us make the best decision. Yeah. And I think, you know, by doing those, it will really target our questions, the interview process. you know

018what things we bring up and that what we're looking for. So, so as we put together an RFP and we ask search firms to come. I've been involved with a couple of them in different ways. One that was more driven by the search firm, one that was more driven by the board. Um, in my opinion, I would like it to be more driven by the board so that we're looking at questions ahead of time where we have more input. we can sit with the names and and that for a while. And um there's even been times where a board will go out and visit um if it's a sitting superintendent and it's okay and they know all of that like it's you know not um that you actually go and you talk to the community

019and you talk to people there. Um, so the more we know ahead of time and the more we can be involved in selecting, I think the the more we um have buyin and hopefully all can agree and come to the the same final result. So may I madam president? Yeah. Yeah. So that's what the RFP would want to outline that those specific as a typical search. Uh it almost always has a site visit. Uh but that's the finalist really. Um short of that uh it depends on the type of search you request the level of comprehension. So it's really up to you to say that we want to be involved in this step, this step, this step, this step. and that's how I will write the proposal accordingly. And of course, if you always backed

020off, you could always back off. But when they present, we want them to present exactly what that search would look like, knowing that there's going to be surveys as well as focus groups and that we want to ensure that all voices in the community are heard, including students. And and that's why usually have focus groups because you definitely want to get student voice is is critical. And then the board then the the search team also will work with the board each step along the way as applications come in as far as vetting those applications so that the board has more involvement as opposed to a process in which they might put them in three tiers for example and then they may make the decision that we're going to bring forth these five candidates and the

021board might want additional involvement in that. I have heard that um there have been requests from sitting boards that are in the m middle of a a search um to the search firm to reach out to a certain sitting superintendent and ask if they would apply or ask if they're interested and that search firm said no, they wouldn't do that because they were the ones that originally had worked with that board and placed that superintendent in that spot. I don't want that to be anything that holds us back. So, if they're not going to be reaching out to anybody or if they won't reach out to somebody that they've placed um because they don't for whatever reason, I am not interested in that. I want anybody that would be the best fit and the most

022appropriate for us regardless of where they are. And I don't want um the search firm to stop uh reaching out if the board asks or if anybody out there um would be a good candidate for us. But can you appreciate ethically that a search firm would be like well I think maybe in a time frame like if you if it was in you know the last year or so but if they were there for a number of years and yeah I don't know what the specifics of the question like um could you reach out to them and see if they would be interested that superintendent can always say no thank you um but they didn't want to even ask so I want them to feel like they can ask anyone that's all within reason within

023Not not if they were placed last year. That would be exactly like the superintendent would hopefully say no. Yeah, I'm I'm sure that could be cautiously worded in the RFP. Thank you. Mrs. Blae, did you have anything you'd like to add? Um, no. I guess we'll just figure out who the um RFP um you know brings in because I think we have probably a couple conflicts of interest um with a couple of search firms that have been used in the past um by the prior boards. So I think we'll just wait to see what the RFP brings in. Okay. All right. Okay. So we need to take a vote. Mrs. Blades. Hi, Mrs. Quantero. Hi, Mr. Frasier. Hi, Mrs. Buck. Hi. And I am also an I. Um, vote is unanimous. Okay. I have my

024direction. Okay. Thank you. Okay. Before we um move to the study session um because of our lack of power, etc. Do we want to postpone this till next Tuesday or do we want to move on tonight? I'm okay with tonight. It's just a matter of the presentation. That's the only How does the team feel? Yeah. You don't want to you don't want to wait. You don't want to postpone and wait another week and tweak your presentations, add some new graphics. No, some new gifts in there and be like, "No." Do we have any, Olivia? Okay. Okay. Well, we're going for memorable then. Okay. Here we go. We can charge over here. Uh oh. Oh, and Joan. Uh oh. Oh, you're you're welcome. Come on over here. You don't bite. He said his so this should

025turn itself. Oh, okay. So, we're going to move here. I'll just put Just turn on my video recording so that everything's recorded. Okay, no worries. Oh, I'm Whatever you feel like doing, I'm good. Not necessarily. No, those aren't for me. Who's dual fisting over there? I want to keep hitting You have to push the button. Okay. Okay. We will begin our study session. And um because the notes were on the computer and there's no computer and no Wi-Fi, I'm going to turn it over to Dr. Young. And I think that that is the correct answer. That is correct. Okay. Well, thank you. Good evening, President Anderson, members of the board, Superintendent Muserino, Executive Cabinet, and District Leadership. Thank you all for joining us this evening for today's study session of the draft of the local

026control and accountability plan. This will be one to remember. Okay. To begin, I'd like to just share a very beef brief background on the local control and accountability plan, otherwise known as the LCAP. Moving forward, the local control funding formula and LCAP were enacted over 10 years ago by the state to ensure accountability, transparency, and local engagement. The purpose of the LCAP and revised funding structure was to support districts with closing achievement and opportunity gaps for English learners, socioeconomically disadvantaged students, and foster youth while also addressing the eight state priorities for all students. The LCAP is a continuous improvement cycle, and we are currently in the midst of the first year of our three-year plan. After reviewing our state and local data, analyzing our progress this year, and engaging in feedback sessions with our educational

027partners, we have drafted revised and new actions for your feedback today. After today's study session, our district leadership team will continue to make adjustments to our LCAP and will bring forward a final draft for your approval in June. And now, I'm going to invite Mrs. Joan Velasco to provide an overview of the district's budget. in case you haven't gotten enough lately. All right. Well, I'm happy to be here to talk a little bit about our budget. Um, before 20134, there was no LCFF, local control funding formula. And so, when the state would give us money, they gave us money for very specific purposes. In 1314, the LCFF came in, which is basically giving local control to school districts. And so, as you can see on this slide here, this is the breakdown. We have a

028base amount that we can use um districtwide $256 million. Our supplemental money from local control funding formula is 24.6 million and that is to be used for our um unduplicated kids. We have some state funding of 66.9 million, federal funding of 10.2 million and local funds of $8 million. We also received 500,000 for a transfer from our child development fund. So we have a total revenue for next year currently budgeted at $367 million. Our budgeted expenditures right now are $400.5. And these are our second interim numbers that were presented to the board the last time. Um if you take a look now at the next slide, this is just a a picture of really what this looks like. So you can really truly understand how much of our money comes from the local control funding

029formula from the state. So, we use these to um develop our LCAP. And so, now I will turn it back. Thank you. Okay. Now, I'd like to provide a brief data overview to ground our discussions today. You'll recall that district leadership provided a very thorough data overview of our progress in all of our LCAP metrics in February. Of course, we will begin with the California school dashboard, which is the accountability and continuous improvement system by which all schools and districts are measured by in the state. This shows the performance of all of our districts, schools, and student groups on a set of state and local measures that are meant to assist us in identifying our strengths, weaknesses, and areas in need of improvement. You may recall that the dashboard displays performance based on two factors.

030It's your current data on the measure as well as your improvement or lack of improvement from your prior year results. And where those two measures in intersect is where we receive our performance level or color. Our desired colors are cooler with blue and green being our highest performance levels and orange and red being the lowest performance levels. So when we examine our district's California dashboard results, we have much to be proud of. As a whole, we continue to perform very strongly as compared to districts throughout the county and state. In this past year, we improved our performance in the areas of chronic absenteeism, our suspension rate, and graduation rate by increasing by one performance level in each of the areas. And we maintained our strong performance in our college and career readiness, our English language

031arts achievement, and mathematics achievement. However, as has been previously discussed, our English learner progress declined by one performance level this past year, likely correlated to our incredibly high reclassification rate. To address this, we've adhered to our English learner master plan by increasing our district-wide awareness of our English learners, analyzing our ELPAC data, working closely with our special education partners on supporting our dy identified students, and we have poured resources into providing GLAD and EL training to our teachers throughout the district. We have also increased our community engagement efforts this year in order to partner with our families to raise student achievement. Our English learners will remain our district-wide focus heading into next year. Finally, on the dashboard, we continue to meet all of the state's local indicators. Now, while our overall district performance is high

032across almost every measurement, we fight that despite great strides made these past few years, achievement gaps continue to persist for our English learners, foster youth, and socioeconomically disadvantaged students. Thus, we have revised some of our existing actions and added new actions to strive to better meet the needs of our unduplicated pupils, which leads us to a discussion of our district's LCAP goals. As an overview, um you'll recall that we have established 10 goals now for our LCAP in order to tell the story of the educational advantage that all students receive in our district. Our first two goals pertain to all students and are tied to our innovative, rigorous, and relevant educational program as well as the basic services that we provide to all students in order to ensure their success. The next five goals pertain

033to our unduplicated student groups and provide a laser focus on the achievement gaps that persist amongst them. As is required, we dedicated our eighth goal toward our lowest performing student groups and sites. Also, as required, we dedicated a goal to El Camino Realel High School, who receives equity multiplier funding through the state due to their high socioeconomically disadvantaged status as well as non-stability rate. And finally, this year, we added a 10th goal that outlines the innovative ways in which OCS is meeting the needs of their unduplicated students that go beyond what is outlined by the district goals. You will note that no funding has been allocated to the actions for this goal as those costs have already been accounted for within the previously stated goals. So at this time we are going to open up

034the floor to facilitate a discussion on all the proposed actions um in our LCAP beginning with goals one and two which pertain to the academic achievement of all students. Um I want to thank in advance Dr. Holloway for helping to capture the feedback received on the screen. And you will see when we switch to that document now um sure and you'll see on this screen um that any changes Rene wanted to know who was going to drop this here. Just my question. I thought who had Carrie in the pool? Who had Carrie? Oh my god. Usually it's in there. Water. It's okay. We just dropped soda. It's okay. All right. You know, it's just been a fun day. We're just rolling. Just keep rolling with it. It's all good. All right. So, as you can

035see, as we move through each goal, um you will have at the top of the screen, um it will be a snapshot again of our data. and so that we can ground our conversations in our achievement gaps. And then you'll see also listed is a summary of each action. And any action that has been revised, struck through, or added is denoted in royal blue on the screen. And so I know in the binders they're not colorcoded. Um however, we did provide um these resources in advance digitally. But um and then from there, she'll notate anything that's being asked or suggested on the screen so that we can don't worry about it. Everybody drop one item in the mush pot. [Laughter] That's a big sacrifice. Okay. All right. So, we'll begin now with any feedback, questions,

036or suggestions that you may have as they pertain to goals one and two. And again, this is really goals pertaining to all students. So, anything that pertains to all students that you would like for us to be aware of? Okay. I um going through this, it talks about arts, media, entertainment pathway. What um what are we we've been talking about this for a couple of years. 1.12 1.2. Thank you. That's very helpful. 1.12 and I've just um and it's on page 418 and 38. It's on every you know Mhm. you keep repeating but different different um subject matters the arts entertainment the performing arts pathway. Yes. Okay. Yes. Just noting that um each year it has been a desire of the board for us to explore a performing arts pathway and it's something that we

037do continue to explore. Um in discussions with our previous VAPA coordinator um as well as district leadership, there was concern that if we designated one high school, for example, the performing arts school, um that it would now dilute the performing arts programs at all of the high schools. Um and so it was not recommended by our VAPA coordinator at the time. However, um with that vacancy now and um us um consulting with the Orange County Department of Education specialists, um we'll be able to continue to revisit that. We do offer really robust performing arts pathways in each of our schools. Um so really we just need more clarification. Is it our desire to designate one high school as the performing arts? I I love that we have such robust performing arts and it's getting better

038as we have music instruction down lower and lower. So just having that at everyite at every site would be great and you know just to build on it and because you can't really I don't maybe the investigation is how do we like identify it and name it at throughout all of that. Yeah, absolutely. Yeah. Could it possibly be explored almost like I guess when you get like a letter in a sport or like band or things like that they have to take so many classes at that school whatever they're at in certain areas to qualify for like a seal like the seal by literacy maybe a pathway kind of seal on their diploma something like that to where it's not pulling people from schools but okay it's kind of making yeah are offering you know

039like you can gra you know you can graduate from this pathway if you take these additional courses and you complete so many courses in this subject. Correct. You know, whether it's band or uh music or art, digital, whatever. Yeah. Because it could be DMAA, it could be ceramics. Yeah. Okay. So, creating like our own local um like a chord or exactly like a seal on their diploma, some designation for students who complete a multi-year series in that pathway, whether it's performing arts or visual arts. Dr. Miss Reno, were you saying something? Yeah, just actually just a reminder if everyone could speak into their um to their mics and speak a little loudly because uh Trusty Blaze is struggling to hear. So whenever it's your turn, please to use your uh outside voices, how much effort

040do you think it would take aition graduation pathway? Am I talking? I'll just speak louder. It's not green. Neither of yours. Yeah. I guess my my only question would be if we go by performance that way. Um is the outcome going to be worth the effort? That's another question. I love that we have it. I don't want to move it away from any at all. I just don't know what that is. Maybe we do sort of a landscape analysis of where we are with all of it. I'm sure that's available with not too much work. And then to think about are the are there streams of if you talk about um performing arts, what is is there something available all the way through? And then what could potentially be a capstone or a a different

041type of class or project? U maybe it's just performing in the you know whatever it might be and then look at um ceramics and art and and um visual arts in a in a different in a similar way but what is there now and what could we enrich it with not create a whole new school but what can we enrich it with to make it just a better a real pathway. Yeah, absolutely. And I don't think that would to answer your question, Trusty Frasier, I don't think that would take too much effort on our part to do. I have really robust programs and we do have the the manpower now, too, with our additional arts and music funding to be able to refine our programs and really make it a special experience for our students.

042So, I just don't want to burn resources if we don't have to. I I mean we have a pretty good system as we are but so that's my only comment quick and significant announcement it appears so okay you're sharing Okay. Also, I was going to add, you know, maybe I'm not sure because arts is not my forte, but if there's some type of like certification that they could work towards and you know, in music, I'm thinking yeah, like a portfolio or if they can um pass maybe something about like music theory where you know where they because I'm thinking of like our CTE pathways where they can take them and then they can get Adobe um certificates and things like that but maybe there's something in the arts world as well. So almost we'd have

043to backwards plan and see what the next level requirements are and what they expect them like if they were to apply for a job at high school, what they would need requirement wise and then backwards plan from there of what we would require to get them there. Yeah, I think that would be good. And then also maybe looking at um other performing arts um schools throughout the county and seeing what they offer and what their capstones look like. And not that we're going to recreate it, but it would give us some ideas. Also, why reinvent the wheel if we don't have to. Yep, definitely. We'll work on that. Anything to add, feel free. Just to add to that, um, I missed some of this because I couldn't hear. So, we're talking about the performing arts.

044Yes. and not creating a performing arts school or designating a specific school as a pathway, but really trying to enhance what we offer our performing arts um students in our district and coming up with like a capstone experience and like a seal on their diploma or a chord or some similar to what we do with our CTE students, right? So, I wouldn't be opposed to like just searching out to see if there is some type of a performing arts type school with maybe like an emphasis also in music just because with all of these POP 39 requests, I have a feeling that we're going to maybe get hit with some a charter school that's going to come in and offer like performing arts stuff. So I think we should just keep some of this on

045like the forefront of our minds that you know as more and more charters are coming in like if we already offer something that really takes away a lot of um you know a lot of their momentum to try to come into our district if we offer the programs. So I mean I don't know what that would look like um you know to do that but it does seem like we have a lot of our kids flocking to the performing arts school in Santa Ana right you know in the whole music thing. So I mean I don't think we should maybe be opposed to it and especially too I mean Magnolia is a science academy you know is there a way to like enhance our science programs or even to like be creating these things so

046when these charters are looking to come in you know like we already offer it so there's no reason for our parents to be you know like pulling the kids from our district and like putting them in these charter schools. That would just be a thought. Definitely when we are investigating what this will look like, we will also um continue to review and investigate what's offered at the school in Santa Ana. I don't we don't want to give free advertising. Um but to see what we can create too, right? And did we talk I'm sorry I don't have any visual. I have nothing. I'm like blind over here. Um have we talked about the English language learners? No, we're right now on goals one and two which pertain to all students and then they're actually they're

047next. Okay. Okay. And then another thing too is I think as well like um one thing I've been finding a lot about is like a lot of the military is um offering a lot of programs in like the arts and also like you would never think that like people can specifically go into the military to play band and to play music and to be getting these degrees in some of these programs. And so I don't even know if we should be starting to like really branch out to like, you know, the military and bringing some of these things in. Um I just like found out in the last couple weeks how um how huge the music programs are, you know, in in the military, like you know, the Marines um especially the Marines and like

048I think the Navy, things like that. Um I'm just finding so many, you know, so many things. And I met somebody um last week who um you know she applied she um tried out for the band and also to like some vocal stuff and they sent her off to school. Um you know she made it she did she made past her audition and like she got 30 college credits in a year just because of like the specialized schools and the specialized colleges that they sent her to. So I don't know too especially you know with the cost of college and you know things like that. I don't know if that's another thing we should maybe be trying to partner with is like maybe broadening the horizons of um some of our students who want to

049take music to the next level um you know but don't want to be like a starving artist in Nashville or like you know starving college student. I mean these are like some spectacular opportunities um that our our military is offering. Definitely. So yeah. Yeah. I think that would be something that we talk about with the um college and career. um sites, people at their sites that maybe they can look into as well and research and like when the military because we have military visits at all of our high schools, but to be really targeted with our performing arts programs and telling the students come check it out. You might not be aware of these opportunities. That would be Yeah. Like who who would have thought that like you know when you look at like okay

050like I'm going to go into the Marine Corps. I'm going to go into a certain you know place and that like I'm going to go into the Marine Corps. I just have to make it through three 13 weeks of boot camp, but I'm going to be like, you know, part of their vocal team or part of their jazz band or their choir and like, you know, go around the the nation, you know, performing and, you know, performing at, you know, football games and performing for the president, you know, things like that. I mean, there's just so many opportunities that I think that we need to be exploring. So, we're hitting, you know, every every student has its opportunities, especially those who, you know, maybe want a college degree, but they can't afford it. um you

051know or just you know like I said just don't um know if there's like a pathway for them you know past past high school maybe this is an opportunity definitely okay moving on I kind of would like to talk about um addressing the drop in the writing prompts in grades one through five um yeah I was going to ask about that as well as I just wanted to know when the rubrics have been updated. Are they recent rubrics? Have they been revisited to kind of see if they're older? Maybe updating them. So, three years ago, we convened a group of teachers to come together to take a look at our writing rubrics and align them with the um CASP um metrics so that we could be in alignment with that and also increase the rigor

052of what was being asked. And with this group of teachers, what we did is also we looked at writing across content areas to ensure that science and social studies were also going to be addressed within the writing rubrics as we know that some of those content areas tend to trail off um with a focus on math and language arts. And so that was three years ago that we convened a group of teachers. And so we've gotten um some feedback, especially working with um writing this year to enhance that so that our English learners who specifically need that work um and need that focus um can do well on the ELPAC. And so that's work that we're going to continue to do this summer pre-ervice and on to next year. Um and so we have gotten

053some feedback from the teachers that have participated in the writing professional development this year as to the placement of you know the narrative versus the opinion versus informational. And so we need to again survey our teachers and find out what the best progression is so that we can get a a true test need as they plan out the year. Yeah, that's what I was just wondering. Sorry. Perfect. Thank you. Is there any specific actions that you guys besides that are going to be taking throughout the year to like add more writing prompts and things like that? Absolutely. So, um what we're doing this summer is we are providing professional development to our teachers specifically in writing as it relates to how it's tested in ELPAC. So focusing on our English learners and making sure that

054writing doesn't necessarily have to be full-blown essays because the way that it is tested and we want our teachers and students to work smarter is that maybe there are writing prompts that could be quick that could be um connected to how it is tested on Elpac so that this type of writing happens throughout the day and is infused um not just during EL but it's during ELA, during science, during social studies and So that is going to be the focus of the work that we do this summer going into pre-ervice where our teachers are going to have the opportunity to plan out lessons, work collaboratively during um the collaboration time of pre-ervice and then into next year. We have already secured a contract with Momentum and Teaching to continue the work. They have been really

055wellreceived by our teachers. We've gotten some great feedback on the responsiveness, the relatability of um this and then our uh teachers on special assignment are also going to be working in collaboration to lead the sessions in the summer as well. And like I mentioned, the focus is going to be on how can we continue to support our English learners throughout this process in writing and working on the um the teacher toolkit for the um English learner roadmap. So you're attributing this decline mostly to our English language learners. Is that correct? Well, are you seeing it across content when um I think what is it 67%? When we look at the data and the population of students that are impacted um it is our English language learners. And so we've seen that um in the alpac

056scores when students get to level three, they stay at level three. And so what we're really focusing on is continuing the rigor so that we're actually teaching to the next level of language proficiency so that we're um you know leveling up teaching up to those uh required standards. And so we feel if the student population that is most impacted are English learners and we need to give them the tools to be able to reclassify and make progress in writing. And because um it's going to be first best instruction practices. This is attributable and applicable to all of our students. They can all benefit from increasing writing rigor. Thank you Dr. Leo. Absolutely. Question. I have a question. Are the assessments that we're doing for like when we're doing the writing assessments, are they like I've

057had some teachers feel like that they're too close together that like there's too many assessments and there's not enough time in between to like really work on the issues? Could that be part of the problem? So, what we've done is we've gotten feedback from our teachers to create the assessment calendar. And so when the within the assessment calendar um teachers uh have the opportunity to not only do writing during those um you know little litmus tests that we get from students, we um are encouraging our teachers to give us feedback. And so this um coming year what we have done is we have proposed two assessment calendars and we're getting feedback from our association from all of our um teachers as well. We're going to be sending out a survey so that they can give

058us feedback on the best timing of the um writing prompts. Unfortunately, with as many forms of writing that they have to do as they get older, it's hard to space those out um and give adequate time. That's the challenge of hopefully, like you said, if you integrate writing through um subjects, you're getting your most bang for the buck because you're practicing all that. But yeah, that with the amount of writing that they have to do, it's really hard to time it. I know. So, I also too I was talking with someone um about our English lang language learners and um there it was a school district in Washington and so this person was in charge of like the program English learners and she brought them from a 17% to a 67%. And I asked her

059how in the world did she do that? And she was saying that she used they use money, I mean outside sources, like they paid people from the outside to like come in and help, but they also like were were um partnering with like some of our lo like local nonprofits to come in and help as well. And so I don't know if that's like something that we should be thinking about too, like maybe doing something to change with our English learners because I mean it's very apparent you know, throughout this thing that we're still struggling and it seems like every year we talk about, you know, programs and we talk about, you know, doing things differently, but it doesn't rise. And so, it was just really interesting to hear, you know, that they did have

060to like, you know, they had to put like some investment into it, but they brought in like outside sources to work with it and then like some local nonprofits. I don't know what that would look like, but I mean to jump up 50%, you know, in your test scores for English learners, I mean, they did something right. Can you talk a little bit about how you look at each school and each grade level um when at disagregated data and how you um how we make it equitable when for those schools that are struggling or those grade levels that are struggling within those schools? how much diving in do you do versus the overall numbers that we see? So um in relation to uh writing when they turn in their writing scores um we have and

061give that information to our principles too. So we we take that data and we do um datadriven decision-m um with our principles to have those conversations about what they can do as instructional leaders to help support um their teachers with it. I know we have robust conversations with our teachers on special assignment. Specifically in response to this, we have now geared our professional development to be crosscontent, meaning our math um teacher on special assignment is working in direct collaboration with our ELD teacher on special assignment. So when they provide professional development, they are doing it together so that they're saying this doesn't only exist within EL. this is something that needs to happen within math as well. And so we have um math writing prompts too. And so because we know that the way that

062students have to explain their thinking is no longer just based on the algorithm that they might know. It has to be an explanation that then also to get the most um honestly to get the most points. when we have cast testing students have to not only explain their thinking but they have to compare the compare data um on a chart. So it's not just a matter of saying this is the right answer. It's saying this is our answer because in comparison to and so that is we have really um you know imparted that on to our teachers that it's it's really important to have this be daily part a daily part of their instruction that it's not um no longer just giving the answer but having students talk about um which is the work we're

063going to do in pre-ervice Mike and I is to explain that when you have students talk how they talk is how they will write how they write is how they will also speak. And so we want so we're trying to build those connections for the work that we've been doing and the ground work that we've been doing with crosscontent articulation and writing. And so um we're having those conversations with our principles too. So they can turn around and have those conversations with their teachers. And so when we think about the scores that vary across our schools, it is um work that's applicable to an English language learners as well as to other students, our socioeconomically disadvantaged students as well. And so they tend to be a duplicate, you know, one in the same because they

064target more than one um focused student group area. So I mean we we we're doing the best that we can to turn around and build the capacity of our principles to then have those conversations with our teachers or giving our teachers the opportunity to have those during PLC's. A lot of the work that we've done with professional learning communities has been around taking a look at data especially during the time that we have writing assessments that turn around and talk about that those results like um bring student work samples and designate and collaborate on the um the scoring like what is your for compared to what is my four so that we can align it and be uh coherent with our expectations. So those things um that actually it makes me think of another thing

065we used to do. We had data walks and I remember one time even in the district office we did that. Um what sort of professional development or what direction or training are the principles given? Are they given a specific these are the data sets we're looking at? Did they provide their own data? How do we help them pull the right information and share it with the teacher so it's effective and the students and families? Absolutely. I can give you a four example. When um there we had a professional development session with our principles and our Melrose principal reached out to say I want to know more about this because the staff has been asking they have data days. So, a lot of our um principles took advantage of the days that they were given to

066have data discussions and to do learning walks either um within the school, outside of the school, within the district or outside of the district. And so with those days, what they did is they released their teachers to come together to take a look at data. And specifically with Melrose, what they did is that um they had the writing progressions. And so the writing progressions were posted all around the room and the teachers then calibrated the writing, brought student work samples, compared it with um Lucy Caulkins work on writer's workshop and what some of exemplar some exemplar writing so that they could um increase the rigor and so then teachers did like a learning walk across their and I was able to participate which was really invigorating to see um the Melrose teachers come together and

067say, you know what, I need to increase my expectations for my students because what I deemed as a three is actually a two when we use the rubrics in the writing progression. So that's one example of how the work that we started to do and talk about um is coming full circle for a school and as a matter of fact another school found out about it and went to go do a visit at Malrose to see can they collaborate on what your teachers are doing with writing with what my teachers can do with writing and and this is all because of the release days that have been provided to them. I was just going to add that like how do we then take that best practice and share it throughout the district so they can

068visually see it and the impact of it. And then I would just say that as a district the professional development that we provide to our principles on data analysis um really is driven through our solution tree contract and they have really helped us to have fidelity to the PLC process. Um we use their data protocol with our principles and then we provide data to our principles at each of the data points throughout the year. They have site data folders that we put the data in and then we dedicate our principal meetings each month to going through the data with the protocol um with solution tree this year. They also brought in all their department chairs or their teacher leads to join them in this data um analysis as well as looking at all the standards

069and how they're aligning their teaching. So, we've really made a concerted effort to help our principles be more data literate um in these past few years so that they feel comfortable having and leading these conversations at their sites. Additionally, I know that um I Ready is another source of um really robust data at the elementary level. And so, um Liz also partners to offer trainings to the principles and at the school sites in I Ready so that they're fluent in the data and then cater their lessons toward what the data is showing them. And then Jose does the same with Elevation um which is another um data tracking system that's used for English learners. And so I would say um more than probably ever before our principles are being trained in data literacy and data

070is being provided at their fingertips at every single meeting. I just I also wanted to share that during our monthly um principal grades span meetings um we find strengths in our schools with what they're doing in what we do is four corners. So we we have principles um teach each other and so they prepare presentations um or just share practices that they've engaged in and then our principles get to choose where to go to find out more and this is how we can also disseminate information about good things that are happening across our schools. Can can we as we build out through the next year and as whenever appropriate through the year build in a data walk for the board that's you know very comprehensive. I'm a data nut. So um this is nothing for

071me. I want so much more. Um so I would love to be able to see what's happening at schools and how do we enrich different things and where are the gaps and um and really put some like I'd like to see the thought process that's happening. We'd love to invite you all take a look. Okay, my last question I think on this Oh, no. I got two. One is um on the superintendent advisory council meetings, it says that they've been disbanded and now they're just taking place at each high school. I'm just trying to figure out when that happened and what what we're doing, why this is um what what the thought process is. Yeah, they haven't been disbanded. What they have been is decentralized. So the former process was that um five or so

072students, we'll say five, um from each school were selected by the principles to come up to the district and then have conversations with the district office um in isolation without um the principles or administrators just being aware of the feedback that was being given from the students to the superintendent. Um and then no follow-up action um was able to occur because these meetings were happening in in isolation. And based off of the um stakeholder survey data in which students were um expressing that they weren't feeling as connected with the schools um and that they didn't feel as if there were as much supportive or caring environments in their schools. Um the decision was made to have the meetings at each high school instead with a more robust representative sample of students. So instead of your

073five best kids um coming up to the district, it was every student in every walk of life, we really encouraged the principles to have about 20 30 students there um to have the principal, assistant principal and activities director present too so that they could hear the conversations that we're having. And we um shared with them their stakeholder survey data and the trends and we asked them to identify if they noticed any trends, helping our students to be data literate and aware of what the results of their stakeholder surveys were. And then they then identified um an area that they wanted to tackle as a school based off of each of their sites data. Um what they felt was the root cause of that issue or that decline that they addressed. And then they were working

074with their principles throughout the year to really try and improve and address that. And so that was um led this year, you know, by Mr. Young and Mr. Gray. And then um you know, Mrs. Gray and myself were able to attend in the first rounds of them. And then um we carried it on at the second half of the year with uh Mr. Young and um doc Dr. Pedraza. I feel like every time I turn it on, it whistles at me. Um I had a question about that, too. I would It seems to me like high schools should have a high school advisory group with the principal. Do they have those at every high school? Not everyone was. And so now we have ensured that this is happening. And then we encourage and ask every

075middle school to also have a principal's advisory. I I think that student voice is incredibly important and if we are not getting them all together as a large group, I think we're missing an opportunity. I think that having those more robust programs at the site is awesome. Um, and having those key people in and bringing different groups in or different kids in throughout the year. And I love the idea of build picking a project that they've identified as something um but I but I want them to come together um because I think that the different projects they're doing at each schools might spur some interest in the other ones and we're missing that opportunity to have some of that best practice and collaboration. um as well as um when we look into all of the

076advisory committee groups, I know it moved toward an online platform and I think there's a lot of value to being in person and so even if there's an option to do one to catch it via Zoom or to to you know be able to listen in is great but I would love to go back to in person the high the um community superintendent advisory committee that brought in anybody from a school but also the community was super valuable and I heard feedback from community members that were very upset that they were turned away cuz they're not a parent. Um and that's we want them to be at the table too cuz there are um our stakeholders as well and um so I'd love to see that piece become more robust throughout all of the the

077schools. I'm just going to add on there that I think it would be great also if our student board member attends those meetings that are centralized with the kids from all the high schools and then they could report about what they experienced and the ideas that are being brought. So, we're getting that information too at our board meetings. Uh just to go back to like you said the advisory meetings with um parents and stakeholders. I would like to also have those be back in person because I know what a valuable tool it was to hear what all the different school sites were doing and to bounce ideas off each other and um I was also approached about by someone who was um concerned about the format they were in that it was mostly disseminating information

078rather than getting feedback. So, um, yeah, having it in person, I think helps that a little bit more enables the the the two-way fe the communication rather than just putting it out there. The agenda is important, but also to provide an opportunity for them to bring up items and them to put things on the agenda and with in a reasonable way so that they can um they can have their questions answered too and give feedback. Absolutely. I have a just a couple of questions. Um, engage community. We talk a little bit about metrics or little data about um the school climate data analysis. Um, what other and then there's something else about um the number of uh people that engage on on social media with us. what other data or what other things can we

079do to en encourage that um that communication and what data can be reported out like I'm sure there's more things that are being done just the metric on um social media is great but what else um needs to be a little bit more I would love to see yeah sure we can definitely add in more data pertaining to like the number of advisories the number of participants who come to each school site councils coffees with principles all the different events. Um, we did add in more stakeholder survey questions this year, too, trying to get to the heart of engagement in our families to see how often are you coming to your school and for what reasons. And so, we can definitely pull that data and share it with you. So, I had a question regarding

080the middle school athletics. Um, I see obviously we have a lot of participation in all the sports. Um my question is is there any way that we could since it's growing so big and it's getting to be a robust program that we can kind of I guess wean it away from the high school coaches and have a more dedicated middle school coaches for these programs. Um just because I know sometimes it takes away from like if you take a high school coach out of their from away from their team to go to the middle school it kind of takes away from their team and their practice time. So, and it's also like we're borrowing rather than these athletes having their own coaches, you know, making them feel a little more special. So, um I was

081just wondering if that would had been considered yet of just kind of maybe um hiring since we already do they do get a stipen. So, that would just go to someone else rather than somebody who's already on staff. Um just so they have more dedicated and maybe could be a face on campus that they get to see all the time and relate to because that would help with connectedness to the school as well. um rather than a high school coach coming in to the school. Question, can the high could the middle school teachers apply to be a that kind of Absolutely. The middle school principles are recruiting from their site and then if they aren't having any luck, then they start reaching out to the high schools. And then specifically for wrestling, high school helps

082out a lot because of the technical and safety components. That is the one sport where high school is heavily involved, but otherwise it's almost all middle school staff that are the coaches for all the sports. And since we brought it up, I know currently we're paying for it out of our arts and music instructional block grant. Next year is the last year of that grant. Correct. Correct. So, we need to look at long-term funding because um that money will be gone. So, you know, how how can we sustain this program? We worked really hard to build it or or what do we look at to keep it going and maybe pull away from those that may be the more expensive or the Yeah. And like how do we balance it? I think the the uh

083the importance is that's really hot, Jeremy. um just prioritizing and knowing that that's important because I think that is a huge thing for the middle schools and for the middle school students especially transitioning into high school when they already have especially with the wrestling program like that's a huge thing because it is technical and there's a lot of safety items you have to have in place. So um I I think yeah just as long as we make sure that we all know that's a priority to make sure that that happens. I don't I don't think it really matters how it happens as long as Joan finds some money. Well, a lot of the all the startup costs for the sports were purchased through the block grant, which is wonderful. And so really now the budget

084is going towards the stipens to sustain the program. Um so there isn't necessarily one that's more expensive than the other than like the few that require referees um for the the competitions, but it's all pretty doable now. As long as we want to have five seasons, um it's pretty comparable. Um, we'll just need to identify a funding source, which I know we all know which funding source it'll be. Um, everyone's favorite similar to which one? The the general fund. The general fund. However, however, um, actually to say um, we are partnering with expanded learning now that they will be running at all six middle schools next year. Um, we do plan to utilize ELOP funding to sustain um, the the middle school sports program. I'm not exactly sure of the school schedule. That's maybe that

085is there any way that can be pushed to oops, excuse me, pushed it to the end of the the day so that it can become more of that after school and um and then is you're looking at the five sports with different quarters and different semesters and things like that. Is it appropriate to have five? Should we be looking at rotating? And if we're already at a budget issues, um should we we my preference would be to make sure that we're balancing that that we're not taking out of general fund to make sure that that is growing. Yes. That we maintain and take care of it as best we can and then if we get an influx of money in the next few years then we can do another kind of wave through. But um

086I the fact that it came from arts and music block grant I don't like. Um, I think that it should have been arts and music, but um, but we're here, so let's make the best of it and make sure that it's appropriate and it's not overimpacting the school or our budget. Yes, definitely. Would it be possible similar to the high school sports having a booster program, a booster like Yeah. I mean, just to for additional outside sources or maybe even REACH Yeah. involved in that or some type of fundraising. Yes, these are all great suggestions. We do partner with the reach foundation and they are now supporting both the track meet and the cross country um event. So Providence St. Joe also is super heavy into move more eat healthy and physical fitness and they

087there should be a lot of outside sources that would hospitals would I mean it helps with health. So if we can reduce the number of students that are at that threshold of not being a healthy weight or a healthy fitness um they might help support that piece too. All great suggestions. Anybody have anything more on one before or two? Okay, I'm moving two. Uh I'm I just had a question related and maybe it's offline later. um but the K12 strong work workforce grant program and looking at PD and the use of um of AI in the classroom. Um can you maybe share a little more? I'm interested in it and and what that could look like and are we going to be able to expand that to make sure that that's helping all of our

088um teachers and students? Yes. So um we were fortunate to be selected for a K12 SWP grant. Um it's an interesting name. It's named K12, but it needs to be spent on secondary only. It's a constraint of the grant. Um and we have actually next Monday I'll be attending an AI workshop with fellow district leaders from around Orange County uh down at Westminster School District to kind of see how they're approaching it. There are quite a few AI products out there um but they're all still kind of figuring out how to prove that they support student achievement. And so that's why we're kind of be mindful of what do we train our teachers in using making sure that it's sustainable and that we're not just getting them hooked on something that's going to be quite

089expensive. And so I look forward to that um collaborative both in terms of the policies and the practices but also okay how do you support it in the classroom um in a way that is sustainable for us moving forward so that it can support again all of our students. There are some ways that teachers can use it for co- kind of a brainstorming buddy for planning differentiation for example like behind the scenes that we have been offering um some kind of know as you go type AI awareness bulletins in the the secondary um bulletins that uh Mr. Young sends out and we also include them in the elementary ones. So as more details come out that are more concrete I really look forward to using that. We have until the end of 20 this 2027

090school year to spend it. So, we just want to make sure we spend it in the right areas. In regards to um goal two for the early childhood um education training, I know it says TK um teachers regularly collaborate and will be introduced to the DRDP assessment tool. They don't currently use it right now. Correct. Correct. Or okay. So just I know the DRDP can be very meaty and weighty and just a suggestion um is when not to overwhelm the TK teachers but you can whittle it down to make it customized to what you and what they um see as priorities um because it is a very long and tedious um assessment and it's um a lot of observational tools. So, it is possible to hopefully kind of skinny that down a little bit to

091hit those core um and essential standards um that you want um the TK's to um be ready for kindergarten with. So, that might be something to look at to kind of help ease that assessment into um TK for them. Thank you. Also, I have a question about um 2.5 or 2.2 to um the professional development for the um the screeners for K through two and it looks like we're going to be piloting is that correct for next year and what is what does that look like? So, um, we are currently taking a look at and piloting two, um, screeners that have been approved by California State. And so, um, our teachers have gone through one of the screeners, uh, that was AMRA. And, um, then they're now piloting multitudes. And so, from those, um, we're

092going to bring it to the board. The recommendation that, um, group of teachers is slated to make that recommendation May 1st. and that'll come to the board. Um, and then we need to have a selected screener by our June board meeting so that we can start to train our teachers on uh the use of it. Yes, this summer. I'm very excited to see because we've been talking about this for a while. So, I'm excited to see how this rolls out and what the options are and what it's going to look like for our students. I think that's going to be a really great asset. So, I'm excited to see that we have moved and we're piloting and in um collaboration with, you know, in in determining the screener, we're also going to provide a training

093on what to do next. So, it's not just a matter of selecting the screener, it's what do you do with the results of the screener and how you provide intervention for students. So, that will also be happening this summer. And I think I just want to add one thing as well. Um, we've been talking at the county level about screeners and the importance of ensuring that they're used early on to identify students not for placement in a program, but actually to help them learn to read. And so what we're hoping we're going to get globally is that we're going to learn how to explicitly, prescriptively, and in a targeted fashion really learn what what students are missing in the five core areas of reading, figure that out, and then teach accordingly. What a lot of

094I think superintendents, assistant superintendent and you know administrators throughout the county are um are not wanting to have happen is that we start to identify more students naturally for special education because as we know this whole reading difficulty screener process came out of I think it was the 2018 California Department of Ed dyslexia guidelines which indicated that about 20% of our students will have a problem with reading. It doesn't mean that they are disabled or have a major deficit. It means that they just don't learn to read in the same way that everybody else does. And so we have to explicitly teach reading in that way. And I think if we learn to do that and we really dedicate this time, which we know research says it's got to be during this certain time during

095the day and we we we progress monitor and we move students accordingly in a a very fluid fashion, then we're going to be able to also hit the other area, which is our EEL's. That's something that I think it'll kind of be a a what is it called? Two for one. Yes. um going on as we were saying about explicitly teaching reading and having those um data points. Have we um has anybody or and even discussed like science of reading training and things like something to look at? Yes. And so we are really excited to have our teachers that are part of the screener be also a part of our ELA adoption. And so we're going to um be starting um that next year as well so that we can take a look at we're

096already getting some adoption materials now. Um and so one of the components will be to have the group of teachers that select the screener also participate in the adoption so that we can take a look and see that there's an alignment with the best practices for reading and addressing reading challenges. Um, we're also working with our teachers on ensuring that they are doing small groupoup instruction so that when those reading difficulties come up, they can learn how to address those. Um, and so that that's part of the work that we're doing as well is taking a look at what we have out there and the components of literacy, phonics, phmic awareness, vocabulary, reading comprehension. Those have been the building blocks of literacy that we have focused on for the last four years. Yeah, I was

097going to share Liz, please share. You've been providing trainings for the past four years on and not calling it the science of reading, but the science of reading. So, our teachers have had that training opportunity for four years now. I have a question regarding mathematics. So, on page 51, it talks about math fellows provided coaching and model classrooms. Um, can you tell me about what the math fellows did and are we going to be able to continue those in next year? Also, Liz, yes. So, we have about 15 math fellows and um these are teachers teaching teachers which we know is the best professional development um that we can provide and so they um surfaced out of our work with um CGI the cognitively guided instruction. So within that we provided differentiated professional development and

098we asked our teachers to self assess where they felt their understanding was with um CGI and from that our advanced teachers who felt that they had a good grasp on how to um ensure that students were um explaining their thinking became our math fellows. And so these math fellows then were trained by UCLA and UCI um and they continue to pro be uh trained in that. And so what we're doing is we're providing release days for them to go out to school sites and it's by invitation right now um but we have had more of an interest in having them come and do demo lessons. So what they do is they become instructional coaches um to their peers. They go in and demo a lesson. Then they turn around and um lesson plan with their

099teacher, the the collaborating teacher. Then they observe the teacher and give feedback. So these are teachers giving teachers feedback non-evaluative um and administrators are not involved in that process for evaluation purposes because what we want is for our teachers to have that safe space to try um these practices and building the capacity of internal teachers to support other teachers is the work that we've been doing. And as a matter of fact, some of them have been called um during staff meetings to provide professional development and so that they can turn around and the learning that they have had through UCLA and UC Irvine, they can then teach their uh uh teachers at their school site. And so they've also participated and collaborated on um doing lessons that they are making available and they're already available

100to all of our teachers um through the lesson planning that they have done that are aligned with the new math framework. So that's an additional layer of support that they have been providing is um essentially grab-and-go lessons that teachers can can use immediately that are um focused on cognitively guided instruction and having students explain their thinking. So we are really excited. We actually have a three-year program and so they are in the second year of their program which is now turn around and train someone else. You got the training. I'll turn around and train someone else. And then the third year being um that they help to coach and so they're very excited about the opportunity to visit classrooms. You know if teachers invite invite them into classrooms they're they're ready to go. Is there

101any recording being done of this so that they could be shared? And yes, they have um when we first engage their support um we let them know that the goal would be to somehow um be able to have have teachers get access to it. And so they there are recordings. They're provided in um our website and so on in ed services. So there are already recordings and they record themselves or each other um so that if teachers aren't able to have them come to their classrooms, they can certainly um view those. And so what we've been doing is um having sessions at the different schools with the math fellows going in and um them watching each other teach first of all so they can turn around and teach others. So yes, there are recordings. I'm

102also happy to see that we have our financial literary literacy class that's being developed um for the next year, a state requirement, but something that I know Mrs. Anderson and I are very passionate about. So, looking forward to what that is going to look like and getting that to the students. That's a good note. Um I wanted to talk about um the classified um training on page 53. It's 2.6. Um obviously there is not enough money allotted to train all but so what are our priorities? Where are we focusing for the classified staff? microphone. Whoops. Sorry. Um, the special education world is a focus of ours. Um, and I know that we've increased the different opportunities they have for training, but this year we're really focused on it and also have addressed it in our

103contract negotiations. Yeah. Go ahead. Yeah, we've we've continued with proact training and targeted instructional aids in the summer as well. That's one of our biggest um well most well-received training that aids receive. Um the other thing that we're doing is we're working with the company to do onboarding with human resources so that as you once we get the contract all figured out but as we hire new employees because we're actually knock on wood if there's wood around we're actually doing a good job of hiring a lot more employees lately um for those aid positions. But one of the things we want is that everybody gets at least a base of knowledge through online modules that companies have developed and they're very good quality. They're through they're similar to the Keenan trainings. They're a subsidiary kind

104of of the Keenan company. And so the the um modules are very good quality. They're um live people. They're not animated or anything like that. So there's a lot of good examples in there. just basic information about special education, classroom management, behavior management, how to be in instructional aid and support the teacher. So, we're really excited to have that on boarding. And with three or four hours, people can at least get a basis of knowledge before because a lot of our people, they're eager, but they don't have any experience. So this will give them some basis of knowledge before they step into the classroom and then they'll get the ongoing training from their teachers. The other thing we do is we do have the day before school starts that it's a dedicated full day of

105inservice where we do um usually target a lot of behavior management training on that day. but as well as just what your role is in the classroom and what how you can best support your teacher because that's and the final thing they get on that day is time with their teacher which is the best part of all. They get to know what the expectations are dedicated time with the teacher without students there so they can learn what their role is in the classroom because every classroom is a little bit different. So, and I would just say to a lot of the classified staff is made up of our special education assistants. We have five almost 500 of them. And one of the things we know, and I know we've we all have heard this um

106a number of times, is that we have a high turnover rate in that um with that group. And so part of what uh Miss Radiier was just explaining is the onboarding is excellent, but also as we have the turnover, we'll have something online when we get people that start in November or in February or maybe May that they can watch that as well. So there's we've we've struggled with how do we train on an ongoing basis when we have this turnover rate. Yeah, someone dancing behind me. Um and so we hope that that will address that need as well. Are there any other groups you guys are train um prioritizing or is it just special education which I'm not saying is is you know I am saying it's important so I'm not degrading I I

107would say bus drivers as well right I mean with with the behavior as well we we involve them I I think we need to look a a cross-section of our classified staff to train uh transportation in general all the all the M has training, nutrition services has training that's and it's usually before school, but it's ongoing. I would say those are really more um regular in practice. Some of them have funding, other funding sources to do that. Um and a lot of it's required training. So, whatever it is that we need to be doing, we're making sure that we're in compliance with whatever um is needed from, you know, like transportation has to make sure that they can work with our students, keep them safe, you know, maintain the bus and so on and so

108forth. So, lots of training for our classified staff. And we do also partner with transportation to do because a lot of our bus drivers drive our students with special needs. So, um we do a training every year at least once a year, sometimes twice for bus drivers. and if they have a new influx and also bus attendants train that uh attend that training as well so that we can it's sort of a little bit of proact but how to do things what can you do on the bus that can kind of it's kind of like classroom management for the bus is what it is so we do that every year as well with them yeah I just noticed that this was a community input so I was like is there was there some you know

109training that the community was like we need more of so that's why I asked we're also providing training for our computer instructional specialists um as with technology and um we have created a progression plan that how we build um and expose our students at kindergarten all the way through um with computer access and skills um as well as uh training our librarians. And so now we have um a person at the district level, computer um I'm sorry our instructional senior instructional materials clerk who is um helping to provide training. And we're really excited because we've done some parent workshops around um interactive readalouds and so that our librarians can also engage in interactive readalouds when students come in. And so that um is a conversation we are currently having um and pursuing that professional development

110for our other classified staff as well. Finally, classified staff, sorry, at our schools are invited to the school safety trainings that the principles hold too. And so we did hear through our stakeholder sessions that we need to make a more concerted effort to ensure that we offer pay for them if they're coming outside of their time. And so we'll be sure to do that moving forward, too. Great. on a little bit of a a thread I'll pull um the family literacy night um as mentioned and um it wasn't at every school and it um as I looked at the different schools the ones that it was that they were at were not our title one schools or those that had the highest need. So I'm just curious as what that looks like and how is

111that going to be um utilized at the other schools too the the ones that are are are title one the highest need and that family literacy piece. So we um highly encouraged our principles to take advantage of that and um reach out to their teachers to be a part of that. They had the choice to do a family literacy night or a family math night. So if they didn't do a literacy night, they had the choice to do a math night. And so what we provided was not only the funding to pay our teachers extra hours to do that and to get training and we um our teacher on special assignment, our um English language arts teacher on special assignment provided the training on interactive readaloud for English um language arts. And then in math

112um they had the opportunity to to teach any math game that they wanted. And then we um gave each site an allocation to purchase books so that our families could have a takeaway. They could come and learn a skill with their children and then practice it with a math book or an English language arts book. So they had the choice to either do one of those two. All of the schools, all all the elementary schools participated. They didn't all participate. I can get you the list of the ones. There was a an increase. We offered this last year as well. And because it was so wellreceived, we offered it again this year and provided the funding and allocation for it and then highly encouraged our principles. I know we had a greater participation this year

113than we did last year. I would like to uh have us encourage even more and make that a standing thing that we do. Um if we can teach the parents how to help teach their children, we're better off. So the investment is worth it and requiring all the schools to pick one or the other and then the next year they can flip or maybe they want to do both. But I think it's really important and that's building the community as well. I agree. Well, I was going to say along with the decreases in those scores, the at home part is probably the biggest piece. So I think putting more effort towards that would be beneficial in the long run and also immediately. Um, so making sure that that's a requirement on both sides I think

114is really important because that was one of the thing I'm looking at this I'm thinking there's there's an at home piece that's not really necessarily being discussed. Um, the other thing is on the data dive. I would love to see a cross-section of the uh sites that did the reading versus the math and then how their scores were in that reading comprehension because it would be cur I'd be curious if there's a correlation of not having the reading for the home support that would then be a indicator that says okay that's more important if we got to get reading scores up then we have to make everybody do reading. So just might be a longterm study too. Yeah. Oh yeah, for sure. If I could have Jose jump on because while our title one sites

115may not have all held family literacy or family math nights, they all participated in the parent institute quality for education which provided parenting workshops on literacy. So, and it was early literacy and I will tell you uh they had great participation even on rainy days. It was one day it was pouring and we had about 50 participants at Melrose. We even had dads coming uh to this literacy nights. um all title ones participated. I believe Ruby and Glen View, they had a option to do an online um and both uh participated and so it was early literacy. So it was our TK to second grade because they focused on early literacy. Um and it was a 8week course um and the graduations were very uh impactful. Um I went to three of them and uh

116there were tears and but the level of home involvement uh did emphasize that throughout the 8-week course. um and they were very appreciative, but also the impact that it made on the home and the idea of early literacy was a focus through those eight weeks and uh it was wellreceived and they want more. That's awesome. Um I'm curious and I know we've got lots of preschools now um and what can we do? We don't get ADA for that, but what can we do to build in that literacy piece um and invest in those kids? when you look at the the amount the 80% of your brain is is developed before age three. So if we are missing the window, then we're already at a deficit. But if we can infuse more of that and teach

117parents how to support their kids in that early stage um and why it's so important. Can you talk a little bit more about how we do that? Yes, and I think that um it was evident in those that were participating. We had child care at each of the sites and child care was very busy because they had little ones that were not yet preschool ready. But they emphasize PK really emphasized the early uh exposure to uh print materials and just different language uh uh resources. And so we are targeting we are not uh saying if you're not at this grade level you can't participate. We it's open to that community. So, for example, the Melrose community, they were all invited uh regardless of the the grade level and multiple families had some at the TK,

118but also had fifth graders and and so that was nice to see and that was their input as well that they were very appreciative that they had that opportunity to explore these different um areas of of reading and and so it it helped them open their eyes to the importance of reading early on, especially those, like I said, that had the little ones in the in the uh the wheel um strollers the strollers the strollers uh during t day daycare so uh we'll continue to advertise it and and really emphasize the importance of early literacy as well I wanted to add that we've been working in collaboration with expanded learning and so we have created this amazing book that all of our families are going to get in the beginning part of the book we

119work with Lakeshore and um they have been very accom accommodating with what we want um to provide to every single family as a part of like expanded learning after school. Um the beginning part of the book is going to be all the highlights and great things about PILUSD to to be like an advertisement about all the great things we have. And then the second part of it is work with your child at the designated grade level on these core math skills and these core literacy skills. So that's that's the joint work that we're doing also with our expanded learning and working on during the day and after school and how we can continue to um integrate and involve our families on all things that um are great about PIL as well as literacy and math.

120It's like the t-shirt with the stuff on the back. I think just to add on to that with what expanded learning is doing with the preschool programs is following the California state frameworks and foundations and their teachers have been getting a lot of training in that. I know this because our special ed teachers are involved highly in that as well and and that builds the foundation of, you know, they're working on whether where's the front of the book, where's the title of the book, all those pre-iteracy skills so that and just how to draw lines and all the pre-writing skills. So all of that's built into those preschool programs, which you know is just to funnel them into TK and be even more ready. So I think those preschool um trainings and what the teachers

121are getting is really rich as well following the California foundations. Those are the preschool learning foundations. Correct. Yeah. The learning foundations. We ready to go to our English learners? I think so. Okay. Goals three and four pertain to our English learners and long-term English learners. We welcome any and all feedback at this time. I would just reiterate that the parent involvement is huge and so making sure that's I see it listed number well the top of the list. Um that's just something that we need to make sure that is a high focus in all of this. Absolutely. And we hope to hear back about our community schools grant application by the end of next month. And so um the majority of our title one elementary schools and applied for it. Um and so fingers crossed.

122But we are investing a lot of our current funds for our community engagement initiative into our community engagement. So Jose, do you want to share a few things that we've done thus far at our title ones? Yes. I think that uh that's going to be an important highlight and again fingers crossed and I think we're optimistic that our application for this community schools grant uh is pretty strong. This is the final cycle for the um the grant after this it's it's it's over and so uh we're pretty optimistic. Uh we had several um eleas San Bernardino um and Oxnard really looking at our application and they were like this is this is good. is strong. Um, and so I think we're optimistic with the community engagement initiative. It really looked at helping us as a

123district and as a leadership change our mindset. And I think we said and we've heard a lot about it today. Uh, and we've learned both Dr. Pedraz and I and Dr. Young and Mrs. Gray, we've been attending these sessions. And one thing I've learned was that mindset of we typically do four. It's always four. So for for this group, for this student group, for this, you know, uh classroom and we should continue with for but also with because that's the voice. Um and you'll see that a lot a lot of the different actions as it relates to our English learners, our ELTELS, um it's with not just for, but with uh and so that's going to be an important change that we're making uh as we look to to make changes in their trajectory as

124far as their achievement. And so, uh, we've had a lot of, um, participation at our title one sites. Um, we had our Title One advisory continue to to flourish and the feedback they've given us even as it relates to CTE. We've got some uh, great feedback. Then they said, "Well, why do you wait till middle school? It should be early." And we're like, "You're right." Like, you know, and so we've made a lot of, it's been a lot of listening. We've done a lot of listening to our parents and uh it's been it's been a great experience of learning along with them but not just for them. Your long-term English student and then recently we um actually this week uh t Monday we uh went over Mrs. Gibbons and I went over to Valadez and

125we did a listening section session with 45 uh middle school students. uh we shared with them what a nail is um and uh asked them many questions and then we gave them a survey about just how are they connected what can we do their voice and um the data is very very interesting and so we're looking to look through that but also share it with you all I just wanted to add on I noticed a lot of that in these goals you know where the students are making their goals for their um English learning and and uh the parents are being brought in. So, I really there's a lot that I really enjoyed reading here and and how it mirrored the um the master plan. Thank you. I know. I'm like, yes. I love it

126when things all come together and um you know when you see the same words used in all the programs, you know, when I read and hear like some AVID words and I'm like yep, we're just following we're doing these great programs and we have these great structures but making sure that all of our goals are aligned and I saw that a lot. The master plan was really the beginning of this work. we didn't have a master plan and so the work that we were doing perhaps was in isolation and in different buckets or silos. Uh but now it's all cohesive and it's aligned and there's coherence to what we're doing across all the departments. It's not just one department. It's all departments. Everyone at this table has a interest in our English learners and you

127can see it across that master plan. I'm glad you read it. Thank you. Yeah. And I I was actually at the DAC meeting where it was presented to the parents and hearing all their feedback and and and I just think it's very powerful and I think that as we do this I think we're going to see great improvement in our test scores and and moving these kids because they have to have ownership. The parents have to have ownership. The kids have to have ownership and everyone's moving. So, thank you for all your hard work on that because I know that was a lot of work and it seems like the work is continuing to this day getting more student feedback. So, it is and I think the the word that we used repeatedly this year

128was awareness just awareness of what the students need their voice um even the types of English learners. Uh Trusty Blae mentioned Washington. You know, Washington has a different demographic and uh English learners are are different apologies even within a English learner group. Um and so learning that and sharing that information not only with our our parents but our teachers, our administrators and us learning, oh they're they're they're different. And so each different group has different needs and how do you address those needs? And so there's a diverse group within that uh English learner population. And so it's been a year of learning but also awareness. You mentioned the the goal setting. We hadn't done that before. Uh we did it with I Ready and it was very powerful and very uh we saw success and

129this year we used that same methodology for our English learners to make them aware of their LPAC level and what they need to do to reclassify. So we really focused on awareness this year and we we are confident that's going to bring uh their trajectory uh to a different level. I mean, even in our own district, there is a huge um sway of different English learners throughout our district. And I think last time I count, it was like 87 different languages spoken in our district alone. And um and the different needs and um one of my favorite questions when I go visit schools is how many languages are in your um English language um classes that you're doing? and the average number is about 14 to 15 different languages that they're addressing at that school

130site. So, um I just think there's a lot more that we can do and I think this is the uh a great way to start. I also just really want to commend um Jose and um Blanca and really all of our teams for our concerted effort with our English learners. Even though the data isn't showing great strides, I I want to just really point out this is the one student group that is so unstable. No other student group has a constant revolving door of students who are coming in as English learners. Homelessness, homelessness, and then reclassifying, dropping off, and then another group coming in. And so, it's a constant moving target um with this group of students. And the needs are just so diverse across our schools and um and throughout our district. And so

131I know that the EL master plan is the start of the great work and we're going to continue to make strides. Um but I just I want to commend the progress that has been made throughout our district. Even though it's not yet showing in the LP, it's showing in our reclass members. It's showing in other areas as well. Yeah, English language development is something that like you said, it's it's you're in the for the long haul. You're hopefully getting them reclassified, but I know definitely the parent piece and the goal setting are huge. the parent piece with the power and the confidence it gives parents to even know that they can use those literacy skills in their home language and not to sway away from doing that because they don't speak English you know necessarily

132perfectly um but a lot of those skills they can and once you tell them and like no read a book in you know Spanish read a book in whatever your home language is and practice those same skills um it's amazing like they light up like and it's um so nice to see that they can do that And it also reinforces their first language which makes it um them more proficient in that language which makes their um English um transition a lot easier the more proficient they are because I know a lot of the challenge is that a lot of those students are not proficient in their home language or the English language. So you're kind of double duty a lot of the um the strategies. So, um, yeah, it's amazing when you pull the parents

133in how much gets done and then the goal setting with the parents and the students along with the teacher that they know they're one team and it's it's really helpful. So, yeah, thank you again for that as well. And like you said, it's it's nothing you're going to see right away, but you will start chipping away at it and um you'll see the difference in a year or two. Okay, I have a question on uh 3.12, the bilingual school student um community advisors. Um have those I know we cut it from 4 to two at our budget meeting looking at Joan and um is that going to continue? We're not going to be able to have I'm just Yes. So those all the site positions are in place. Um the two that were closed were

134actually two vacant ones and I don't know Rene if you want to share that were being proposed for the family resource centers. Yeah. So these were ones that were never filled. We had a total of um I think there were four altogether and then these two were in our student support services department and were not filled. And one of the um issues if you will was that the job description for this did not match. And so we had to go forward with that. So we're almost done with that and then we're looking to of course not do the two but we're hoping one because we do need bilingual community leaison but it needs to match what the what the um need is out there so the schools will not be impacted they'll all have there

135okay that's what I needed to hear thank you and through the community schools grant if we're awarded it they will actually have an additional one yeah that's built into the budget for the application for so each school that's one of the core pillars of community schools is that community leaison which is the bridge. Right now if the title one school doesn't it's usually the principal who's the community leaison. So that's going to be a great addition to add that piece so that uh he or she can direct and really u make be that bridge for the the school and the community. So we're again very optimistic for that. When does that announcement come out? I'm trying to put it in my calendar. I believe it's the the May 31st uh state board of education meeting,

136but I think I believe they published their agendas prior and I'll have the list of the schools prior. So, we'll officially be notified May 31st. So, Okay, perfect. I'm sure we're all going to be on there before. Do we have any idea how many schools applied and how many are being awarded? Um, so the the I guess the qualification was 80% uh unduplicated. So you had to be at 80%. So there are many schools that just didn't qualify. So that narrowed the pool and then uh they were focusing on planning grants first and then uh the rest. So again, this is the end of the cycle. So many of the districts that already um had been funded already have been kind of funded and so they're they can reapply but they also wanted to give

137others that haven't applied. So um they encouraged everybody that was one of the questions if what's what's the likelihood and they're like well just apply which kind of gave the there's no idea of like potentially we got an 80% shot 90% shot 10% shot. I I think different people who I've talked to said if you're at that 80% and your application was was strong, then it's it's a it's you have a good you're very optimistic. I think that's our feeling. We're optimistic. We just don't have I think you guys have a good Yes. Good chance. It would make sense. We we you wrote it. So we wrote it. Yes. But I'm not going to take credit for the writing. I I just wanted to add um an idea. So, Cal State Fullerton has a whole

138human services department. I was recently over in Fullerton at one of their elementary schools. The school that has the um the ADU on it where they have a family that's living there. But the reason I say that is because there uh the community community liaison there had previously been a case manager at a shelter nearby. And um there's a uh an intern program throughout human services, the program at Cal State Fullerton where everybody's got to go through and and do that sort of training. So matching an intern or two with a community liaison or or those schools that are the highest need will benefit in two ways. One, that student is going that college student is going to be able to bring all of that information and knowledge and support for free. and then we're

139building in that capacity of that school at the same time. So, just an idea, it's available um and there's a lot of good students there. You know, one of the uh process for the application was that each application you had to do a what's called an asset map. And when you really look at the assets that your district has or or your community, um it's really extensive. I had to do kind of like make it smaller because we have so much it's very rich um even within our title one school sites the surrounding communities and the assets that um surround that school um it's pretty impressive and so yes Cal Fullerton uh we just uh have a new partnership with the Anaheim Community Foundation and so again just being aware of what what we have

140in our back own backyard is is pretty uh extensive but also eye opening to the communities that want to just uh participate and and give and so um yes we will definitely look at that as an option as an idea but also as a new as a potential partner as well. Yeah. Um I love the concept community schools concept uh wraparound services. Uh but you know it's onetime money. The idea is for districts to really change their approach uh to include the community and build into place uh all of the elements that are going to help our our families. Everything from getting their kids to school to helping them with their homework. Um, and it's just a wonderful, wonderful concept. So, I'm I'm keeping my fingers crossed on that. I'm glad you wrote it. Um,

141I have a question about goal 3.13. It's Oh, no, not 3.13. 3.7 ELD instruction and support. Um, we're going to have academic support teachers at each of our title one schools, but then the remaining schools, because we just talked about how we have ELD throughout our district, how are they going to be supported and split up? So each of the the uh title one uh elementaryaries will have a full-time u eld academic support teacher and they will stay at that school site um full-time and that is because they'll be split funded which means um part of their title one allocation will be used to uh pay for that salary of that um academic support teacher at the title one. at the non-title one uh we have seven which will be split up between the 14

142other non-title one school sites and they'll be with one within proximity um and so that the travel time so for example Lake View and Mabel Payne are in close proximity uh they'll share that one person uh throughout the week we'll be able to actually increase the amount of EL services though provided um this coming year because we are removing the class size reduction that our ELSTs were providing um to our kindergartens and our TKS and replacing that with a classified position. And so now they'll be able to do all ELT during the times that they're there. Are they going to be split like 50/50 during the day or like three days on, two days at the other, and then switch weeks? Um, no, they they go to each site five days a week, but it's

143just the time uh that they spend half of the day at one site and half of the day at the other. But what Miss uh Dr. Youngman just mentioned is that will increase their time because one site may spend most of their time with class size reduction and reduced EL time. Now that that'll be flipped. They'll spend more time supporting EL versus class size reduction. No time. No time doing or no time. Yeah, I appreciate that. I appreciate that, too, because I I heard that as kind of a an issue this last year. So, I'm glad that this is being solved and that they're going to get the supports they need. Grateful to both of our associations for working together on that. Um, also, I would say when we paired the schools, um, it was

144very equitable, not just by proximity, but also we looked at the number of English learners at each school, um, to ensure that, um, we weren't pairing two higher English learner schools, even if they were non-title one. Um so there was a lot of care that Jose put into the pairings. Yeah. Thought process and also uh collaboration with the principles as well their needs and the needs of their English learners. Uh were they newcomers? Were there different levels? And so uh there was a lot of work a lot of thought behind where we placed but also the schedule that that took place and uh both the principles and then the e the ELDS was part of that as well. So there's a lot of voices within that schedule building. So just one side note coming from

145um Dr. Lopez texting saying they did put on literacy evenings and back to school nights at the state preschools and feebased preschools this year with a literacy emphasis. So he just wanted everyone to know that. Thank you. Sure. Thank you Dr. Lopez. Okay, I was going to mention it at the last one, but my notes were in LTE, so I waited. Um, as we're talking about bringing in more student voice, I thought that it would be um great to add another advisory group, and it's that student LTEL advisory group and bringing them together. Not only are we expanding and talking about goals and all of that, but bringing them together as that so that it can also they can help inform what we're doing in the future. Absolutely. We uh plan to do that as

146one of our our priorities. We tested it with Valadez and we said we're coming back and we're going to go to all the schools. Uh and it's going to be our middle school and high schools that we'll visit and create that connection with them uh periodically, not just the one time year, but create a relationship with them to again to impact, but also the voice. I think that was a new thing for them. They were all like, "Why are we here? Why are we here?" And we're like, "You're not in trouble." you know, because many of them know me from from Rio Vista and they're like, "Why are you back? Are you back here?" But I think the the awareness of voice and their voice and and what they have to offer was new to

147them. They're like, "Oh, okay." And and then we told them, "We're going to read your survey and we're going to come back and share it with you." And so, I think that's an important piece, the followup with them. So, uh, we plan to do that in the, um, multiple meetings that Mrs. Given and I attend at the county and different districts. One of the things that they see, uh, that districts that have increased scores for English learners and nails is student voice. The student voice is something that they've uh, captured and they've been researching and that's where the bright spot is. that student voice, the goal setting, because if you have a voice, if you have a goal, then you're you're part of the process. But if you don't have a voice and you don't

148have a goal, then you're just kind of just sitting there and it's just doesn't really matter. So, we shared that with them and and that kind of changed the the scenery. So, yes, we will. Yes. Yeah. And let me uh add, if I may, Madame Y president, uh this is the first year that Els are a student group. Uh on the dashboard. So there's some expectation that there will certainly be interest on the state level to really look deeply into the work being done. So I was just delighted to see the great work that's being done here uh in PIL to that end. So again uh great work and and kudos to the team. Keep it up. Okay. On goal 4.3, it talked about how um there's been a challenge with maintaining um continuity instruction

149because of the professional development. So, and you know teachers leaving um the classroom to be trained. Is there any way to do these trainings like in our summer institute or before school so that teachers aren't having to leave class? Well, I think the the training that we offered this year um it's it's in a couple of different uh scenarios. We did offer some training early in the year and it was an afterchool training but the bulk of our training and the bulk of our investment has been GLAD and GLAD is stands for guided language acquisition. uh design and that is very difficult to do over the summer because it involves six days uh a total of six days. Two days of theory and research which really goes deep into language acquisition and what language acquisition

150really is and truly is um and it breaks down the brain, the research and and all that. They spend two days and then the four days which I think are just very impactful are the demonstration days. Dr. Leon talked about the coaching and and watching. Uh we just recently had a first a group of first grade teachers watch a trainer for 3 days and I will tell you that uh I was a little nervous uh because I didn't know what to expect. And to see it in action where the trainer is with 31 first graders on a rainy day, 100 day of school, day after a holiday, engaged for about an hour and a half, two hours, uh, and really coach and show and and model for three days. Um, our the teachers that went

151through the training were very um the positive feedback that they gave us. So it is it is difficult but that's the model and that's the model that they've used and have it has shown um to be effective and so we we recognize that three days three consecutive days to be out of the classroom is is difficult uh but it's the model that's been proven uh to be effective. Thanks for explaining that. Yeah, I was very excited to see um the Glad training being implemented. I've used Glad for several years now and I agree being a teacher and going to the training and be sitting there going, "Yeah, right. Let me see you do that with my class." So, when you do see it work and you do buy into it, it's it's amazing. And you're

152right, the inerson the the coaching and actually having an actual class going through it is yeah, very helpful, very powerful. And I think yeah, it just buys in maybe even more. And I agree the glad training um it would be very very helpful and very um we recently did a a three-part series with our secondary which is our middle school and high school teachers and the feedback they gave us was was very positive and it was different content. You had math science teachers and they were their comment was this is great. I can use this you know right away. Uh sometimes we go to trainings where it's a lot of theory, a lot of you know and you put your binder in your in your bookcase. No, they they actually had something to take away

153and actually implement right away. And so uh we we have gotten positive feedback from both grade spans as well. Any other questions on Els input for the high school level? um what um like targeted interventions or what um new things are they going to be doing to because I know they're later in the game obviously being high schools. So uh as far as training uh for teachers or uh next year we have a cohort of uh high school uh 6 through 12 uh participating in the full uh implementation. So the two-day research and then the 4-day demo days. Uh and it's we're targeting the ELD teachers at the middle school and high school. Um and so that's kind of where we're starting. Um and then we'll offer throughout the year some after school kind of

154targeted, you know, strategies that those that want more. But that's our our our target next year. Uh the 15 15 to 20 to begin that work at the middle school and high school. I did have a discussion with the high school principal that he was suggesting that he would like to see eld targeted in all the subjects not just in their compartmentalized class. So is there any way or any discussion you've had about how you can make that kind of happen or make the teachers more aware of these that are the targeted students you need to look at? And I think glad really uh focuses on the integrated part uh because you have the designated which is that specific um protected time but then integrated everybody does integrated and I think that's the power of

155GLAD where if I'm a science teacher I can use GLAD to address my English learners my ELTELS but to address the specific needs I think uh we're doing something different next year with Aries where the the the roster will hopefully then say uh blank student is an English learner, has a 504, so that right away the teacher can see uh who who they are, and even within the English learner, we can adjust the typology. So, if it's a newcomer, if it's a recently reclassified again, because the typology, they're different and they have different needs. You know, even our recently reclassified, we have to pay attention to them as well. So, perfect. That's what I was hearing. Thank you. Yeah, I appreciate that because the more we can frontload the teachers on what is happening and

156what to be prepared for, the better off that they're going to be. And so being able to see that as a snapshot so that they can already look at how are they going to work with that particular student, how do they work with this um how do they scaffold this lesson or that um I'd really appreciate that that we're we're really getting to the point where the more we know and and that was really called out in the EO road map that we spent a lot of time this year with with everyone. I actually even have one for you all at the board. there's a there's a toolkit for the board to be really versed in this toolkit, this this policy. But that was one of the things that they suggested, knowing your students, knowing

157their name, their face, and their story, and really knowing who they are. Again, an English learner could be a recently arrived, it could be an Ela who's been here since kindergarten. There's just a diverse, but knowing who they are and meeting their needs is very uh very important. So, yes, that that will happen next year as well. That's perfect. I was going to say that too because you can have every program in the world, you could have every resource in the world, but it ultimately comes down to what does that one student need and what do they they're meeting their individual needs. So that's like you said, the more the teacher gets to know them, the better and really help. I think that if it was a magical program or resource, then we wouldn't have

158an issue. But yeah. Okay, we've been going for over two hours. Do you guys want to take a break? Okay, let's just take a quick 10-minute break. Can I kick it off? Yes. Awesome. All right. I'd like to kick it off for our socio low socioeconomic students. Um the actual numbers are not included anywhere, but the number of homeless and unhoused students that we have is incredibly high. We are actually ranked fourth in the entire county, which is a little better. We used to be third last year. Um but we I would love to see the numbers called out and look at specifically what's happening with those those children. um because they are the lowest performing when you compare them to any of the other sub populations. They are constantly moving. They need additional support

159and I don't think we call it out enough especially with the number that we have when you're looking at um you know just countywide in in comparison and the number of um that it's only increasing. Um so I'll just stop there. I think it's surprising too when you talk about this that the circumstances are all different as well. It's what people think of, you know, talking about homeless is they don't have anywhere to live when sometimes they do. It's just with family members, but the different circumstances that go into this as well is I know a lot of people are not aware of or kind of don't think of as being under that umbrella. So, it's it's good that we are addressing the whole Also, since we're just talking generally before we get into some

160of the goals, this is 44% of our district. this is the largest number and and so I think it deserves, you know, critical attention and how to address this and help these students because it's throughout our district and also it's a very large portion of our student body. So, and like we're talking about with the English language learners, how you can kind of get them new groups coming in. It's the same thing here because if they move out of the district and you get new kids in, it's always kind of chasing a moving target, you know, so you have they're like you said, they're very um stable. So, obviously you're going to get new groups and new students. So, you start something with them and then they go somewhere and then you're coming back to

161starting again. I think too that um when we deal with our so lower socioeconomic um families um we've been talking as a team about just this multiaceted approach, right? Like there's so many ways to get in and figure out um what we can do, what we can do differently and then what what our students and our families respond to. This year we've been really intentional thinking about even working with ED services on you know the CI plan. We were just talking about all the community engagement initiatives and then you know uh Dr. Dr. Padrazza can talk about the the family summit um just wellness opportunities for those families because they come with a multitude of needs and it's it's kind of hard to describe right I mean we know but it's so layered so what

162is it at one site versus another we may say hey they have the exact same percentages um but just because you've seen one student from a low soioeconomic standing all that means is you've seen one student from a low socioeconomic standing it's varied and so I think we have to be really good at putting our hand on the pulse of these families, knowing what they need and helping our site leaders to be able to read that and then determine how we really tailor what we will do with each site. And I maybe uh Dr. Padza, you can talk a little bit about how we've been doing that. We used to have something called the parent university which was great. I mean, a wonderful thing and the concept is is is is um is is is

163rooted in in um really helpful things for the family, but we we we thought let's take it a little bit further and maybe talk about what this would look like tailored to each community need. So, we're kind of doing that moving forward and maybe you can speak to a couple of the things before they ask questions about Yeah. And just to kind of echo what's been a kind of a common theme here tonight with working with and not for um is to talk to our parents, to talk to our uh families and find out what are those needs. And that's something I know that our team has talked a lot about is maybe having a focus group with some of our families that and finding out more about what they need. Um something that we've

164done this year as well is um used a Google form for a referral process so that we can take an inventory of what are those needs, what are the things that they're asking for, whether it's uh mental health resources, whether it's basic needs, you know, all of these things. So, um collecting that information this year and that data is going to also help us be able to determine and where they're coming from, what what areas they're coming from, so we can find out, you know, what um areas do we see, you know, certain needs, you know, uh more prevalent than in other areas. So, um, we're taking like like Miss Gray said, much more intentional approach to to trying to meet the needs, um, and understanding what what they are and like as you had

165mentioned, um, you know, whether they're moving out or not, also identifying where where their status changes even during the year. So, sometime a lot of times we find that out as well. And we work to also uh train our office staff as well. The office staff who's always in contact with our families as well to just be able to recognize those things how to have dialogue and do so in a way that's sensitive but also wants to work to address those needs of the families. Yeah. Yeah. I'm a big believer in hierarchy of needs. So you cannot address the learning until those basic needs are met. So a lot of these families you're just working like you said at that basic level of food on the table, clothes on their back and like said mental

166health sometimes or even their medical health. So yeah that we can't get their test scores up until we actually address the root and the basics. What's happened? There you go. Aha. There we go. Good job. I probably made it loose. Um, what kind of training do any of our teachers or our office staff principles get related to homelessness? Um, how to support family? what the system looks like. Oh yeah. You want to go ahead. The training is um provided through the Orange County Department of Education. And so um every staff is provided the video that they display at one of the staff meetings. Um the team over do they every does every single staff member watch that video? Is that a requirement? Um it's not a requirement, but I do know that we showed it

167um at the secretar's meeting. we've um displayed it with the clerks and then also the teachers and at the staff meetings on campus. So we try to hit as many people as possible and make it available and then um our team from the F FRC also goes out and will go through and talk with the office team and discuss just again what it um what it means to be McKenna Vento. um the best way to approach a family, you know, just um put the paper next to us or filling out paperwork without drawing it out, you know, calling it out and just being sensitive to that piece of it. But again, just helping, you know, ensure that we're recognizing as many families as possible. So, I would love to volunteer to help build out more

168training and a process. Um what I do in my full-time work is um I'm now at a new job. Um, but my my nonprofit was absorbed by the United Way and we work directly with families experiencing homelessness and the services and connections that are there. So, I do a lot of trainings for school districts on what homelessness looks like, how to support those kids, what the um the impacts it is on an education um on their education and and beyond. So, I'm happy to to help build that out to come and present to bring somebody else to present um to do a homelessness 101 course um that's really geared specifically to educators um that we could make more robust um because I think that there's so much more that we definitely need to be doing

169and drawing the line and and identifying and making sure we all know what those numbers are so that we can start to um improve them um is going to be really key. Yeah. And something else that we've also to build upon what uh Miss Gordio said as well too was what the administrators also um encouraging you know them to show show that video but also to also recognize um you know how to identify you know when you know as I had mentioned earlier but also understanding that beyond just the McKenna Vento laws and some of the rights and responsibilities that we have but understanding that there's a level of trauma that's also could be embedded. So building upon the train not just just be specific to McKenney Vento laws and regulations but also understanding like

170you had mentioned um what might those families be experiencing and if it's something not just being trauma uh informed but being trauma responsive I think there's a difference that we have to want to take a look at as we move forward. So we appreciate the offer and the support look forward to that as well. Since we're talking about this, I just want to share a positive experience that um someone shared with me about they were enrolling their children into one of our elementary schools and during the conversation um the parent asked about preschool and they um they're like, "Oh, we just have state preschools are done on, you know, income and things like that." And you know it was kind of you know a basic conversation but then later on the secretary contacted this person

171and said you know I've been reviewing your paperwork and you actually qualify and um you are Mckin Vento and and this secretary she was the one who brought it to their attention helped them get the paperwork to get their kid enrolled in preschool for next year. So, I think um our secretaries are doing a good job, but I'm always um more training is always good and I just I love that they were being proactive and helping this family in in my community. So, just wanted to share that. Okay. Um I have a qu Oh, you want to go? Just want to add for the community school grant I think in those um schools would help tremendously with this as well because it does address all the basic needs from so I think that area would

172benefit quite a bit within the community schools grant we allocated quite a bit of professional development for teachers there is a abundance of research that uh shows that our teachers just in general don't have a lot of training as it relates to family engagement and we've kind of changed it to family engagement agement because family dynamics have changed. Not everyone has a parent or your parent could be a single parent or your parent could be your grandparent or something. And so we really encompassed and been intentional with family uh engagement and that is going to be something that we're going to uh again fingers crossed it'll there's quite a bit of professional development for teachers for parents as well. There's a large portion of the grant calls for actions for parent capacity building. So building

173their capacity to to know the system, how to use the system and how to um engage with it. And I think that's the the powerful piece of the community schools. Uh the other layer of that is and I think this is the mindset of all of us here is even though it's targeting several schools, we share it with all principles. So the community engagement was just two schools collected but we share that information with all our principles. So uh actually this Thursday um I'm sharing something with family engagement not just with certain schools but all schools. How do we engage all families? Um and so that's kind of our mindset that once we find something really good we share it with all. We don't keep it private or just with the select few. it can

174benefit all. Just like with English learners, the capacity and the training, it's good for all students because if you can raise that level of of um rigor for an English learner, you can also raise it for those that are not English learners. And so that's also the message that we sent with the toolkit meeting with every teacher and every campus is especially good for English learners, but it's good for all students. And so, um that's kind of our message when we find something that that's effective. uh we share it with all. If I could just add um the family resource center, the one that we added at Melrose, I think needs more work. I think we need to do more for it and to build it out more. Um right now it's a closet and

175there's more um there's available rooms, I'm sure, at some school sites over there, either Valadez or at Melrose or some way that we could build that out a little bit more so that it's more effective. Yeah. And following up on that is um the medical clinic um my understanding it's never come to fruition. Is that correct? You mean that uh Melrose like the St. Jude mobile clinic that one or they were um absent there were a few different iterations like health family health matters or a mobile clinic or something. It was the point was to to do more and to bring some sort of medical, but it was supposed to be like a motor home that was going to the mobile home hasn't happened yet, but we have some data which I will share with

176you on what Family Health Matters has been doing for us from from Michelle Deaven. She just shared it. Um they just did vision screening. I mean, they're doing a lot of that, but we probably need to do a better job of sharing with you what what it is that they're doing on a regular basis. In terms of the mobile unit, we don't have that yet. that I mean you may probably be able to speak to that. I think the mobile unit was down that's why and I think they just barely got it up now so not too long ago but I can find out for sure. Can we find out how much if it's not back up and working how much it's going to cost? Maybe that's something that we can help invest in so

177that that's available for our family. Could be a very simple investment we can plant it in the school into a open classroom kind of like it is at topaz mirror topaz. Yeah. Now St. Jude is over there in Topaz. Yeah. Yeah. That's a different clinic model. Mobile's not bad. Mobile would be great because you can go to different areas, right? And that would kind of hit, you know, sort of the idea of going from parent university to sites, right? Just going to different parts of the community to That's a good idea. A blend would be good. Yeah. Yeah. That community really needs Yeah. Um medical and um I I just think that really needs to be a priority. We keep talking about it and it it always gets so close that it doesn't quite ever

178cross the finish line. Um, also I noticed in here that we're having um goal 511 title one at PI um parent advisory groups. Is that going to just be held at title one schools? Because we have title one students at a most of our schools. They haven't been designated a title one, but are we reaching out to those families as well to see if they want to participate and is that going to be done at a site level or is that a district level? This came about through the community engagement initiative. Uh, one of the questions uh that was prompted for our application for the community engagement uh that it's a two-year kind of commitment is what would you do differently to reach those uh families that are typically not engaged? And so we focused

179on the title one schools because those are the title the schools and the parents that typically do not engage but we haven't engaged them yet. And so that's our focus. Uh we certainly can reach out to more uh next year. We are adding Tuffrey and Van Beern as title one school sites. They'll enjoying that. But I don't see a problem with u um adding more. I think it's just more the more we engage. It would just be kind of the logistics of how do we identify um a parent uh at a non-title one school but is a parent of a title one student because they do exist. Uh they're districtwide. So, I know there's some schools um that are really close and they have a large they have a large pro population, you know, like

180OCSES um they have a large um contingency of students that are fall in that range. So, I just want to make sure that we are reaching all of our students and they might not cross the finish line to be a title one school, but they do have a large population that need um assistance as well. We could look to to expand that advisory. And the advisory this year was more building the capacity for them to see what that would look like. And it's been very positive as far as uh the work that we've done with this parent group. Um and again listening to them and really looking at instead of with for but with with them and listening to what they uh needed uh their participation in the LCAP community forum uh a lot of

181them came from that advisory. We invited them. We gave them homework. We asked them bring a bring a friend for each of your hands. So uh that's why you saw an increase of of of parent participation because we challenged them and said you know this is important. you've been working with us, you know, come come join and give us input. And so, uh, but yeah, I think that that's that's a an option that we can look at. Thank you very much. So, I have a tant startled. Sorry. Go ahead. Yeah. So when we're talking about these mobile home or the not mobile home but the um the mobile clinics and um all the community schools my understanding is the grants for all these community schools are running out and then um also too like when

182we talk about these medical clinics and we talk about all this stuff where does this funding come from because I think all of our grant money from the state's running out so where where do we find like how do we pay for these medical clinics and how do we pay for all of these ex you know these expansions everybody's talking about I think the community schools grant you're right it is uh running this is the last year for the application and the funding cycle is for five years so if we're funded um each of our school sites that it's awarded their grant um over the fiveyear period um I believe for example uh Melrose which is one of the smaller schools their allocation over the 5 years is 1.1 million approximately uh but it's over

183a 5year period and then after the 5-year period really the the um the important part of the application is can you show sustainability because they didn't want you to structure many positions and then at the end the 5 years what do you do so we had to really make a case of sustainability and I think that's what we did uh so it's really about sustainability uh but yeah that you're right they are they are ending but this is the final cycle and it's a five-year uh cycle right so I guess that's where I'm just asking is is where does if if it's all ending soon I mean and the state seems to be taking more and more money away like where where who pays for the mobile clinics. Who pays for all these things for

184it to be on our you know because it's on our campuses. Um you know with the the mobile medical mobile home or whatever you guys were talking about and you know if we start putting things like on our campuses do we get kickbacks from like St. Jude or how far like do how far do we take this and like do we assume any like liability if we do like vaccinations and somebody has like a reaction like how does how does that go and like how would we continue on I mean we're cutting a lot of other programs and stuff as our money runs out so I just it's just question because I do know that all this stuff is kind of coming to an end from state so I'm checking right now trustee blades um

185I've texted somebody to see but I know we brought forward anou from family health matters and I want to say it was the beginning of last year right we don't right and theou was that it was a grant that they have so they wanted to pair with us so we don't pay anything for that so the mobile unit also we don't we're not offering any vaccinations or anything like that to our students we we help them and say this is where you can go and and we offer assistance but we're not doing that in terms of um grants running out the the uh collaboration and partnership that we have is not based on any um funding that we get. Now, they may lose funding and then that may impact us and we wouldn't have that

186any longer, but I believe it's I think it's like a three-year grant. I'll have to look I'll look back at it and get you the answer to that. But I know we're we just started this umou with them for a grant that they received cuz I know that our one school with the clinic we do I mean we do you know the vaccinations and they see the doctor and stuff like that. So this would be this would this would be different. We would just be setting up a mobile clinic and they would just come in. Yes. Yeah. if they didn't if they didn't feel good or well the mobile clinic what the intention was when we had talked about it a year ago was we were surveying and I think Melrose was the first school

187that surveyed what is it that the community needs and so they surveyed back like one of the biggest things that um Dr. Weber received from her from the survey was that they wanted um women's health and so then they wanted a dental clinic. So what we did was we provided those two things last year. the surveys this year. Um I know that there was um there was dental and I don't know whether we're we we have that one planned but we definitely did a lot of um vision screenings and we ended up giving away I want to not not giving away we ended up providing I want to say 57 to 75 pairs of new glasses for our students which I'll get you that data. So, it was it was it's based on a survey

188and that's how we I personally I feel like that's how we should be doing is having our hand on the pulse of what our community says we need and then providing that within reason, right? Be to to go off of uh Trustee Quantero's comment about you have to have your basic needs met before you learn. I mean, if you can't see, you're not going to read. I mean, that is like a very clear correlation. And so I that's the way we we intended the mobile units to work, right? So, you know, and as far as the u when it runs out, that that I'll have to check on. Okay. I mean, the women's health, like who does who does the women's health serve? The the the parents. So, the parents wanted, you know, women's health

189and so um I'm not sure what we provided for that, but they c that came out high um on the survey. Do you remember what else? Um Dr. Uhhuh. Uhhuh. Yeah. Yeah. And then a lot of behavior stuff when when we did the family resource, what was it called? Our family summit. So our family summit, the same thing happened. And so we provided those four classes. One of them was for I'll let you speak to it more. So some of the classes we provided at the summit included um um behavioral health as well too. So um screens and teens but also how to support your your child and parenting um you know the narcan nlloxxin as well too. Um so those were you know some of the some of the topics that we had you

190know um offered over there but um but behavioral health was one of the big things mental health resources where they can get those as well. something that we will explore. Um, if you guys remember, we talked about the CYBHI, the grant, you know, we're going to take a look at that and see how can we incorporate some of that building structure uh, funds that we have to help build some of that within our F FRC's as well, too. So, it's it's aligning, you know, I heard the word coherence spoken a lot here. How can we be coherent and take a look at some of this funding? you know, where can we build in a sustainable reimburseable piece to it that maybe allow us to to to have the that sustainability built in as well while

191serving the needs of our community. So, I think that'll be important as we take a look at some of those things. Yeah. Bless you. And sort of on a side note that could line up with this, there are a couple of bills now in um state legislature related to workforce housing development for educators. and um funding that we could potentially get from the state to build affordable units for our staff, which would then hopefully free up more units and and build the pipeline. So, as we have declining enrollment, we might have available um land. Uh maybe that's something that we could do to look into how can we utilize that and partner with the state for funding to put more apartments or whatever so that we can support our teachers and our classified staff too.

192Do I'm I'm asking a serious question. Do the teachers want that? I have no idea. I think we should investigate it because it's a and the bill is not passed yet. It's um just been put in. There's Right. I I heard I'd heard about that and I thought it was just in you know I thought it was just an interesting concept because a lot of you know a lot of people don't necessarily work where you know like live where they work. So it was just interesting to me. Got it. But it's also for classified employees. So it would help, you know, with our special education assistants, uh, bus drivers. Would those be built on our campuses? Yes. Well, not necessarily like our land, school, our land. Yeah. And I don't know where that's going to

193go. This is just this is just strange to me. And I think with the h rising housing cost as well in the area, I think that would be a huge asset. and like you said to retain and bring in new employees and kind of help with our Where do we own vacant land? Don't Don't say it. Don't say it out loud. Down the line we might have some. Don't say it. Well, no, that's just intriguing is how do you So, we build these things and we rent them out to our employees. Yes. Correct. Exactly. H on our land. Yes, it's there's two bills in um that I just saw an article on yesterday and they're slightly different. Yeah, they're new. They're just just in right now, but there there is some workforce development um in

194some fashion up in um Sacramento that we have access to because I know other districts around the state have done it. They've had presentations at CSBA and and things related to these kind of projects. So, it's not completely um new. One of them I think had to do with like the interest that you get a like a no cost or low cost interest from the state to be able to build these. So, we'll see where it goes, but I think it's worth looking into. Okay. Anyone else on goal five? I had a bunch of other questions, but they've been answered through other conversations, so I'm skipping them. Good. Good job, team. Go six. Go home. Bald's leaving. Goal six, foster youth. I think this kind of mirrors the other goals as well. A lot of

195the same needs, a lot of the same resources, and a lot of the same Mhm. Yeah. I just had some questions about the mentoring. Um, so I think it's goal 6.2. And I was, it seems like there's every site has a mentor that's assigned to foster youth. Is that correct? You want to explain more? And it would be multiple. Correct. If there's multiple students, is it is it like an additional duty? How is that done? Yeah, we have uh our foster youth obviously, as you know, very fluid as well too. Um and we have a number of foster youth throughout um our district about 102 I believe at the last count that we had. Um and many of our um we've offered obviously mentoring is seen uh some of the some of the research and

196then just reinforced when we went to a conference recently was a trusted adult. You know being a trusted adult helping a students connect and that's really important. So, um, our mentors, we offer, uh, opportunities for our staff to be mentors to to foster youth that are on their site as well. Um, some are are mentors to to multiple students if there's more than one or two um foster youth that are at those school sites. And, um, so we we've provided them um a way to help and provide and be a positive role model for our for our um for our um foster youth. Yeah. And uh, recently we just went to the foster youth summit. So a number of our mentors went as well too uh to learn more about you know some best practices

197how we can best support our our foster youth. So we want to continue to build upon that. Uh we even have uh some classified staff who've been interested in being mentors as well. So it's not just teachers. Uh we've also had some some of our classified staff as well serve as mentors and that's been really good. Um but we want to expand. I mean, I think we want to kind of take a look and see how can we um continue to build upon this, maybe even build the capacity of our mentors uh to learn and and get some training as well too, how to best serve our our students as well. So, it's not as or the same as this, but that program that that you and Gwen started where we all Thank you. um

198um where we all have a student that we're working with. Um I know my student falls into two of the categories. Yes, absolutely. So, we have the program called support one student and I'll let Tanya talk a little bit about that because she's really helped um get that off the ground and um a lot of us here have our own mentors, one or two of them and it's actually it's the highlight it's been the highlight of my year and probably a lot of us would say that here. So, Tanya, you want to speak about that? Yeah, I think it is the highlight of so many. Um so we started this year where many of the um leaders up here at the district office um have a student that they are mentoring and the student was

199chosen by the um the principal just based on just um it could be attendance, it could be emotional, academics um just wanting a connection and helping to make a connection for the student. And so what's happens is that many of us go out um weekly, bi-weekly, you know, once a month and just go spend some time with the student having lunch um just creating again just that bond and just a connection to school. That's a positive. Um we have a few that have even connected with the families and reach out, talk about homework, talk about what is needed and then help get the supports that are needed by the family. Um, you know, Karina Luna in our office has done such a fantastic job of even connecting the family with just some medical, you know,

200outside connections that were needed for either medical or mental health or whatever it might be. So, it's been really a positive and for us, too. Yeah, that's what I was going to say. I actually not sure who it's better for. I mean, all of us who've been away from the site for so long, it's been so refreshing cuz we're with students again. like really it's like we're connecting with students and it's been for me it's been great. I don't know about that. I think one of my biggest joys too was just um we had a student that had a behavior and when the principal called the thing was I think the student needs somebody that you know as their mentee. So instead of like let's go to a consequence but this student just needs somebody.

201So is there somebody that's available right now? So I have a new mentor mentee and happy about it. as I was a um foster youth mentor up until a few months ago. My student moved after a few three or four years that I was with him. So, but it's true. We would work on Sunday's homework. Like I was in contact with his teacher every year. You know, if he didn't get his homework done, we'd meet do his homework after school. We'd read, you know, for his reading log. Um even just art project. I mean, he wasn't, you know, second or third grade at the time. um TK so he even wanted just to come in and you know just do art projects and like yeah color or you play play-doh you know so you're just

202there for their support and it did make a huge difference and he started having some um difficulties towards the um end of the year last year but I was at least someone that they could call and like you said just be there even if it was just a listening ear but it's it's really a great um service for the students as well because you have and if you have multiple siblings in a family you have different teachers then you also collaborate ate with those other teachers to see, hey, I heard about this. Did your student tell you about this and um you're able to get them, like you said, the resources and things that you need. So, I think it's great. And like you said, there's classified staff. We had supervisors, New York supervisors would

203help next year. I don't know if we can have it up here cuz we had it here and it was large. Oh my gosh, Christine, remember Christina? She had the most active child. He was running around. She's like, I don't know if I can do this. He crawled on the ground for more cookies. Yeah, but it's nice to have them at your school site because that's someone you can see in the hallway. You're checking in on, you know, see them more often. Yes, exactly. And it's more it's more flexible scheding. And at the elementary sites, um, with the foster youth mentors, many of them are the counselors, so they do see them every day. They're talking to them every day, doing check-ins, even just out on the playground, they're able to check in, see how

204it's going. Um, and so that's again a great connection for the students. I I kind of like how you mentioned that. It just made me think of um instead of it being I'm going to see my counselor, I'm going to see my mentor. And it just puts a different perspective on it. Yes, it does. Well, I I've kept a few students that I had in previous years and so, you know, when I walk in, they're like pulling out their homework. Oh, you're here. Here. Seven. Go seven. You know what I just wanted to point out? There's tutoring that was mentioned um and that we're looking into a new program that'll help do some more tutoring. A number of years ago, we did online tutoring that was availing available 247 for whatever the kids might need.

205Um why is that something we can look into or what was what was the reason we dropped it? Well, paper.co CO um was dropped because we um the state provided free online tutoring through like the California Libraries um association. So we didn't want to pay for it anymore. And then our analytics did not show that it was being utilized very often by our students. And then instead we've invested in in-person after school tutoring. But for our foster youth tutoring I believe use professional tutors of America. Yeah, we yeah, we use professional tutors of America, but you know, whether it's, you know, students that are McKenna or or foster youth, you know, uh tutoring is is something that we're taking a look at. And yeah, like you said, um after school tutoring in online tutoring options,

206uh professional tutors of America do go to our some of our group homes and give tutoring uh for our foster youth there as well, which is good. Um so we want to take a look and explore. Um next year as well too. Um there is attendance uh new ed code for attendance recovery which can be utilized to recover um just like Saturday school but it'll it's a it's a little different but it allows us not just to do it on Saturday we can do it before school after school. So we want to take a look and explore some of these options that we have available for us for next year to expand. Yeah. And and and we've met recent or I met recently with um with uh Dr. Lopez as well to to look to

207see how we can we can incorporate ELOP uh and attendance recovery as well too. So things certificated teacher as long as certificate teacher there we can recover. So you can have one teacher there but you can have additional aids if you need to to expand that to all of our after school tutoring that we've been running by teachers that will all count towards attendance recovery. Oh wow that's fabulous. Um there's another organization called school on wheels that also does tutoring. Yeah and are paid not 318. just want to um look at 6.3 as well, the trauma-informed practices as we spoke of earlier. I think that's a big huge area here and in our um goal five as well. I think that will be really great. Connect you to those kind of trainings. We did um

208begin this year with um our district-wide initiative for out of student services. And um I always get the name wrong even though I said it a million times, but it is building student resilience in a supportive classroom environment. And so we went to every school site and presented to the teachers. And you know, the first half of it was talking about what it looks like to have um what are the key components to student resilience and then the next part are the actions that we can do in the classroom. And so what are the things that we can do to help build that resilience? Um you know recognizing students um being aware of just their background. Um student voice and choice was one of them. and we went through each piece. Um feedback um from

209the the staff was just amazing. They asked if we could present this to families too. Um so could we do something like this as a parent university? Um and then how can we expand on it to keep it going? So we did I mean from elementary up to high school just the feedback on it was just so successful that you know we're looking at how do we keep this going and kind of building upon because that trauma informed piece is just again recognizing every student and you know their needs and we understand that maybe you can't reach every single one of them every day with that two you know 2 by10 and talking but you know which student might need it that day and that's the student that we want to focus on and that

210We'll continue to, you know, go through and work with each student throughout. It's so much of the just recognizing what's happening and thinking about it in a different way. If you see a kid that's running around or crawling on the floor or doing all that, it may be because of situation outside of their control or they may be living in a car or they may, you know, all of those things factor in and if we don't just automatically assume it's, you know, that kid has trouble. um and really digging into what um what is happening and using those the client focused and trauma based and all that is really key. So I so I'm excited about that. Thank you for sharing. All right, seven. Let's go to seven. Yes. So, one thing we haven't talked

211about in the other ones that as much is the chronic absenteeism. Um, where it says here it's a major barrier su for success of students in this group. um and address or talked about some of the things that we're doing to um address that. I know I've seen at different school sites that they've done um their own um or an abs um attendance um system and attendance rewards, but I just wanted to see as a as a district what we were doing. So, we've we've been talking a lot about chronic absenteeism actually and really diving into the data regarding our different student groups and um how to really tailor what um what our plans are. I'm going to let Tanya take this. We were just talking about it more today and I said, you know,

212this is an area I think that all of us share together. It is not really with one group. I think there might be one group more than another, but we all here share this responsibility. And so I think the more we talk about it, the more we train our site leaders on it, our our wellness, our counselors, and you know how we always talk about it takes so many people. We have to get the parents involved and um classified staff involved and the principles involved. And I think this is a a case where that that that rings true. So Tanya, maybe you want to talk about our sort of well-rounded approach to this. So, we really have started off with just those early warning signs um recognizing the the students that we are seeing um

213with that chronic absenteeism starting at the school site especially with that um bringing the families in and let's just learn again a little bit more about what's going on. What is the barrier keeping the student from attending school? Um is it you know lack of transportation or a lack of a need? you know, and I've told there's there's a bus stop that is on the street and so students when it rains, they don't come to school, you know, but we know that and we know what's happening and so how do we support those pieces? So, learning a little bit more through that um that piece. We bring this information um to our gradespan meetings every month. And every month now we're looking at here's your data. Here's your information. We look at the student groups.

214Um we look at um days patterns. What can we see so that the more we know the more we can address it and the more we can support the students needs. Um and again we know each one is individual. So we want to be able to address each individual need. If we continue to see that we have the chronic absenteeism and piece happening, then we are bringing them to a meeting here up at the district office um with our our SARB team. Um that does include the district attorney and again offering resources. What do you need to help your child attend school regularly? Um but it is going throughout and trying to again always offering those supports as we move through. Um, we've also this year, um, started our attend to achieve. I won't share

215it like I keep doing at every meeting. Um, but attend to achieve is our, um, our attendance motto that we're going with right now. And our goal is to increase attendance by 1% at every school site, which would be 1% across the district, too. And so the more again we can help our families to get to school and support um and that's again just through that communication and finding out what is needed the mental health piece um you know if we need to bring our counselor in to support our students. So again having all those pieces available but just knowing our students and knowing our families and knowing what they need. Um that parent engagement piece. Um we actually at one point created like a presentation that we could bring our families in, invite them

216in and um you know we're noticing that we have quite a bit of attendance. So let's go through the importance of it and why and so just that educating our families too and of course our incentive programs too. Program. Yeah. and the incentive program. We're really um trying to um have our teacher or I'm sorry, our school sites come up with a program that works for them and but we are providing some funding so that they can do the prizes. I've always shared that, you know, somebody donated a big Pokemon and that drew them all in that, you know, that quarter. They were all there for that, you know, that big Pokemon thing. But just those little things that will bring them in. It's just those it's Pokemon those incentives that bring our students in.

217And so through attend to achieve um that is part of it is just that again um that little bit of competition with the attendance and then we also have the incentives to get them there. Some school sites are even doing um awards just regularly um going into the classrooms and like you've had you know perfect attendance or you've missed one or two days because if they're sick we still want them to stay home. But you know just again recognizing the ones that are making a difference. And I think lastly, one of the things we realize is a lot of this is beyond what we can do as educators. And some of it is our ability to link to outside resources. And so once we do all that Tanya just explained, there might be instances where

218we have to link to a community agency that might help with other needs that are not as educationally based that are, you know, serving as a barrier to attendance. And so we're really partnering with different agencies to make sure is it a mental health issue issue? Is it a, you know, a a physical health issue? What's going on? So we can help you because it's, you know, I hate to say this, but sometimes it's out of our scope and it it's not what we can do. So when that's the case, then we we do our linkage. You know, question. How many um of these instances end up in a SARB meeting? How many of those on a regular basis do you do? Um we've been doing them every Wednesday and it they can go from

2192 to 5 on a Wednesday and um it's been we've had um our district nurse has been there. We're having again the DA is there, our team is there. Um and again just offering supports trying to find out a little bit more from the families of what they need and what's the barrier that's keeping them from getting to school. And um another thing that we were just looking at here too is that we did a lot of goal setting too with the school sites. So helping them create a goal to improve their int attendance. Thanks. I've seen lots of different examples of this in all the schools as I've been visiting. Um, I just wanted to touch on the dual language um, academy and just to make sure it seems like, you know, we're transitioning

220to high school next year. I want to make sure they have the supports there, transitioning to a different middle school. I just don't want this program to be forgotten about or set aside. and I want to make sure that we are doing everything and we're changing our models um to support these students to be successful. Thank you so much for bringing that up because we are definitely continuing to provide a big focus not just to financial resources that we're providing to the school site and have been doing that specifically at Glen View and with the transition over 9010 model. We are partnering with Orange County Department of Ed um to come in facilitate uh professional development sessions where all of our TK through six teachers are going to come together to do vision casting for

221this 9010 model. And in recently working with the staff came up with the designation for what content is going to be taught in what language and having that continuity continue on to the middle school and at the high school so that there is an alignment to the content area taught in a specific language. Um and so we have uh sent some of our teachers to go to um neighboring school districts to get more exposure and experience to long-standing dual language programs. And so we are continuing to provide a focus and then we've actually created with the help of Laura Lee and others um a brochure that we are going to roll out that shows that continuity for the program across the grade spans um as well as we're working collectively on a notebook that's going

222to have all the components of the dual language program from the program goals, models, resources, um financial component, all of that is uh is in the works right now. And so that will be something we'll be sharing with you all as well. And we've had um parent meetings and those are ongoing information sessions. Um we have a uh parent meeting coming up with Topaz since Topaz is a feeder to um our middle school to talk to those families about their level of interest in having especially for newcomers because there's a benefit to newcomers having that content language in um their first language that we're we're going to be reaching out to parents on the 28th to invite them to a meeting if they're interested in in joining the program at the middle school level as

223well. I know when I spoke to Miss Barton at Tuffrey, she was very excited about having the program there and looking forward to really building it out and and um having those families at her campus as well. So, seems like it has a good start. Yeah, I like the idea of um bringing bringing alongside kids through the program because it's, you know, if you missed it in, you know, kindergarten, you're not you can come later if you have the the right language skills. So, I think that's very exciting. And I have um my sister's grandkids all do a dual language program. And at Easter, I heard all about how the eighth grader was taking their AP uh language class in eighth grade, and I was just like, "Okay, you go, girl." They're also part of

224our GLAD training. So, they're getting the GLAD Spanish version of it. And then the non DLA is participating in the English. So, they're part of that cohort of um GLAD training as well. Um, as far as 7.22 with the ethnic studies task force, um, I just wanted to kind of see where we are with that. All right. So, as you know, we have a year-long multicultural studies course already developed, so we're well ahead of the the deadline to have the course on our course catalog. Um, we've offered it every year um that we've had it since its inception. Um, we're offering it again next year at all four comprehensive sites. Uh, depending on how many kids sign up for it, it's always the question mark. Um, that you can't force kids to sign up for

225it ahead of it being a grad wreck. and it is not currently a grad wreck until the class of 2030 2930 right so um so we're still encouraging students right to sign up for the multicultural year-long next year is the year when we will develop the semester version of it um it's still kind of an unfunded mandate at this time it's listed as to go with the 2930 class but until It's kind of a little bit fuzzy about whether or not we'll actually incorporate it into our grad rex. I would like to incorporate it into our grad rex. Yeah, I would actually say it's in there right now. We put it into our grad rex. Um and so um it's just a matter of the state's going to enforce it, but it's currently in our

226grads. Okay. Anything else in goal seven? I just was going to bring up um 7.33 the career technical education. Do we do disagregated information on our students that are in our career tech technical um programs like how many are unduplicated fosters, you know, socioeconomic English learners? Yeah, I can um speak to that. So, uh starting January 1st of this year, we're required to do it. So, um people were already asking about it. So, I'll be working with the data team to disagregate both our metriculation data and our achievement data. Um, because c there's a lot of research out there that a student that takes a CT class is much more likely to graduate. Somewhere on the order of 15 to 20% more likely to graduate with a high school diploma. So, we really want to

227make sure we are targeting our unduplicated pupils um and those that are in the underperforming groups. And so the the K12 grant that was asked about earlier, one of the initiatives for that is to make sure that we are serving those students by making sure that they're aware of the programs that they're enrolling and that they're continuing on um to the second year if they're interested. And so one of the things that Mr. Young has been talking with the schools about is how to develop master schedules that serve all the students so that they are available and we don't kind of get in our own way on that front. So yes, we will be tracking it and we look forward to to seeing how we're doing. As the RO board member, I can tell you

228that they do disagregate all that. But um what I will also say is that there are um ambassadors, student ambassadors that come to every one of our meetings and there's usually four or five of them that come up and talk about their experience and they do that wherever they go. So on all of our campuses already, we have those student ambassadors that are already trained. they know how to do this and they just haven't been asked. Um, so maybe what we can do is tap into those classrooms that are on our campuses, find out who they are, have them come um and and talk when there's an assembly or or something to to get some more interest in those classes so that we can build that capacity within our our students one, but then um

229within our schools and and continue to grow that college career. Yeah, that was something that um based on the request from the board last year, we were able to build into the grants. So, we have funds for transportation for field trips and bringing materials down because there's nothing like providing a hands-on experience for elementary students to bring the Aztec engineering manufacturing to life. Like, look at what they made and the kids that really can light that spark for those students. We we do the high school um uh showcase nights. Maybe we could do a a CTE showcase night where it's just all about CTE and the diff different options that are available at middle and high schools. Also, I just really like the idea of bringing it to the elementary schools so that parents parents

230tend to be a little bit more involved in elementary schools. So, it's really good for them to know what options are coming up to their kids. And I saw that you guys are going to be doing that and you talked about that as well. But um you know even if it's we're having a family literacy night that they have a table and hands on and they can you know gives the parents something to look at and and to see or back to school nights or open houses. Um I've seen um the girls STEM team at Valencia. they've been at, you know, like the jogathon or the color run and um, you know, doing activities with the students there and getting the and really being um involved with the students and helping them. So, I I

231think all those things are really important and I can't wait to see the information there about how we are um that you share that with the board. So, we make sure that um our programs are being equitably served throughout the district and all kids are getting opportunities. So, thank you. for next year. We've already mapped out um little infomercials and um little snippets to drop into all of the elementary principles um parent newsletters. I'm highlighting each school's program, really digestible um little blurps for them to do. And then Lauri is going to also dovetail off that and blast it to our social media so they'll be a much stronger presence and awareness of our programs. You know, we hear from other districts all the time, they're like, "Stop stealing our kids with all your amazing

232programs." and we're like, "Yeah, we need to advertise that more um to steal more." So, that's what our plan is. We we do have amazing programs. And I think, you know, more parents need to know about them because you start talking to them and they they don't know and they're like, I wish I would have known that or and so I just think we just need to do a better job. So, thank you for that. Our our team's great. They're very modest. We got to brag a little bit more. Um small piece of data. 39% of our high school students are enrolled in a CTE class. So, it's incredibly common. We just got to blast it out more. So, we'll be sure to do that. We've also been working really closely with Baladez this year

233as well as Melrose and Rio Vista to have that um Valtech feeder um beginning much younger. So, we brought the principles together, had them tour the Valencia campus and see all the different programs and um really talked about actually um Sue Sawyer at um Valadez is going to be teaching an introduction to arts being entertainment course at Valadez that will count as the first year course to Valtech. So, it'll be like priority admission, get one course done already. And so, we're really excited to launch this next year. Very exciting. Yes. All right. Go late. Oh, okay. Before we move, I wanted to discuss mental health supports um because I feel like it's really important and um I know we have to reduce because of budget restraints, but I just want to make sure that we

234are doing our best to support our our elementary and our middle school um mental health um because if we can solve these problems early, it will it will really make a difference. So, um, that's goal 7.9 if you're looking. I would just say we concur. Yeah. Somehow we have to solve that problem of lack of funds for that. If the governor's May revise comes through, and Joan keeps telling me not until the May revise can you start spending that money. But if we do get our, you know, initial learning recovery emergency block grant allocations, it that could yield um more elementary counseling to bring that back because that is one of the allowable uses of that of those funds. So we keep waiting. Yes, that and um talking about as back at the title ones

235at least or where the needs assessment show that our biggest gaps are. So that's what we're waiting for. May revise and that money goes through 2728 and then CBHI will be and CBHI. Yeah, we're going to we're going to soar. Yeah, with CBHI too, we really do we have a need and we'll be presenting that to you um to have a district billing administrator. this is this is massive and so we're trying to find the perfect individual for this um because it's it's a huge responsibility in order to generate all this funding that we're anticipating. So, more to come on that. I guess it is obvious, but I'll just point it out in for goal eight in all of the specific schools and student groups. As we look through it, you notice the socioeconomic disadvantaged

236and the homeless students and um at a variety of schools all over the district and how important that is that we focus on that and and improve. I just concur because it's not just the west side. It's it's everywhere. And that's why I brought up earlier making sure we're looking at those schools for title one and addressing those needs as well. Yeah. Looking at the percentage at the school site is I think incredibly important for I would have never known that um OCSES had such a high pop population. Um, so being able to dive into that, identify that, then you can focus on like the top five schools that have that um, largest subop and then you kind of go from there. But um, so incredibly important to look at that specific detail. And this

237one is very data heavy, so I like that. Yeah. Um I was looking at 8.1 about behavior behavioral intervention at supports um elementary sites and it says all elementary schools now have an assigned full-time RBT. Um I went to one site and they said they were sharing one with another school. Is it or some shared or some you want to go ahead and take that? Some are shared right now. Um we we lost a few this year and we have not been able to um replace them. So, we um actually moved a few around um so that they're they are shared. Perfect. So, the full time is they're full-time, but they're shared then. Not like they're sharing. So, the positions are open. They're vacant basically, but so that we don't have schools that are uncovered.

238We're ending up doing some splitting. But ideally, our goal and the funding is allotted for an FTE at each elementary. Yeah. was wondering because the wording on here says now have an assigned full-time registered behavior technician. So I was like wait just we just need to update it. Yeah. I knew there was an issue there. So that's why we just need to update it. I was like did we get more? Is that what happened? Like did we fill it? We higher over the weekend. Wait, we need to go back and reclassify information. Nope. We'll do that. Yes. Okay. Nine. All right. Nine for Elamino. El Camino's EL multiplier funds. As you can see, they're continuing a lot of the actions um that they established. And the only thing that they're really adding on that's new

239for this coming year is they're looking at adjusting their master schedule and bell schedule. And that was actually it came out of their model continuation school visit too. Just a really great feedback from the um the visitors visiting committee saying your your students are saying the reason why they're not able to come is because they have to take the city bus and the city bus doesn't drop them off till 9, but your school starts at 8:30 and so now they're making adjustments so that they're aligned with um the city bus schedule and um adding in Makes sense. Oh. Oh yeah. I was just like a duh. So yes, so we are making the adding periods. Yeah. Before school, after to get kids more flexibility and then Mhm. So good good things happening there to improve

240the systems. I think just like all the other areas we talked about, this is a very unique situation where you have a lot of different needs to be met. And just like you said, getting to know your students and your population would really help. But I think yeah, everything I was excited to see all the things that are going to be happening. Um I like that we're establishing AVID now at El Camino. It makes so much sense. Yes, absolutely. Yes. It will be the whole school will be trained by the end of this summer. So that's really exciting. Yeah. And the edge class part too, the core in the morning like you said it's makes sense like the highest attendance is in the morning those subjects then okay does El Camino have access to CTE

241pathways directly? They do. Yes. How many? Yes, they have the Go ahead. Um they have a the rapid uh the Raptor rapid design academy. So it's a digital print design academy where they have a print shop in down there and um if the students want to do a workbased learning opportunity, they can actually walk up to our print shop here and see how it works. So um that's available every period of the day. So depending on when the student is able to be on campus, they can um join. So it's a RO teacher that is there full-time. Oh, it's a regional course that's still offered there. And then we do offer the regional drone class after school there. Okay. And and they'll be offering it over the summer and I think it's almost fully enrolled

242already for the summer. Good. But just CTE at that location should be a high priority. Absolutely. For sure. Yeah. Yeah. The desire has been trying to get to the right spot for Jeremy. The desire has been to bring cosmetology, but it's such an expensive um course, but that is in high demand by the students. And so um you know we'll continue to explore that's high demand um districtwide. I mean not just El Camino but that could be it. There are a lot of students I know that have interest in that. Yes, it is expensive. Well like auto also very expensive but a lot that go into it. Is that something we can partner like RO with like to help fund or not? Probably not fund but provide the teachers for it and then they can

243build all of that out. That's a pretty extens like cuz my daughter was going to be going into that at Florida College. It's a very extensive program. It's not like a, you know, one course a semester kind of thing. Like, it's a big deal. So, it's great. I love it. Um, even if you could get a couple of classes that will help that pathway to get them in there, even one class into a program later. Yeah. Not like coming out with a cert, but coming out coming out with some knowledge of knowing how they one class ahead so that you can enroll sooner. Yeah. No, that would be great because it's impacted. It's hard to get in. Mhm. Um the other like from the Espiranza engineering the Aztec engineering program like there's there's things there

244that we could I don't know if we can do cross- sight stuff with El Camino as much but it'd be great. The more we can do the better and ros got lots of stuff. So um I've made that that pass on that request to our partners at Fullerton College but like you said it's impacted. So they're struggling to find enough instructors for their case load but they're like we definitely want to offer it. We just don't have the staff right now for it. So, we're going to I'm going to keep being a squeaky wheel about that one. I think Golden West has it, too. I can ask. There is a recent um Senate bill that passed that says we can have CCAP agreements with other community colleges. Okay. And so, those are conversations that are

245happening. Very initial and very every school district is trying to figure out how to figure that out. Yeah. Okay. Good. We can build a salon. We can charge people to come and get their hair done. They can live in stairs. They can experime experiment on district staff. The first break. Get my nails done. I'll start there. My husband, he's got Okay. And our final and our newest goal, goal 10 for the Orange County School of Computer Sciences. I would like to see I know they use a different ELD program than the rest of the district. I would kind of eventually maybe at the end of next year seeing their results with that program and then compare it to the program the rest of the district is using. Absolutely. I would as well. Oh, we're very

246told Jose this from start. I'm so curious. Yes. It's it's great. It's like a little um pilot school where you can try all different curriculum. Yeah. So I said, "Yeah, let's see." Well, yeah, Singapore math. I'm very excited to see. Yeah, I'm interested in the the mastery based learning and what that could look like. I know that it gets challenging when you're looking at middle school going on to high school and what is the the mastery transition into and you're looking at grades and all of that kind of thing. But if we started at an earlier level like elementary, because I don't think any elementary school should ever kid should ever get an F. I think that there's we should be able to build in that mastery and then how how does that transition into

247maybe middle school. So, I really am kind of curious as to what that potentially could look like. Yeah. And I know it was I know it's very hard. I know some parents there that had a really hard time wrapping their head around the whole grading system and I know that's why they kind of what is it branched off into they transition how to say it or translated into regular grades. That's what it so when you parents did say the abs whatever grades on there but it was based off their mastery learning. So I think that helped a lot too with the whole getting everybody from the traditional model to their their model helped with that transition. I think the point too though of it starting earlier so that it's not a shock going to middle

248school and having it start but actually have metriculated into it because it starts earlier. So if we see results from that I think we can all learn from that and maybe start it earlier. Well, our report cards for primary are standardsbased grading and so it doesn't become achievement grades until upper. Um I mean I would love for us to have a future board discussion on grading and our grading policies at the at the district. Um I'm in. Yeah, we can do standardsbased we can do case against zero. So I mean there's there's so much that we would love to talk about. I hear Leandra coming off off mute. Off mute. Did I come off mute? It sounded like you were getting ready to to chime in. Oh, no. I wasn't. I was just kind of

249listening. Um, no more Fs. No. At least in elementary school. No, I was just uh, you know, I was I was kind of sitting here and as the talk is amongst town has been, you know, to split um, you know, they want to split Placention Yal into schools again. And then when I go back to the two different districts, um I was listening, you know, about the OCSCS and it seems like up until this point, I haven't heard a lot of support for like, you know, the Singapore math and mastery based learning or a lot of the programs that they're doing over there. It kind of seemed like we just like let them take a lot of hits and we didn't support them. So I'm really surprised that we're hearing such good things that, you

250know, Beth Fisher implemented over there and that they put in place. But I guess another question I would have is what we've talked a lot about Valade. We've talked a lot about Melrose, Topaz, and Valencia. What are we doing for the other three high schools? And like what are we doing for your Belinda schools? Like where's the focus coming into place? And like what are we doing to OCSCS? I mean we we moved ELA out. Um and so I am I'm happy to hear that all these new you know like the new stuff that was happening at OCSCS um that's being supported tonight. I just wish it was supported before tonight. But I do think that it is important that we talk a little bit about what are we doing for the Yorbalind schools, you

251know, and you know, like Elorado High School, like all these other um you know, Espironza, especially Espironza needs a lot, you know, they they could use a lot of um upgrades in there. So like what are we doing for those schools so we don't feel like so you know parents at the other three high schools and all of the other elementary schools and middle schools like that they feel like their kids are getting programs as well. Yeah absolutely that was addressed in the beginning correct when we were talking about all the schools that we were doing. Yes. A lot of our focus tonight of course has been on the unduplicated students but um absolutely we there's a lot of exciting things happening. I was actually trying to just picture my board where I have all

252the different programs and um innovative uh programs and activities that the different schools are trying to launch in the coming years. And so um for example, I know Yorbal Linda Middle School is trying to launch dual enrollment at the middle school level um after they went to the schools to watch conference and they learned about what um one of the uh charter schools in Orange is doing and they're really excited about it. And so we've begun conversations with um Joan and with Will and with Fullerton College um and they're excited to try and partner there. I know that um Loan is also very interested in exploring early college um you know we started to launch that at Esparonza but there were so many programs at the school that it didn't stick. Um, and there were

253some, you know, structural things that we could do better to help them get early college really off the ground if that's the direction they want to go in as they're reinventing their school. Um, Yurbalinda High School is just doing fantastic things period across the board. Um, they're not looking to bring on additional programs, but their Mustang Business Academy is thriving. Um, their enrollment is absolutely, you know, bursting at the seams. Um, so we're just really proud of the work that Dr. Potter is continuing to do at the school. Um, and then Oaks, of course, you know, there's so much innovation that's happening there and all the core tenants of the of the um, computer science immersion school is in place for the coming year and we're really excited to see what it yields. I know

254the data that we have on this goal. It's all from when it was Bernardo and so none of it is reflective of all the hard work of Dr. Fischer and Rachel Collins and everybody, Amanda Given, everybody who's invested a lot of time, the staff there in converting the school. So, a lot of really neat things happening at our schools all across the district. Um, but um, you know, there has been a lot of talk tonight, of course, about our unduplicated students. Uhhuh. Yeah, I know. And and that's fine. you know, we I just it's just nice to hear about, you know, all of the schools and especially um but yeah, I'm I'm just I was just I'm just happy, you know, I'm sitting here in this hotel room and I'm happy to hear about all

255of the support now tonight that OCSDS is getting with all their new things. And especially too, I do believe I really believe that, you know, parents were fleeing our district because they're looking for other things, you know, some of these charter schools and these private schools have to offer. So, it's nice to hear that, you know, that your in middle is gonna kind of like, you know, take u I guess a cue from a charter school and try to like implement things there because I think it's important that we are diverse and that we are offering things to keep our students in our district so they don't have to go searching um for someone else. Um, and you know, I think too, um, how will we validate the work of OCSCS like for our community?

256Because it's really, I mean, I I mean, if we're going to be honest, took a lot of hits this year and it took a lot of um, you know, so how how are we going to promote this work? How are we going to, you know, the grading system is new and Singapore math was new and all of the things that we're doing. So, how are we going to fix it in the community now? Um, because obviously we're supporting it tonight. So, what are we going to do to further support it? I to me I think it's just like all the other schools that as they come along and their test scores reflect and their data gets shown, I think that's going to be honestly the main advertisement point for them because as you said before,

257we don't have that baseline data for them yet. So, we don't know where they're going. we know they have potential to do well, but I think as the parents see kind of the proof is in the pudding. Um, it's going to be more advertisement for them of of their success as they as they go along. I think for all of our schools, the biggest validation they get is the dashboard. And so, everyone's waiting to see how how that performs this year. And and of course in the first year of this conversion too, you know, no one's expecting um there to be a miracle performed per se, but we definitely would anticipate there's going to be great strides. And um we've said that all along with Dr. Fisher, too. There's no way that it can't improve

258with the focus that they've had on instruction and meeting the needs of students. Um it's it's been really phenomenal the conversion of the school and so we're we're really interested in it. So when the data comes out, we'll be able to celebrate OCS as well as all of our schools that are continuing to, you know, improve on behalf of their students. I would just And I'm just I'm really surprised too that we haven't promoted it more especially like with our special special education like because that is an actual full inclusion model over there and the stuff that they're doing, you know, is is is spectacular. And so I mean that could also be something that you know cuz I mean when we the schools to watch came he was so impressed by everything that was

259going on over there you know and he said every middle school this should be the model for every middle school in the state and so um you know was just talking about more and more of inclusion and you know how we continue to do so. I would imagine that we could also you know try to make that a model for our inclusion process as well. Yeah, I'm glad you said that, uh, Trusty Blades, because, um, I was going to add before before you just said that was that even for the grading for mastery, yes, we need the data to show, but I'd like to go to just what the research says about grading for mastery. So, it when done well, that's really the way we should be doing it. It it's a growth mindset. We

260talk about increasing student motivation and engagement. We're really grading um for learning, not of the learning. when we wait for those grades is just to see what we get versus driving h you know what we do next and then for inclusion there is so much research to support inclusion so yes we want to see what the results are but it's been a tumultuous year so what I would say is I agree that we need to see what the results are but we also need to say these are practices that are steeped in research that Dr. fish are brought to that school site and we need to really do them with fidelity, right? And when we do them with fidelity, they and so the idea is it could be a model school and it is where

261our teachers can come and and observe and see some of these practices that are working well. So I think it's sort of a um it's a work in progress, but these two things we know work. And so I'm I'm with you all the way. I know inclusion works. We we see the results of it. we see that um you know students who are included are our students with IEPs that are included in general education um they fare better and it's better for our general ed students and our special education students. So yeah, I I'm excited to see what's going to happen with the innovative practices there. There is also data um and I can't tell you why this happened um but when I used to go visit that school it it was getting more and

262more difficult at break time and you almost got the sense that the kids were getting into groups that were going to get in pretty big trouble this past year. Do you remember Will when I when you and I did that study to look at discipline where they only had one was it one fight one fight um there of the discipline data they've seen a 66% reduction in um suspendable offenses and presuspendable offenses. So they were doing great work for all the students. Does anyone have our enrollment and our enrollment, Olivia, our enrollment stayed strong at OCSDS or did we lose some? Do we know what our enrollment is? Because I think our enrollment's higher district-wide than what what uh what was said in November, December. It has fluctuated um this year, but looking at coming

263in next year, it's it's about steady I think with what we are at right about now, which is about 700. Okay. Yeah. That might wrap it up. Okay. Any more questions? Okay. I make a motion to adjourn the meeting. Second. We have a motion by Mrs. Anderson, a second by Mrs. I. We have roll call. Dang it. Leandra. Mrs. Blades. Hi. Mrs. Blades, do you vote to uh adjurnn? Okay. Do you vote to adjourn, Mrs. Blades, please? Okay, we'll skip um Carol. I She's gone. I I I am I So, we'll be It's a It's a four. Oh, thank you all so much.