001meeting to order. Welcome to the Western Plaster Unified School District Board meeting on November 18th. I'd like to start off the pledge of allegiance. will the pledge of allegiance 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. The board has been meeting in close session. Conference with labor negotiation, no action was taken. Personnel, no action was taken. The board encourages public participation during the meeting and request civility and use of courteous language. The board does not condemn the use of any profanity, over language, gestures, or any other inappropriate behavior, including attacks or threats directly towards any meeting participant or any district employee. There will be an opportunity for members of the public to speak to the
002board on items that are not on the agenda during communications and reports as well as as well as as well as opportunity to speak on each item on the agenda when that item comes up for consideration. The board does not permit is not permitted to deliberate or take action on non-aggenda items but may refer the matter to staff to follow up. Request forms are located on the entrance of the meeting room and are to be submitted to the superintendent's executive assistant prior to the start of the meeting. Speakers are limited to three minutes each and the board will limit the total of time for public input on each item to 20 minutes. However, and except in exceptional circumstances when necessary to ensure a full opportunity for public input, the board president may with board consent
003adjust the amount of time allowed for public input and time allotted for each speaker. Any such adjustment shall be done equitably as to allow for diverse diversity of views. Uh the consent agenda 4.0. All items on the consent agenda will be approved with one motion which is not debatable and requires a unanimous vote for passage. If any member of the board, superintendent or public request items may be removed from this section and placed on a regular order of business following the approval of the consent agenda. The items that we're reviewing is 4.2 through 4.1. Do any of the do any do any of the board uh item any of the board members have any items that they would like to remove from the consent agenda? >> No. >> Okay. Do I have a motion? >>
004I'll move to approve the consent agenda. >> Okay. >> Second. Okay. Roll call vote. Maria, can you please call the role? >> Member um Mitsos. >> Yes. >> Member. >> Yes. >> Member Price. >> Yes. >> Member Dra. >> Yes. >> Member F. Yes. >> Okay. Um, we do not have any communication from the public on items that are not on the agenda. Correct. Correct. >> Okay. So, we're going to go ahead and go to 5.2 board reports. Um, Kamic speak up. Uh, well, there isn't really much, but I said that Lincoln continues to show integrity and sportsmanship on both the fields and courts across campus. Uh, winter sports are in full swing with both boys soccer, wrestling, and basketball all having games and tournaments. The LHS football team went out to playoffs this Friday
005for the first time in 5 years. Even though they lost, they put up a really good fight, and I'm really proud to see you there. Uh we're having multiple fundraisers across campus with the whole campus having a choice for cause fundraiser and key club having a food drive at 12 bridges in Lincoln performed Little Woman and we were able to overcome barriers with like the power outage and everything and it was super fun. I hope you guys saw it. Yeah. Okay, I told you Charlie. So, Little Woman just concluded and we also had our first cultural festival on November 12th. It was a great turnout with food and performances from Egyptian, Korean, African-American, Mexican, and more cultures. And for athletics, our football playoffs started last Friday and we won 71 to 38. And we have
006another home playoff this Friday and I hope to see you all there. And a lot of our sports are sadly being cancelled due to the current weather conditions, but we're still playing through and the seasons are still supposed to start as they have were originally planned with basketball season starting this Friday at a game in Stockton. >> Okay. >> All right. Uh Tessy Price. >> Um let's see. Well, I did want to congratulate the Zebra crew for an exceptional game. It was a unfortunate um outcome, but they played a great game. 12 Bridges is used to being in the playoffs, so I'm not going to say anything aside from now it's on you guys. So, we're gonna need you to really step it up. Um, I wanted to also mention because sometimes this stuff doesn't
007make headlines, but I think it was last week, uh, one of the transformers blew at 12 Bridges High School and there was an assumption that we were going to have to figure out how to power a school for a few weeks while they >> months, >> while they, I guess, knitted some sort of part that has to come from, I don't know, >> Egypt. Um, and that's just some of the sort of out of nowhere kind of freakish odd things that happen even with our newer campuses. So, um, the team here that manages and operates facilities does an exceptional job um, just keeping the like actually keeping the lights on. So, um, I wasn't sure how that problem was going to get solved and luckily um, it was not the runway that we feared it
008might be. So, um, I just wanted to hats off to those that answer those calls in the middle of the night. I was driving down the freeway and I was like, "What's that column of white smoke coming out of the and I thought maybe we were running some new program and it was a cone or something like that." Uh, and I did nothing further. So, that's the extent of uh of how much of that weight that I carry. So, um, um, John Wallace has done a phenomenal job at 12 Bridges High School for the CTE business pathway. Um he has I think at this point had at least a dozen folks from the community. The last was our superintendent to come in and do a TED talk for his class. Um he continues to make
009more work for himself. Um and I just wanted to make sure he is publicly recognized. Tonight I introduced him to Janette Kirtton uh who owns and operates the Likita Hotel. And I'm I'm not sure what kind of creative thing he's going to be asking her to do, but he's good at that. So, I wanted to make sure that um that that was passed along as well. And that's all I have. >> All right. Trustee. >> Okay. Um I attended the state championship um sporting plays um tournament and it was hard. It it were it it was there were um stations like I've never seen before. They're called super sporting plays. And it was um very low scoring for everybody, but um we had um JB um scored third place for the squad award. Um and
010as a group, the three JB shooters had the third highest targets hit. So they knew the top three. So So that was significant because this was tough. Um and then I did attend a Little Women uh last uh Friday Friday and it was excellent. Very enjoyable. That's it. Okay. Trusty Profit. Um today I did a Zoom interview with a nonpartisan research group out of Princeton University called Bridging Divides Initiative. Did any of you else participate? They sent us all emails a while back. So, >> um, first I had to do a survey and then they hit me up to do a Zoom for their paper. They're doing a Lancet paper. Um, it's to create space for cross- sector collaboration. It was pretty neat. Um, first time I've ever done anything like that. Um, I attended
011a town hall with our county supervisor Shanty Lan and Mayor Holly Andriyotti. I directly asked them both. You tout responsible growth but approve projects anyways. named three major developments since 2022 where you demanded and one impact fees high enough to fully cover 20 years of infrastructure cost and not just upfront fan base. Neither one of them could answer my question. So I was highly disappointed. Um I presented a speech at Jessup for Veterans Day. I planted a flag at Lehman in honor of Veterans Day the Friday before Veterans Day. I attended an informative meeting for the Club America club officers. their parents and the host teacher with them. Checked in with Heather Pier to see how she's doing. She's a fighter. Um, never says anything sad, bad, or that she's down. So, I'm quite proud
012of her and wish her the best. I attended the 12 high school football game. You stole my thunder, but I sat on the visitor side so nobody would bother me and it was so wonderful. And then, um, I'm going to Phoenix this Friday for the Thanksgiving lunchon. Hope you're all coming. I'm excited. Are you going to work? >> Oh, you work. Crystal. Oh, Christ. Am I going by myself? >> I'm I'll be on vacation. >> You're representing you. >> Okay, I'll represent for you. I'll have a drink for you. >> Okay. And I'll be at 12 Bridges on Friday night for their second playoff. Hoping we get to go to state again this year cuz I need a little vacation. >> Sheriff George, sorry, sorry. Um, I want to thank Jenna Ladden for her hard
013work on the new and improved uh uh school dashboard. It's an excellent excellent summary of many of the aspects of our district and I thank you for that and uh we'll keep that going. I had a spirited conversation uh with a board adviser James Warick and uh speaking with James is always valuable and uh I I greatly appreciate that. I had a long conversation with you, Marjorie, and uh I always like speaking with you. It's always excellent >> and you might imagine provocative. So, I like that debate. As I've said several times, you know that great schools have debate teams. Well, we have a debate team and that's at 12 Bridges. And I hope soon with a little luck, we'll have one also at Lincoln. I met with coach Vanessa Tree and eight of her
014terrific students. I had the opportunity of seeing the students present their arguments and each student was then critiqued by their colleagues and it was fascinating. It's how they pause, how they speak, how they move, how they look toward the audience. And uh it's funny, I was only there for maybe an hour and a half and you could see the improvement just in the time that I was there. It was really fascinating to see. And I I would say one thing, if these students in any way represent our future, we're in great shape. They are uh exemplary students. And I I just love those kids. They're tremendous. And uh if you get a chance and wanted to support the debate team, do that. And this might sound outrageous to you. If you want to be a
015debate judge, I I had never been one and I did it and I thought it was great. And you could, even with my limited capabilities, you could be a debate judge and and get a chance to see some terrific kids in action. So, I encourage you to do that. They're always looking for judges. >> Okay. Um, I attended the president's call with our local presidents, uh, PCOE and, uh, CSBA, um, which we talked about, um, things that were going on with our neighboring districts. Had my leadership call with James Awesome. As usual, um attended the uh PTC meeting at Carlin Coffin and uh that was really nice. There wasn't a lot of attendance, but um the the parents that were there were very um were very uh proof in and just great great representatives of
016our kids. So, um, met with, uh, Phoenix High School, uh, for the fundraising dinner on January 26th or January 31st of 26. Went to this last Friday, I went to Sheridan Elementary and passed out some cookies and I was able to see my favorite little people, the K the kindergarten and first graders. And, uh, they taught me um, the wiggle dance and I don't know if you >> you want to show us. Well, they said wiggle dance and I went. So, it took me a good a minute and a half to get out what that meant from them. And it was actually uh you take a one and you wiggle another one over and you make two >> and then you take a two and you wiggle over to the another two and you make
017four. And I was like, that's awesome. I'm going to have to remember the wiggle dance. >> I thought it was a bathroom. No, it was. And I'm like, "Okay, so what does four uh wiggle over to four equal?" And they're like, "Eight." And I'm like, "Good job." So, yeah, it was a lot of fun. Um, and then after that, I um met with Superintendent Callahan for my one-on-one. Um, and then I've just been really just getting ready for my vacation. I'll be gone for 14 days, so I'll be having Lots of drinks in the Eastern Caribbean. I'll make sure to have one for each and every one of you. Counting on it. >> Um, okay. Uh, Western Plaster Teacher Association, Michelle. >> Happy Thanksgiving. See you in December. >> All right. Uh, what about classified
018employee Heather? >> No, nothing to report. >> Nothing. Okay. Superintendent. >> Okay. Uh we were able to um grant $42,000 from the Western Plaster Education Foundation. Uh we every year around this time send out uh information to staff in Western Plaster and they uh can put in for many grants. The plan this year was to fund $25,000 worth of grants, but our um endowment made more money than was anticipated. So we were able to fund more than that. Unfortunately, there was a request for $80,000 worth of grants. And so, we were only able to fund 42, but of the uh 28 requests, actually it was 29 requests, only two of them didn't get any funding. All the rest got at least partial or full funding. So, that was pretty awesome. And then, um the same
019evening that the transformer blew at Bridges High School, we were hosting a facility needs committee meeting at Lincoln High School. So, some of the 12 Bridges families that were there uh got an odd off the press that school was not going to take place the next day uh because she hadn't even sent the communication out yet. But, um we also then shared and this is why we don't necessarily have money for facilities because things like transformers blow and we've got to figure out how to uh fix them. Uh we uh hosted another parent council meeting. Thank you to Jen Helen for uh hosting or facilitating that. I uh was in New York visiting my mom who's in memory care there. And so I am very grateful for you uh handling that for me. I did
020the TED talk at 12 high school, the business pathway. And I learned that I say the word right a lot. >> Yeah, I do. So when I was talking, I said right and it's in the little video clips and it just irritated me. So now I'm going to catch myself doing that and I'm going to figure out how to stop it. uh uh the we are in full swing with the TK8 edsp specs for the new school. So um as part of the whole process of building a school, you develop education specifications for what that school actually will entail. And that's what the architects use to then design um the school. So we're we're finishing those up and getting ready to kind of go into design phase, which is pretty exciting. Also attended Little Women.
021Kenny did such a fantastic job in the ensemble. I was actually super excited that they added that in uh it was yeah it was it was very cool. >> Um was not able to attend but we had our second leadership cohort that Mike uh Maul has actually created and it's for aspiring administrators in our district. So current staff members classified and or otherwise that have interest in potentially being leaders in our district um or elsewhere but ideally in our district. And so he's been running a series of sessions and uh it's pretty awesome and uh so I'm grateful for that. Friday I was at the uh at Sierra College Superintendent Round Table and a huge shout out to Jennifer Borton, our college and career specialist or coordinator. Um Sierra College made a point multiple times
022to talk about how awesome their partnership is with Western Plaster and how grateful they are for the work that we're doing. and that is a huge testament to Jen Horton and her work. Um we are um we're doing some some awesome things related to dual enrollment and academic enrichment. We were at Phoenix Atlas today for their WASK visit and so we had an opportunity to sit with the visiting committee and answer some questions that they have about the the visit. Unfortunately, David Hill is out ill and he is the person who chaired um the their Wasp report and so they were having to scramble the last couple of days in David's absence. Um but they're they're doing okay and I think they're seeing all the wonderful things that we see over there. And then lastly,
023just as a final little like plug, but I will be um dancing with the rock stars on Saturday at the uh Beerman event center for the women's club fundraiser that they are doing. And um my husband is not happy, but I uh welcome anybody who would like to come watch us dance. >> What kind of fun? >> Uh seven. >> Yeah. So >> I'll share the costumes and everything. So, I'll show you the link by >> That's it. >> Okay. All right. Thank you. Um, at this time, any member of the public who submitted a request form to speak to the board regarded items on the agenda will be given three minutes to address the board. Um, we have approval 6.2 approval of memorandum of understanding position reduction between Western Plaster Unified School District and
024employees association. I understand this is justformational. >> Actually, no. This has been pulled for the evening. This item has been pulled >> al together. >> 62 has been pulled. >> Okay. Uh so we'll have 6.3 approval of memorandum under standing for position reclassification between Western Plaster Unified School District and California's school employee association. >> Okay. Staying in front of people. I know. So, uh, so for this item, uh, first school has a bilingual instructional aid position that's been vacant for some time with no qualified applicant. So, their site admin said, "Well, I'd rather have an instructional aid. We can fulfill the bilingual aspects other ways, but the aid that we need." So, we worked with the union and appreciate CSEA's willingness to work with us on this, that we reclassified the position to a what
025you say for non-bilingual, just a regular old instructional aid. so that we can have a better chance at hiring somebody there and get the kids the support that they need for the instruction. And so this is anou that is uh putting that in place. But also has some contingencies that if for some reason a bilingual applicant happened to apply, we' kick it back to a bilingual position and if it becomes vacated, it would default back to what the position was originally allocated for. So it's our recommendation that you approve this. >> Okay. Any discussion? >> All right. Do I have a motion? If I so move. >> I have a second. >> I'll second. >> All in favor say I. >> I. >> All opposed. Motion passes. 51 or 5 Z too. Sorry. >> Thank
026you, Mike. Thank again. Uh do we have any uh not yet? >> No, you for 68 and 69. >> Okay. Uh, approval of sunshine with proposal of negotiations regarding the collective bargaining agreement between Western Plaster Unified School District and California Public Employees Association. >> Yes. As we progress in our negotiations with CSEA, this is now the second presentation of the Sunshine Letter. Last time it was information only. This is now for your actual action to uh approve the sunshine letter which opens up that we'll be discussing salaries and benefits and also the vacancies promotions transfers articles with CSC at this time that doesn't prohibit either side from opening other articles in the future but these are what we're committed to negotiating at this time and so now that you've had the chance to review those
027we uh recommend that you approve the sunshine letter so that we can negotiate in earnest on these items. >> Okay. Any discussion? All right. Do I have a motion? I'll move to approve. >> Have a second. I'll second. Okay. All in favor say I. >> I. >> All opposed. All right. Motion passes 5 Z. >> Thank you. Thank you. My 6.5 award a bidder for fresh milk and dairy products for 25 and 26 school year. What? Our food services department uh did a um a request for proposals for milk and dairy products as is required uh if they plan to exceed I think it's 250,000. Uh we sent the request for proposals to um six dairy um providers. We only received one proposal back and that was from Francis Distributing who um I believe has
028been our provider for a few years now. We did do a a review of the proposal. It was um competitive and the pricing was consistent with our expectations and so we are asking for approval to um to award the um the contract to Francis Distributing with an award um of not less not more than $350,000. Okay. >> All right. Any discussion? >> I just have a question. Is is that our typical milk budget? >> Is it does it tip to 350 grand? for for a year. Yes, they make grand parfets with it. I serve them. >> It's a lot. You got to think 8,000 kids. How many of >> I'm not judging. It was just That's a lot of That's a lot of milk. That's all. >> More than just milk. >> Dairy. Dairy includes
029cheese. So, >> great pizza. >> Have you had the pizza on Wednesday? >> Food's expensive. >> I haven't had the pizza. >> Looks expensive. I recommend a pizza. $43 a kid and milk products for a year. >> Just do the math real quick while >> that's not bad at all. >> Well, it's not to exceed, >> but start how much things cost. Okay. Sorry, that was that was my question. >> Anything else? Jason >> should have asked more. >> No other questions. No other milk. >> Don't mess with me, Jason. I'm all about the food. Why didn't we get any more bids back? Is there >> that? I would have to ask Christina. I'm not sure. >> Does nobody want our business? I'm not happy. >> But we've had them for four years now. >>
030For several years. >> All right. Uh do I have a motion? >> I'll move to approve the uh the milk related items. >> Second. Okay. All in favor say I. >> I. All oppose. >> All right. Motion passes. 5-0. Thank you. Carrie. Uh 6.6. to establish an organizational meeting, Carrie. >> Okay. So, December is upon us and every December we do an annual organizational meeting and prior to that meeting we have to establish um for the county uh record uh when that meeting will be. So, we have to indicate when we're establishing the meeting and what date the meeting will actually be. So, we are establishing it today and the meeting date that is um that fits within the compliance structure that they have is December 16th. It's our second meeting in December and so
031we are seeking the board's approval to establish that as an organizational meeting. >> Okay. Do I have a motion? I'll move to approve. >> Do I have a second? >> I'll second. >> Okay. All in favor say I. >> I. >> All opposed. >> Motion passes 5 Z. Thank you. Carrie. Um 6.7 adoption of revising and new board policies. >> Yes. So this is the second goound. So, you received these at the last meeting or at the first meeting in November and they are up for um adoption this evening. Any questions? >> Okay. Do I have a motion? >> I'll move to approve. >> Do I have a second? >> I'll second. >> Okay. All in favor say I. >> I. >> All oppose. Motion passes 5-0. Thank you. Uh 6.8 CASP data review. Jen
032and J. >> Yeah. Yeah. Yeah. We usually do have you present first and then if there's public so I cut it for you guys. Well, good to see you all again. It's been a minute since I've been presenting for you guys, so hopefully all is well. Um, uh, good news is is our, uh, spring test results came back pretty positive and we'll we'll go through that. Um, and then any questions you guys have around it. So um as actually as we start this is a reminder four is exceeding standards, three is meeting standards, two kind of nearly met standard and one did not. And for our LCAP goals, college and career ready um is sort of our our goal which means we're shooting for fours and threes with all kids ideally. So we'll start with
033English language arts today. and on English language arts um had that kind of donut graph and we had 25.9% of our students at level 4, 30.6 at level 3, 21.6 at level two and 21.9 at level one. So that's an overall metric exceed of 56.45% which is an increase of approximately 2% year-over-year. So some growth there which is nice. Um, this one's where it's going to get harder to see, but hopefully you guys can see it on yours. Um, so this is just year-over-year. So like grade three, grade four, how they're looking um year-over-year. And the nice thing, if you can see, is grade three trended up slightly. Uh, grade four definitely trended up and they have an overall trend. Um, grade five trending up. Grade six, and you're going to see a pattern here,
034is struggling. um and it struggles year-over-year and it has a really weird up and down which I can't explain. Um grade seven trending up over time, grade eight trending up over time and then grade 11 um had a rough year last year but really bounced back strongly this year. So overall in ELA we saw lots of improvement in most grade levels um with the exception of sixth grade. Um, and as you can kind of see the graph shifting now to 2019 is that anomaly year. I don't call it anomaly year, it's the pre-COVID year. And you can see test scores are starting to get back to that which is pretty encouraging overall. So definitely heading in the right direction overall um with a couple blips there that we need to address. grade six like any
035theories like is it >> grade six >> is it just transition to middle you think >> is that what it is >> I'm thinking that's at least a portion of it because the interesting thing is grade six is this drop off and then grade seven turns around it's our highest score period in any subject in anything so >> that's consistent with the state >> fifth can do it too >> um but but Is that what usually happens historically? >> Yes. >> Yeah. Five, six tends to be our dip and then seven tends to be >> sixth grade was the hardest for all three of my kids like that transition from having one teacher all day to six teachers or just hard. So I think structurally that's something to consider and you know the interesting thing
036is as a K comes online if that trend doesn't hold as well that would give us information you know so we might have some granular stuff to look at moving forward. If >> we keep going on the next is cohort data. So this is looking at the same group of kids year-over-year and it expands as the kids are here longer because they have more testing. Um and you'll see that same trend. You see a hole everywhere. Guess what grade it is? >> So you can see that trend. Sixth grade is our struggle, but overall the cohorts are are doing pretty well. You can see an uptrend minus in sixth grade. So if I keep moving, um this is just a comparison. So, I took uh our scores in all the grade levels and compared it
037to Plaster County and compared to the state of California. Um, and you could see um that we're really close to Plaster County right now in Ela. We're just slightly below um the county. Um and we're definitely outperforming the state pretty much all over the place. Um the one anomaly there for or there's a couple anomalies. Um, seventh grade, you can see we outperform everybody. Again, that's our highest point in the district. Um, and then 11th takes a little bit of a dip compared to Pler County. So, just some things to point out. And you can see eighth grade kind of held there, too. So, seventh and eighth tend to be pretty strong in langu. If you look year-over-year next, so this is a start trend all the way back from 2015 to 25. So 10
038years of data now. Um and again tracking right underneath um the state or not the state under um plaster county and traveling above the state. So kind of that um and this year you can see that the trend line starting to close again which is nice which we saw happening going into CO then we diverged and you can see it kind of hopefully closing back up again. What happened in 24? We dipped. >> Um, >> bad. Well, >> yes. The the answer, I believe, is this. Um, grade 11 2024 took a massive hit. So, I think that's that's where that tip comes from. >> And the high schools in there, like they worked really really hard to improve their test scores and and to create a testing culture. And you can see those things starting
039to happen now. All right. So, any questions on ELA so far? So, now we'll dig a little bit deeper. So, the next is our subgroups, which gets a little more granular into how individuals are doing um within these subgroups. Um our low SCES this last year took a little bit of a dip unfortunately. Um our ELS are low, but they're holding kind of flat year-over-year. our reddes designated students. So those are called AREPS, the ones who were ELS but they reddesated had a huge bounce back year which is awesome. Um our students with disability tends to be our data point that it's continuing to trend down. Hispanic kids trending up which is nice. Our white students had a bounce back year and then overall we had a bounce back here in ELA. So any questions
040around ELA at all before I move on to math? >> So we go from English learner to redesated. What does that mean? >> Say that again. >> English learner then group change redesated. What is redesated? >> Fluent English proficient. >> Okay. So they go from >> So they're our highest performing group typically. It's the research around multiple languages like our emerging. >> Yes, exactly. >> Um, so the the students which is in this data set take the ELPAC test and when they have a four on the ELPAC and they're doing well in their English language classes and if they have higher those data points then we redesate them to English or rock hard and that's really the goal for learners because you can see once that happens >> it tends to take off a So
041if we switch into math, so on our donut graph here, um this year we had 23% at level 4, 22.7 at level 3, 26.8 at level two, and 27.5 at level one for an overall rating of 45.72 for metric exceeded, which is approximately 1 and a.5% year-over-year growth. So not quite as much growth, but growth again the math was good. um on these ones and I apologize the bottom didn't print as well on these ones. Um you're looking at year-over-year again. So third grade again slightly trending up and catching up to 2019 levels. Grade four is catching back to 2019 levels, which is nice. Um grade five staying flat with a couple bumps in it. Grade six, again you can kind of see there's just sort of a negative trend in that data. Uh, grade
042seven had a down year, but overall kind of trending up over time. Grade eight's definitely trending up over time. And then our high school's trending up over time, too. So, positive data there across the board with the exception again, sixth grade is kind of that sticking out point. >> We're look back on this. 2019 was a good year. >> It was our peak year, but we almost caught it, which is good. If we compare ourselves then to the same uh Placer in California, you can see in third grade we're right there with Plaster County um and definitely above. Fourth grade a slight dip. Fifth grade a slight dip. So we kind of trend away from the county there and then a bigger dip in sixth grade even though it dips as well. You can see
043for us we have a little more pronounced dip. Grade seven then rebound. Then by grade eight we catch them again which is cool. And then high school we're not quite there yet. Why are our students not doing as well as overall placer? >> Um, if you look at overall plaster, um, we and I don't have this in front of me, but generally plaster county scores some of the highest scores in the state. So, if we're hitting that number, you're hitting some of the highest numbers in the state. Um, that's part of it. Um, demographically, we're not in a one to one ratio at every school in Pler County. I'd say we're probably somewhere in the middle as far as just what our demographics are and what that means to supply education. Um, some of the
044schools are going to be much more affluent. Some of the schools are going to be a little bit lower than us. I think we kind of sit in the middle of the road. So, that's part of the issue. Um, demographics is real. It's it's actually one of the best ways to predict the test score is just look at a demographic number. Um so that's part of it. And then part of it too is um I would say like if you look at seventh grade, we outperform, right? So we have a group of seventh grade teachers who are completely dialed into their standards. They have a set pattern to review and and the things that we probably like to spread districtwide, they're kind of already naturally doing. So I think if we can replicate that more
045consistently across the districts, you'd see scores kind of rise with it. >> Yeah. Three and grade three and seven seem to be really good for >> Yeah. >> So for grade 11, we're kind of you're just losing interest at that point in taking the test >> obviously. Is that is that if we I mean I that's I mean they're 17 at that point 16 17 at that point >> that but if they don't catch on in math n >> it's all downhill from there. >> Okay. >> So do we know what's happening? >> I I it's a it's it's a combination because we do better in ELA and we're and while we're still below the county we're we're closer to the county number in ELA than we are in math. Um, but there uh there's
046definitely because it's only 11th grade. If you haven't taken math three by the time you're in 11th grade, you still take the same test as everybody else. And so if we've got more kids perhaps in remedial or repeat or for whatever reason they're they're at a disadvantage from the get-go and then there is just that that testing culture and I know other districts and then ours as well is starting to really work on like helping teachers and students to commit to whether we like it or not. It is a data point that we get judged by. And so, >> so we're incentivizing that. >> Yes. And so working on different ways in which we can we can improve how many kids actually take it and not opt out. Like I know we you've heard in
047uh previous presentations the number of kids at 12 high school that have opted out in the past. And when they opt out, we automatically get the low score and that counts against us. And so um >> they got rid of that last year. >> Yeah. And one of the things that like I feel like as a student that I hear from other students is the fact that there's just like a disinterest. You know, you you don't get a grade for it. You it's not even a thing. So you're like, why should I care? >> And I feel like to remedy that, our school, we started doing it to the point like for example, we take like a pre-cast test now and like you get graded for that. Like I had to take multiple for English.
048Everybody does. >> Oh, that's good. >> Yeah. Science. And it's like it's now you get a grade for it. So now people are like, "Oh, wait. Like I have to do this." >> Um but yeah, I think just one of the things is like number one, like as they said, it's just um like the fact that some people are in different maths and they just still have to take the same test. But another thing is just like a disinterest in it and just like a I don't have to care for this. This isn't really going to affect me. But I feel like now that they know that it is going to affect them and now that we are being graded on it, I feel like there's more of like a push. And there are teachers
049that are also doing incentives like if you get like a high score like a four or something like that, you'll get like an A in a semester math or that's what my teacher did when I was in math three last year as a sophomore, but then like I saw the juniors who had to take it and she's like, "Yeah, if you get like four, you get like a grade, but bumped immediately." So, >> yeah. Do we know or can we find out um how many students just don't get to m I guess that's math three, >> right? Can we find I mean is it 20%, is it 50%. Is it >> I mean because we're at under 40%. >> Mhm. >> We're at there. >> Yeah, we can run numbers and >> it would just
050be interesting to see if they correlate. >> Are we able to push the test out later in the 11th grade year so that way they have some of math 3 before taking these tests? Well, some of them if they weren't even enrolled in it in their 11th year, it won't that wouldn't change. >> Only the college down or the ones that are >> they you're in math three, you're not in math three at that point. Like you it's just what you registered for. So it wouldn't matter if we pushed another. >> So they only need two years of math to graduate, right? Then why aren't they in math three? because you can take consumer math and statistics and there's a bunch of >> different another reason why pushing a CASP out further is is difficult
051is that we also have a ton of kids that are taking EP exams and those come right after the CASP exam and we need to be sure that we're not we can't do those at the same time. So that's another factor that we have to consider. >> Okay. >> Yeah. >> But and and other factors that would uh if a kid um doesn't pass English nine, they take English 10. if they don't pass English 10, they take English 11. So, they're progressing regardless. Now, they still have to do their credit recovery and figure out how they're going to make up for that course. But if I fail math one, I repeat math one. I don't take math 2 as a sophomore and so on. And so, like that that creates an issues as well. And
052there is >> there as a former math teacher, I can geek out on this, right? But like algebra 1 and algebra 2 and then geometry was in between. And when we do this whole integrated math one, two, three, it's essentially integrating the three courses. But math one and math two more directly correlate that and math three than math two. So in theory, >> you could do math one and math three. Why do >> math do that and see what why not? >> Cuz it is more >> I mean it's still incorporating all three, but math because math three and math one are more algebra and math two is more geometry. which is still still part of the test but not it's more heavy in >> I would say that the thing that's really important is
053then what are we doing to ensure kids can get past math one and have more exposure not just for the CAST test but like just for like graduation readiness and skill readiness and so there's been a lot of effort placed at both high schools around how are we identifying students that we anticipate might struggle coming into math one and creating some classes and interventions and supports to help them and then providing some of supports as well for students who make it out of math one but with maybe not quite enough skills to be super successful in math too. And so we're we're just trying to shore that up a little bit rather than just throwing them all in the class and hoping for the best because that's not working for us. >> Yeah. >> And
054to kind of expand on that, um Chris Wartlaw was doing that at Lincoln High School and he we're in our second year of that data, but the first year he had I think 34. Does that sound right? >> I don't know. finish your sentences. >> Students that they grabbed out of eighth grade that they identified. >> Yes. Yeah. >> And and he basically took those kids over the summer, built their math skills up, did it again, and I think 32 of the 34 passed math with the C or better, >> right? Excellent. >> So, they have there's some things that are starting to close that gap that hopefully we'll start seeing in the data. >> The summer program. >> So, that's the summer program. The other big initiative was creating kind of an everyday math
055where students were um pulled out of a traditional elective and put into what we call a math lab. And so they were with the same teacher every single day that was um providing them with the math instruction. And the math one class was designed around math standards. And the math lab class was about pre-teaching, reteing, and just building fluency and like confidence in math, which is a huge reason why kids struggle in school doing that or >> they're both doing it to some degree. Lincoln started it a little bit before. They're not exactly the same because the needs are different between the two schools, but but but yes, that's something that we're we're working on. >> But that helps. And we also want to keep we have a homework center that also helps. And we
056have tutors with me who like help students with whatever they need. >> We get a lot of students come in with math especially. That's one of the main things that we tutor and um I feel like it's it's like a really good resource to have just because like you know you can get feedback from your peers instead of like a teacher. So it's just like it's really it's a really good resource and I feel like that's also very helpful. One other thing just to add one more piece that is a real focus and not not just math but across the subjects at the high school is the creation of intervention and just really a heavy focus on how are we intervening and what systems and and structures we have in the school day and how
057are we encouraging teachers to pull kids that need extra support to try to boost up those scores as well. So a lot of work in the space. >> All right. So if we keep going, the next one is the year-over-year. Um and again, you can kind of see the trend lines if you just imagine a trend line from that 34 in 2021. We're really working back towards Plaster County. So I think we're headed in the right direction. Um again, there was a consequence of you can see the COVID drop, right? Pretty significant for us. and it took us a second to respond. Um, but again, I think we're facing the right direction and these things that we've been putting in place like take a second to take hold, but it's awesome to hear that the
058students are feeling it, which means it's happening, right? Just slow. If we keep moving, this is um math year-over-year now with our subgroups. Um, our low SCES had a down year this year. um unfortunately kind of a significant drop there but have been trending out every year previous to that. Our EL learners uh trending up which is nice are redesated trending up which is nice. Um where we're definitely seeing a struggling data point again as students disabilities trending down year-over-year. So and and Ellie's honestly been working really hard in that space but we haven't seen the results that that we want yet. Um our Hispanic students flat this year but you can see an overall trend up. our white students minus last year. Again, you can see a general trend up. And then overall in
059math, you can see year-over-year trending up. Obviously, not back to the 2019, but that's where we're headed for now. New data point. And these ones don't I mean, they count, but they're not um they're not officially part of the dashboard yet. They're likeformational. So science um and their data comes out a little bit different. So level four 14.2% level three 23.8 and level two almost 50% and then level one 12.2. So the scores definitely land different in science and really heavy in the twos and I'm seeing this everywhere I look. So I don't can't explain it yet. It's all new data but we see a lot of twos. So a different testing system. Um when we look at our science year over year, so a little bit different. Um we test in grade 5, grade
0608, and then in high school. In high school, they can pick when they want to take it. This the school sites are and they're playing around a little bit. Um but you can kind of see um eighth grade's growing, fifth grade's been flat, high school's kind of bouncing kind of flat there. Um again, new data that we're still kind of digging into and working on. we don't have the history of the other subjects when we look at our our subgroups. Um so our low SCES had a little bit down year scoring low in math but trending up. Um the next one's red designated which had a big bounce back year. Um students with disabilities again trending down. Our um next one is Hispanic had a year up. White had a year up and then all
061students had a bounce back year out for science. >> What's going on with our students with disabilities? I don't understand why they're not bouncing back. >> Um >> I don't have an easy answer because if I did, we just do it. >> That's a lot. >> Um what what we have seen is this. um they they've been looking at the engagement levels and and we're only playing around with this and they did it with ELS as well and really it started with ELS and and they do what's called E shouting and we're going to start doing this with students with disabilities and long story short um if if I was teaching right now and you guys were the students there'd be somebody observing a student in this class and they wouldn't nobody knows who they're
062observing except the observer. And every 3 minutes they would look at what that student did and they're looking at for how much on task like actual learning was going on. And unfortunately when these little surveys popped out the on task of the student was approximately 0%. >> So engagement is real, right? The teachers are feeling it, the students are feeling it. So how do we bridge that gap where there's true engagement? Um which is >> that where the small group work comes in handy and all of that? Not necessarily. I mean, small group can be helpful, right? But there's just also basic strategies in a class. The reality is is the longer I talk here, the less you guys do. They'll stop listening, right, at some point. Um, and that's real for kids. I'm sure
063they'll agree to that um in their classes. So, it's just being very intentional about that. Um, that's that's one part of it. I think with students with disabilities, we have to really bridge the gap in like who who's who's the owner of them and it really should be everybody. But I think a lot of times Jennet says, "Well, they're they're RSP, so what is the case manager doing?" And the case manager saying, "Well, you're the gened." And really bridging that gap. So we're working together. Um, I think that's an important piece we have to look at because I think there's a gap there because they have disabilities for a reason, but in the same breath they're held to the same standards for the most part. So then how do you bridge those two worlds, which
064is hard? Um, so I think that's another piece we have to continue digging into. Um, >> are you getting um teacher feedback on that of how to do that? So currently currently how we're kind of doing that and the research would tell us um there's a called co- teachers the model right where you have an RSP teacher within a gened class and they work together when it works it works and when it doesn't it doesn't and I think that's our reality and a lot of that's partnerships and how well those two teachers can manage a class together. >> I see Michelle in the background. >> Does that sound fair Michelle? Yep, it's accurate. Very accurate. >> So just getting just having the resource work in there doesn't necessarily mean we're going to fix >> that
065gap. No. >> And statistically students who enter into a special education program traditionally don't catch up with their peers. Like that's why that's not a solution. And so often families will say like my kid needs an IEP. and and you'll see educators that are like really that's like not in your child's best interest long term, but in the moment it's like they're they're struggling. And so I think that those are real things. I think this is a this is bigger than like if we just wave our wand, we're going to fix it. Like there's some real systems, right? >> Then students with disability is is it the students call the students with IEP? >> Any student with an IEP? There is um so there are different assessments depending on cognitive levels and so this this
066is the students who actually take the ESP. So this these results are the kids who actually take >> but they are students have IEPs and not students have 504s. >> Right. >> Different. >> So it's all the students who have IEPs are >> that actually take this back. Yes. >> But not everyone who has an IEP takes it. >> Correct. >> Grab the call students as well. I just think they score out differently. I don't think they subdivide it out of the >> I can double I don't think they do. I'll double check that though. Okay. Some take an alternative assessment because their cognitive abilities are not Okay. So, it is the most severe. >> It sounds like they might >> I believe they're included in that number. >> Not someone who >> even if
067that's true, the vast vast majority of students are taking the traditional CAST test and they're not taking the COD. Like that's that's a really small percentage of special. >> Yes. Our 14% of special ed, the vast majority of them are considered mild moderate like the RSP. >> So, they wouldn't be taking credit. >> That's not included in this group. No, they are like the vast majority of our special ed students have have >> slight disabilities that >> could be a kid with a speech, >> but they don't have cognitive impairments. >> So they're So let's say someone speech impediment, they're in this group. >> They're in this group. Yes. >> Interesting. >> Yes. >> And when and I haven't looked at this particular cohort, but we did it two years ago. We actually pulled all
068the kids and it was universal like which didn't make sense like a kid on a speech shouldn't be scoring a one correct >> because that's an articulation there processing >> right >> so >> there's a little more to it >> cuz I understand an IEP is designed to sort of meet the kid where they need to be met in order to gain at least in some relationship to a cohort group. So it's we're we're adding resources to these kids and and they're trending downward. >> So I mean if you look at it from a systems point of view, you have this much time to cover this many standards already, right? So now we're back to here. Now this group of students really has this much time because they're going to get pulled out and work
069on specific skills that they're deficient in. So from a standard point of view, it it can increase the gap because you're not getting exposed to as much teaching in the standard as everybody else, which is the consequence of becoming an IP student. >> And and teach is so popular because it keeps the kids in >> in the room. Right. >> Right. >> And students who who have an IEP are typically already significantly behind where they're starting to qualify to begin with. you're just constantly paying playing catchup. >> And this isn't unique to us by any means, but we don't want to see a downtrend >> anywhere. >> Well, and then it's it's I mean, it also there's just the label aspects, right? I mean, there's when when you label I've seen it with my own
070son, right, with who has an IEP. I just said right >> correct. Yeah. Is there it's none of us do it intentionally, but there are labels that are placed on students. And when we when we know those labels, there are sometimes assumptions that are made about >> Does that mean the expectations lower? That's what she's saying. >> Yes. >> Tread nicely said. >> Yes. And it and and it can hurt because because if if and my my kiddo's my old and ultimately he's actually going to be exited from special ed here very shortly. But his it's the he has the ability to do it if provided the right accommodations. He should be able to perform as well as his >> but they don't give them the accommodations for that test or they do >> they
071do get so if it's written in Yes. Interesting. So they get longer plays in whatever their case >> and I think I I think some of this plays in math and as a former math like it's acceptable in society to not be a math personal >> but it's not acceptable in society to not know how to read. So there is there is just societal pressure to learn to read and do English in ways that there is not a societal pressure to do math. And I think that that's part of the disparity between our English language arts scores and our math scores and not just us but as a society because it's acceptable. I'm just not good at >> and I had talked about for academic our academic excellence. I don't know if you were here
072for that meeting, but concentrating on math just a may possibly campaigns on how we keep kids not to be afraid of math because I I would hear it all the time from my kids, >> especially my daughter's >> uh friends. >> Math is scary. I hate math. I'm not good at math. I mean and from a young age and so >> breaking that trend could be helpful. >> I love math. I love that too important. >> Um there's a guy who researches learning John Hattie. It's called visible learning and his number one way to move kids statistically is what's called teacher efficacy which is your basically belief that they can learn while kids can learn. So going back to carri is if we're not hitting the number one thing to actually move kids we're probably
073not going to be positively moving kids. >> So something to at least be cognitive as we have these kids in our classes. All right. uh science comparable year-over-year um a little bit laid out differently. So, um, again, below Plaster County, above California, um, our trend lines are different, but we had a good bounce back here this year. And my guess is with science, as they start digging into the test more, I imagine we're going to see a pretty big hump. It's kind of where the science brains tend to lean, I don't think they're really really dug into it yet. And I think as it becomes visible, they'll be kind. That's my guess here in science. So um I was asked to give next steps because you guys are going to ask what are our next
074steps. >> So we'd like to continue to develop common assessments through performance matters and interim assessments through CASP which is going on right now depending on the grade level and kind of what's going on. Um we're actually getting our first data sets coming back. I don't want to share them yet because out of fairness to the teachers, it's the first time they use the system. First time they've touched all this stuff. So, letting us sort of create a baseline. We're making some adjustments within it. And then over time, we could start sharing this data. Um, and what that data would show us is in between data. So, we could do check-ins at board meetings where you could not just see the end of the year, but maybe with progression going along. So, that would be
075a long-term hope. And again, we're just building those out now. Um we are working on this though training admin how to pull and use performance ma matters data to help drive decisions and instruction. So again if they have more live data they can start doing different things on their campus and this is live and we're not looking in the rears all the time. Most of our PLC's have identified essential standards through what's called guaranteed Bible curriculum. So we'd like to continue this work to align teaching to what is the most important. Um, I've said this before, but if we taught every standard to fidelity, kids would be somewhere between 22 and 23 years old. Like, it's just not possible. So, what are the most important standards and really spend time there the most because we
076can't do all of it. So, what's that's the whole point of this. Um, as some of you guys are on the committee, refine our early literacy work with the new RDRS screeners and continue early literacy reports through UFAB. uh refine what the data is most important to make the early literacy assessment. So the one push back we're going to get in early literacy is we have a lot of data right now. That's good and bad, right? The bad part is it's time constant, right? So we really need to probably refine down to make it more manageable. What's really important out of that and then work off of that versus this wide window we have right now. Um we're supporting uh PLC work with solution tree and Carrie Greener and she's working directly now with sites
077and their PLC's and they're doing guarantee Bible curriculum common assessments all those different things. The sites are now driving the work where we're kind of stepped back and we're providing the resource. Um, I already alluded to this, the EL eel shadowing. So, looking at students engagement level, it was eye opening to the admin that were part of it, the teachers that were part of it, and it made instant changes. They're like, I I didn't see that one coming kind of thing. And like it's real. So, um, I think that'll open up a lot as teachers who see it and then they I mean, Jen, you can speak this better to me. I mean, like they change their instructional practices like that. I don't know if you want to add that. It was just stunning. Like
078to go in and observe a student for the purpose of observing the student. It had nothing to do with what the teacher was doing. It was just about the kid um was was truly astounding. Every single person that participated in that was like, I'm making changes tomorrow to how I engage with my students to be sure that no child is sitting silently in a classroom all day long. It was remarkable. And one of our next steps, and this may be on Reno's next slide, is I'm pushing um PCOE to give us the same sort of tool that we can serve students with disabilities. And I'm telling everybody I can that that is the next step that we've got to do because we've got to get the data to help people realize that our kids are
079just sitting silently and not engaging in class and that we can do something about that. >> What's an example of how you get them engaged if they're currently not engaged? >> Um that's a big question. Um that's a big question. I mean I think a lot of it and Reno spoke to this to some degree is about how are we asking kids to engage in meaningful ways? Like are we are we inviting them to the conversation? Um, thinking about relevance, like how are we making sure that curriculum feels relevant to their life and to what they're interested in, um, can go a long way. Um, there's a lot of models of instruction that talk about, um, teacher talk time versus kid talk time. Um, there's a lot of like best practice first instruction strategies that
080that we train teachers on, but accountability, there's there's a lot of ways to like to make that happen. But um but but I think the first step is realizing the kids are not engaged because teachers are up there and they're like they're working hard, you know, like they're teaching, they're planning lessons, they're managing gobs of kids and there might be behaviors and you know the phone's ringing, the doors opening, like there's a lot going on. It's hard to do all those things and see Cammy in the corner and what she's doing or not doing or how she's engaging or not engaging. And kids are really good, I think, at hiding what's really happening. They're good at looking busy and looking productive and being quiet. And we'd equate that to um engagement. And in fact, that
081is not >> Well, it's good that the teachers know which students in their classes are not engaged. And in that call to action, you know, hey Cammy, what do you think of this lesson? You know, >> that would be a great strategy, right? >> Direct questioning. >> Would be one. >> Yeah, >> good job. >> Very interesting. I'm >> Yeah, >> I'm sure you're always engaged. No, >> George, to your point, that's that's like the big question is like how do we move the engagement needle for kids, right? And so we Reno and I have been talking a lot about best first instruction and how we the the goal the last few years has really been around like what are we um like from PLC's, right? So what what is essential like what are the
082essential standards? How do we know that they're that they've learned it through common assessments? We're really digging in on things like intervention right now. What do we do if they get it or don't get it? But the but the next big step, next big hurdle we think is really around how do we increase engagement and increase best versions classrooms >> run some experiments that would you report back to us and what's working and what's not. >> Oh, for sure. Yeah. And hopefully we'll see it in this data. Like that's the goal is that we'll see it in the >> Yeah, I'd love to know works. >> It does. >> Oh, okay. Good. >> Well, does it feel engaged part of a >> um >> class they do better? So, kind of I'm paralleling a little
083bit different here. So, we're going through FPM, which we'll talk to you more about coming up. Generally doing well, but a couple things. Um, we know that we're going to need to create more system that monitors and supports particular EL students, and that's through our integrated and designated instructional strategies. So, you're going to hear us say that a lot. Um, that's that's where we're getting hit on in FPM from an audit point of view. Um, so we're going to have to be much better in that realm. Um, and then Denise sitting way back there. She's already told me tomorrow that's where we're starting. >> So, we're doing SPM together and like that's that's our big next step is really working in them. And really, if you look at our data, if you kind of think
084about it, our subgroups that have the most needs are scoring the lowest, right? And they have the most needs. So, who probably disengages first is them, right? And then don't have the resources to get it. So our data sort of reinforces what we're saying. So how do we really get those kids involved and and we grab all the kids probably at the same time and then you're just moving the system. That's the hope and the dream. So um work to better combine social and engagement supports. So we have big initiatives like the PLC's and the common assessments and we also have portrait of a learner kind of um social emotional stuff and what ends up happening at the teacher level is they feel the pressure of the day and I think they ask the question
085because I've had it asked to me do you want me to do this or do you want me to do this and my answer is always the same. I want you to do both. But we collectively we have to do better of taking these two pieces and merging them into one because they're all the parts that the kids actually need. So, we have lots of initiative, at least a few initiatives and really to blend them together well. I know Carrie and Jen have been working on that to take these pieces and make them work. Um, and I think then it'll feel like there's less work because they're more of the same work, if that makes sense. Um, we again want to have classes use interim assessments to not only evalu, but also teach students how
086to access the uh tools in the system itself. So lowhanging fruit for kids like with disabilities, if they've never used the testing system, when they go in and take the system, they can fail just because of the computer. So if they're in the system practicing in the system, by the time they get to the real test, it's going to be easier because they can access it. So we're starting to do that all over the place. Um, which will help. Um, we like to research science testing to see the alignment to our teaching and practices because we I don't think we've really truly done that. Again, it's a newer test. Um, we're working with PCE and they call it Inspire to dig through our data and create action plans that support best first instructional practice, PLC's,
087and the subgroups to improve the overall student learning. So, part of our data puts us in what's called differentiated assistance or DA. That means we're getting ding for some of our negative data. And now we have resources from PCOE to help us create a plan and then they're providing resources that needed at the site and they cover the cost which is cool. So we're doing that um at the sites continue to incentivize state testing and share the importance with staff, students and families which Cammy is saying is happening which is awesome. Um, and again, I told you this a couple years ago. Deloro, who has some of the highest scores in Pler County, literally said, "We did nothing different except made the test important to kids." And what they're doing is in 11th grade, if
088you do really well, and I think if you beat Eureka Union or whatever the other high school is, they got all this cool stuff in 12th grade all year long. So, the 11th grade is like, "Well, that's cool. I get free lunches. I get appeared around the principal. We get all these rallies." So, to kind of continue to engage in that, I think will be helpful. And then last um evaluate our ed services staffing. So we provide additional supports as needed and funded to support student learning with a focus on our struggling subjects. So we're in a moment where we lost a bunch of people. So it's time to really look at how we can best support the district and our department. >> That's what I got. >> I have a couple or at least
089a question or two on um I want to go back to the first next step you had which is the common assessment. >> Huh. How's progress in developing the common assessments going? And if you had to benchmark where you're at in terms of the completion of that, do you have some sense? >> Um, we're definitely making progress. So what we did is this is there was obvious I don't think anyone well maybe they hated the idea of common assessments but throwing that aside for a second the argument was we don't have time to do the work. So what we did is is we're paying teachers to create the assessments our caveat is hey can you give us what your PLC values because what I told him like I could make you a test right now
090and you would hate it and you would say why am I doing this? So I said I I need it to be value there. We can do the work in the system for you. So that's definitely moved the needle. And it's certainly not perfect, but I would say like 3, four, five done, at least in math. We did all the assessments, they're all in, they're all ready to go. Um so that was a huge plus. Um hit and miss. um once you get to secondary depending on the PLC's but there are certain PLC's like science is really strong in this in social studies and part of it is because they have people I think who like this kind of work so they're jumping into it and they're getting paid extra dollars for it so like
091they're working on it um Julie Hayes I don't know how much you guys know Julie Julie's been amazing and like triages it all on the back end and really helps them support it so I think we're definitely moving there um where I I think we're hitting a little bit of the roadblocks is is when the data comes out and it's not what you want to see like then it's creates another bump right and I think from probably teachers point of view they want to say the d the data is invalid and all those things which may or may not be true but I think the reality is is as we open up the system then like just like when we looked at the e shadowing data was bad like we know now where our problem
092is right so let's just fix it and I think then the system will start moving but that's kind of We're in that little bumpy pitch right now. >> Um the other space I would say that there's a lot of progress and I want to give Reno some major kudos. He's been fighting this fight hard hard and with a lot of resistance and we've made a lot of really nice progress. Another space we're seeing a lot of interim assessment which isn't what we intended sorry and a lot of common assessment progress is with interim assessments which wasn't necessarily that we thought was going to happen but the work that we did with Inspire and PCO really helped to illuminate like that that is a that that kind of gets two birds with one stone. It's super
093standards aligned. It preps kids for the CASP test and it's already built. There's nobody needs to refute it. It helps kids prep for this CASP test that they take at the end of the year. So, we have a lot of progress that's happening there at the secondary level um particularly in math um and in some spots in English as well, which is great. So, that's not every subject, but you know, there's some some really positive things happening there. >> The downside of the interums is we can't track the data as well. >> We're working on that. organization track >> the data because it's it's in their system not in our system. So there's like pros and cons to both things. So we're trying to merge it. So like three four five what we did is
094we >> we had them take questions that they thought were the most irrelevant or most irrelevant most relevant to what they're doing and they were pulling interums out and we were putting them into it. So 345 is a hybrid of our questions and the state questions which is kind of interesting to kind of see that pop out. Um, so there's the development of the common assessments. Is there another component of this around adoption where some part of that is a teacher may or may not decide to offer a common assessment? Is it >> because I don't understand the process. Is it like once we've determined it, everyone's doing it or >> so the expectation was for each PLC to give two to three um common assessments this year >> and then build off of those.
095So it's more of getting the system going and then really next year would be digging into all of it and refining it to make it clean. But it was just not taking off. So this was a way to get it going versus demanding every last minute of it. If that makes sense. >> One of the one of the challenges I have with this conversation is as the as as my fifth year now, I've seen this data now five times. I've also heard the exact same reasons as to why this data is the way this data is. Yeah. >> Five times. I'm wondering because I I hear people say, "Well, you know, the kids are opting out. There's, you know, there's there's um other tests going out that doesn't go in their grade." I mean, we've
096had all these this dialogue and that makes me go, "Well, then we're testing them on the wrong things." And then there's another conversation about like, well, does this really benchmark an effective young person who's moving out into the world? Some would even argue that I don't even know how important a standardized test really is. That hearkens back to previous legislation where we were trying to standardize education. That means you're standardizing kids and experiences, which you can't really do because everyone's individual. So then that leaves me to say, well then what are we measuring and how do we track whether what we're measuring is getting better or worse over time. So we I think I recall this board saying if it's not a standardized test that we're watching, okay, let's agree that we're watching this now
097and then we'll get behind that. And if the California dashboard doesn't represent the quality of of education we're providing, but we have a metric internally that shows we are doing an excellent job. We're lifting from where we found um do you see what I'm getting at? So that what I would really like to make sure >> I communicate is the common assessments are about the best way in which we can measure within our own system an agreed upon standard exam right and it may or may not be influenced by some of the things that pull kids toward or away from other standardized tests that don't provide grades. Um, maybe this is just a long way way of me saying like you have my I would assume my colleague support around developing and measuring standard assessments.
098I'd like to see a lot of traction in that. I'd like to see a lot of support in that. I'd like to see more frequent data than just to look back as to last year. And if we can get beyond some of the issues that seem to plague the the CAP test CASP test, then then I'm all for it. But I I would love to revitalize our commitment to standardize. >> Well, I appreciate support. Um if if you and and I talked to Carrie about this and um I don't know if you know where I'm going, but I'm going to go here. Um if you look at the PLC process, which is really if we step back what PLC really is, it's it's a group of teachers who are the experts who are collaboratively working
099on helping kids, right? How do you know if you're doing it well or not? We have to have that common assessment and then once that data comes out, how do we just hire low health? If we simplify, it's all it is, right? Sounds pretty reasonable. >> It's not always that simple because people working together and time frames and all the different things that impact it negatively. Um what if you research PLC's what they actually say should be doing is you collectively here are really the messengers of this is what we want and then we would collectively be bringing the data and checking in. So then you become a whole another layer of the PLC. >> You're saying us specifically as board members >> saying you specifically as board members. >> So you need us to
100direct you to >> I don't know that you direct me as much as is as is you. you are the ultimate check-in of the data all the time, right? Because you how are we >> if you're wanting to see student assessment data other than ESPback. We have to provide that to you and if we don't have it >> you're going to love >> I just said that I don't know can I look down the row and do my colleagues also feel as though that would be helpful. >> So so I have a question and I I'm not sure I'm 100% understanding you but are you saying what talking about what George and I have been talking about our scorecard or or assessing other >> this would this would be that and it would come out
101of the system that this produced today and we can just aggregate it by kit. >> Yeah, this >> is that what you're talking about? >> I I'm specifically talking about performance matters because it is an internal metric that we can standardize on and then use to draft more frequent and more recent. Go ahead. >> I would say yes with the caveat that some of the like some PLC's are using interrupts and some PLC's using a system called Alex which is specific to Mac. >> Okay. >> But we could pull the data out of those three systems and give you a picture of what's going on. Yes. >> But what was the way I understood it was what was missing previous was the common assessment is we can't um I I'll give you an example from
102my world. At one point um counties would give accreditation exams for EMTs and paramedics. So folks would drive to this county because the test was easy and then they would drive back to this county with an accreditation and then use that to get reciprocity in a county that has a much harder test until the state said you can't do that and they wrote a test. The test is not good. To your point, it would have been better had it been written by local county authorities in a group. That's what I'm hoping we can do with common assessments is you bring your subject matter experts. They agree. We agree to these standards. We agree to the test and then everyone takes that test. But we have built that test. It's not something a state >> above
103and beyond. >> Correct. >> And in ways it prepares young people to do but but again I care less about ESPback than I do this. >> Can I can I maybe simplify what you're is like? You've got there there's the two camps. There is the ESBAC piece. We are going to be judged as a community >> no matter what. >> I get it. >> Right. So there is that and we have to work through the nuance of how do we make it more um palatable for our students for our staff so that there is an understanding that whether we believe that this is the best way to measure our students performance and their abilities in Western Placer and how we're preparing them for the future. It is a component. We've got to address it. So
104how do we how do we maximize how the students are going to perform in that arena? Right? There's that. Then there's the and if you really don't think that this is the way to best measure the kids then come up with the measure that is the best way and let's own it and that's the common assessment of like if it's not >> several years ago >> then what is it right here and yes then what is it you collectively agree on that and then you give it consistently and you monitor the students progress and you adjust instruction >> and again my comments aren't to say it's not >> working and that it's not happening and that no one's listening. My comments are to continue to support this work in this effort in hopes that that
105will ensure that there is a top- down commitment to the development and use of these uh of these common assessments. And yes, the the scores we've trended up this year. That's great. Maybe it has something to do with this. Maybe this is too early. I don't know. I'm I'm what I'm trying not to do is sound like I'm complaining on a year where we trended up. that is not what I'm doing. I just I appreciate that we're standardizing. I appreciate that it's a teacher-driven process. I appreciate that that work is everyone agreeing instead of saying, "Well, that's not how I teach it." We've got to have some way to benchmark whether we're moving up and to the right or we're not. Um, so I just wanted to say thank you for the work and please
106continue the work and to anyone that might be listening, please help you continue with the work. And in just saying that, I just know it's bumpy because not everybody agrees with that for whatever reason, and that's fine, too. So, it's just it'll be a bump. Um, but I think we've made enough steps that we're close where we can actually start actually doing it, which I wouldn't have been able to say that a year ago. >> Okay. Well, that's that's good. >> so Reno, this is a really good comprehensive list. Um, I I don't have any insight to whether this covers everything, but I know that I trust you that it does. Um my question is what what where's our performance metric on each of these? So let's say um our so from number seven let's
107say okay from FPM we need to create a system that monitor supports integrated designated >> we don't have a system >> right so the performance metric would be to >> to create a system by 2026 or have have it have have it >> on that one in particular and >> well I'm not I'm just and we don't have to talk about specifics I'm just saying I think we need a performance metric on each of these goals. >> Okay. >> Um that shows how this how this is going to how this is actually helping us get to where we want to be. Um so you have um continue to develop number one continue to develop common assessments through performance matters and interim assessments through CAST. So we're get we're continuing to do that but what effect
108are we having? What's the how is that helping our performance? specifically. >> Yes, but you can't answer that right now because you don't have a metric for it. So, >> I mean, some of it would be numbers, right? Like we made this many assessments and then some of it like that in particular is going to give us their own data on the data. >> But ultimately means the measuring stick again agree or disagree is a cast because that's the state's going to come down and say you're doing good or they're going to come down and say you're doing bad. So, at the end of the day, that's our measuring stick, agree or disagree. So why are simple why are we not teaching to the test? Why >> that's the point of this that's so so
109if you actually look at it from a structural point of view the essential standards are the ones that we identify are the most important for this test. >> Okay >> and most important moving up grade levels and most important that can help you out in the long run. >> Are we doing that? >> Well that's where the >> performance metric would tell you. >> Oh so we don't know. Okay, that's so the performance metric would tell us if well could tell us a couple things. Are we are we doing this and how far and then is it actually helping? That's what that that because honestly I mean this is the 12 this is a heavy list. >> A lot a lot of these overlap and a lot of these are in place, right? It's not
110like we're starting something new like >> so so something that's in place maybe taking a look at it saying hey is that helping? Um is there do we need to pivot or I don't know I just that's the way I see things when we have a list of things that we want how is it what how would we know that it's actually how we can defin as as I understand the development of common assessments the intent was let's agree on how we teach to the test >> then let's test between at intervals these tests to see how well we are potentially preparing kids for a test the test just being sort of a standard capture of data do I have that incorrect In any way, >> for the most part, the only thing I would
111disagree on is is is that we're not going to go in into Michelle's class and say, "Michelle, you have to teach it this way. Michelle would have the autonomy to teach it how she sees fit, knowing this is the benchmark that she has." >> Right. >> Then where the beauty of the PLC ends, if if Michelle does it this way and somebody else does it a little different way, you can come back and look at the data sets and why is one class outperforming the other. >> Correct. and hopefully then support each other and grow >> because currently >> that's the ultimate goal. >> The teachers do their work throughout the year, the kids take an end of the year test, we get the results the next year and we look back and go, "What
112happened?" Correct. And everyone's like, "I don't know, man. I just got back from summer." >> Um, probably, you know, it's probably AP exam, you know what I mean? Like there always ends up being retro retroactive analysis, you know what I mean? So that's why I'm trying, >> which is the what we're trying to get. I mean, that's still going to happen, right? But hopefully now we have data points to adjust >> and maybe we predict a lift in the score or we predict a dip like well we've seen in the assessments previous to it's probably not going to be a great year. >> Correct. But again that's changing an entire system which >> there's feelings around >> shouldn't be a surprise. We shouldn't be shocked. >> You could actually put these all into chat GPT
113and they will give you a performance metric for every single one. I'm not kidding. So it wouldn't be a lot. It actually wouldn't be a lot you know. >> I mean just have them do it for you. they're out there that's just they do some work. >> I think the tricky is it's it's it's you're right. It's relatively easy to create a performance metric. I think the thing that's tricky is how do you move a system to recognize that that performance metric is valuable. Correct. And that we need to make change like on the ground level um to that we value that metric and that we that we recognize that we need to do something. >> It's hard to it's hard to do that meaningful performance metric. >> Yes. and and one that people buy
114into and that connects that scratches everybody's itch and you know like it's just it's it's that that I think that's the hard part. That's what Reno is that's always the hard part. >> That's what we've been busting on. Yeah. So what we're working hard on is is not only like how do we identify what the metric is, but then how do we also make sure that our administrators understand how to look at that data, how to have conversations around that data so they can move their sites because Reno can't move every teacher across the district. We need to lean into our our organization in order to make sure everybody's bought in at every level so that we can get everybody moving the same direction. And in my opinion, how do we bring teachers to kind
115of come from a grassroots effort to be like, I believe in this and I'm going to get some people alongside of me. And then how do we push up? So, how do we create pressure from both directions? >> And and it may show you that it's just not going to be it. It's not viable. I mean, you just can't there's too many moving parts, too. I mean, some some of these things are always good ideas, and I'm not specific, but some some things are always good ideas, but >> I think I think there's some like um indecision paralysis, right? Like it's hard to make a decision because you're afraid you're making the wrong decision. And then we live in like annual cycles, so you you like this is the thing, and then you realize a
116year later it wasn't the thing, and that is exhausting. So, I think that's scary for people, too. >> Not Reno, but other people. Y >> um >> sorry. >> Do we see do we see cap this being consistent for the next five years or is there any chatter about changing anything >> the test >> the cap? >> They're not going to change it. >> No. So much adapt ourselves to the test. >> No, I would say it's going the other way. They're going to start tightening down. We can feel it in other areas and it ultimately touches this. So I think it's it's going to do this >> that we have to adapt around to meet this test >> speed. With that said, this this state our whole dashboard was created based off of the
117federal education requirements for testing >> as it relates to receiving funding. So, >> so it's that >> it's a lot. This is >> Yeah, but >> this is not it's nice though. Thanks for the next step. >> But I mean ultimately if we if we can those low subgroups if we could do really well with them, >> everyone else is true. >> Could I really if you simplify it? Can I just add one more thing? Sure. What I haven't seen is how many or what percentage of the kids are taking the test? >> 97% took class. >> Okay. >> So then 3% of those that don't take the test and we take the lowest score on >> quite that simple. So 95 is a cut off. >> Okay. >> So anyone below 95% are going
118to give you the lowest zero basically score. However, where it gets not that easy is that so that's our overall numbers. You have to dig separately down into the subgroups because the subgroups then get individually >> scored out. So because I happen to look at it, our lowest subgroup was um that's not the one that stick. Students with disabilities tested at 91%. So 4% of those kids we got the lowest zero. So that's that's in the data I know. Um the next lowest subgroup was foster and they were like at 89% now or 91% um as well. There there's only like 15 kids so we're talking like two kids kind of thing. So that hits you though the same way for a subgroup. And then it was um I think African-American. I want to say
119we're in the low 90s as well. And there was one other subgroup that I'm forgetting now. Um, so there was four subgroups that were below 95. Everyone else was 95 or higher. >> So that 0% on a small group is significant. >> It must be >> it's significant. So that those 15 kids that are foster put us into DA. >> And when I say those kids, not negatively. I mean the reality is that small subgroup, three kids didn't do well out of the 15. >> That drops your score. So we have to be very conscious of these little tiny subgroups because they impact your whole system in negative ways. We should help them anyways. But I'm from from right. Yeah. >> Okay. So boy that that's more complicated than Okay. >> Sorry if you ask
120about college and career more complicated. >> That was Oh, that was helpful. >> I think you've been properly >> We're done. >> Any other questions? >> None for me. I'm not >> Charlie has some questions. She looks like it's super exciting. >> She just can't wait for her next. >> She's done. >> You guys all answered your question. >> Okay. So, we have Cella is she has a question on this. 6.8 up. >> Are you guys okay if I sit in the chair? >> Sure. >> A lot. >> Okay. Um, hi. It's good to see you guys. You guys are doing a great job. Thank you. Um, I am this CASP. Um, I received when I first went to the school school district two and a half years ago. So, I've done eighth grade, nth
121grade, and now my daughter's in 10th grade. I did fifth grade, sixth grade, now I'm in seventh grade, and now I have a third grader. So, now three of my children will take this CAST test this year. Um the a few things um that I want to say for the staff first that there's this wonderful man I met that during the EA E AOP program HC Davis his name I think it's called Dave Burgess and he does this teach like a pirate it's a wonderful phenomenal way to have how do you engage kids I had an opportunity as a parent to sit amongst other educators as I thought I'd have to teach my son some more so that teach like a pirate program that he's created is is excellent and I think that be district
122to help with engagement. Um, from a perspective of a parent, um, you know that I'm here, you know, I understand I go to Reno and I think Reno's done a wonderful job in this role and really getting some ideas of how do we tackle it, but I want to take this from a micro level down to excuse me, a macro level down to a micro level. So, in these two years that my kids have taken the CASP here in school districts, I don't know their scores. When I moved to this school district, I got in the mail from my previous school district, which showed the two years they were in that school district, the historical data, but it didn't just show those two years in that school district. It showed the two years before that
123that my daughter was in it. And it show and I that's where it alarmed me that I could start paying attention to this cast because it tracked my child as I moved around California. Um, in addition to that, it's something that's we're our school district in our meetings with our parents have talked about starting putting on the um the uh transcript of knowing what your CAST scores are. Um, it's not going away. It's something that really does um standardize the process for overall students. But when I looked at this data just as I showed up late, right? Um, I'm actually really pleased. Not just because Reno said we've got 97% take it, but every category, my school district is above the state. And I know we want to look at Pler County, we want a
124comparison there, but I'm proud to say that I go to a school district that's above the state in every category, every grade. The um I don't know which one I'm in right now, but this one, grade six and grade 11 were equal to the state. Every other category was above the state level. And I want us to really take into account that that's where we're performing our students. Um, but the biggest thing that I want to say is that in his next steps, I circled families once. Parent engagement is where we're going to tip the needle. Educating these parents on how the importance of this test and how it does track them. I only know because it came from a different school district coming here. But if we spend these funds for parent engagement to
125just send a letter out that says this is what it's about. Here's your scores the last few years and try to individualize that. I think it'll make a big difference in the awareness and the seriousness that teacher that parents will take on this. >> That'd be great advertising. the cast coming up. >> I'll respond later when I see yours. >> Thanks for the presentation. You're okay. Well done. >> Okay. So update on next one is update on the English nine unit for novel Jen and then we have we're doing all the heavy things today. All right. >> Okay. Um hi everyone. So I I was expecting a podium so I've got something to like read from and this feels very awkward. So I'm going to do best I can. So, um, I just wanted to
126update the board. This is not an action item unless you call for action because you disagree with the recommendation. Um, but the English 19 has been reviewing their curriculum choices. A couple years ago, uh, the board requested, um, the the English 19 to specifically review unit four of the English curriculum, which was the book The Hate You Give. There's a a um statement that we needed to review that after two years and come back with a report. So I asked the English N team to do that and we engaged in conversation around that. So currently um the team's teaching the heat you give as the core text in um English 9 unit 4 with an alternative text. Um they met and they considered the priorities of the district and the board. They looked at the
127other texts available through study sync which is our adopted curriculum and they considered the standards, goals and common assessments for the unit. Um and they reflected on the challenges of teaching from on some cases two novels. um in some cases very few students selected to opt out and so just interesting challenges that came so they thought about all those things. So the English 19 team has um made a request that they would like to transition the um leadership unit from the hate you give to the text just mercy the young adult um version as the only text without an alternative text. This book comes out of study sync which is our adopted curriculum. So it's been vetted by our district as adopted curriculum for English line. Um the um they'd like to start this this
128spring as long as there's no challenges from the board. Um the novel is um as I believe really appropriate and powerful. It talks about the team of leadership because it has a compelling story that invites them to examine I'm going to read this part. Examine what ethical leadership looks like looks like in practice through the author's work advocating for justice. This is a non-fiction book by the way. So through his efforts um in advocating for justice students are able to see leadership grounded in empathy, courage and moral responsibility. So the text um supports the rigorous instruction developing critical thinking. Um it supports our standards aligned um instruction uh as an argumentative piece and through narrative non-fiction. Um it encourages students to consider how individuals can lead positive change in their communities. Um there are themes
129like fairness, dignity, and advocacy which resonate strongly with young people. um and create some really rich opportunities for discussion. And the text supports our essential standards specifically related to readingformational tasks um writing and um based onformational text purposes, speaking and listening for collaboration and comprehension and then language and vocabulary development. Um through the instruction, English 19 plans to focus on the nuances of justice um what's uh and what is right and wrong and how leaders make these decisions. Uh recognition that leaders are not perfect. Um and then building perspectives on how people may perceive justice while also building emotional intelligence among our young people which ties into our portrait of a learner nicely. Um there will be a common assessment that the team's already established. It's based on a Socratic seminar which is Georgia best
130first instruction strategy where kids are engaging in reading, writing, listening and speaking skills in a group format. Um, and the team has also identified a variety of formative assessments related to comprehension, vocabulary, um, writing prompts and honors level assessments as well that they can use to level the text um, in a variety of directions. It's got a what we call a high ceiling, low floor. There are a lot of opportunities for differentiation with this book. So, with that in mind, um, this is justformational in nature, but I wanted to let you know that this is what the English 9 team um, recommends, what we recommend on their behalf. I want to see if there are any questions. Um, and if there are none or there are concerns, then we're going to kind of get the
131wheels in motion and get this book going for the spring. >> I just have a comment. But first, a nice comment. You guys will be proud of me. >> I really like the book. I've read it. I even watched the movie. >> Thanks for your time for that. >> Yes. Um, it does teach personal responsibility, the power of telling the truth. >> Um, I really liked it because I didn't find it to be politically charged at all and I appreciate that. um found it to be uh we we all make mistakes, actions have irreversible consequences sometimes, but owning your mistakes, living up to them. I think it's a great overall novel. >> Wonderful. >> I I watched the movie with my husband and we cried. >> I mean, >> thank you. I appreciate you taking
132the effort. >> I'm I'm very pleased with the English teachers for this book. I truly appreciate There's been it's been a a labor over the last several months as we've engaged in a lot of back and forth conversations and I was actually really pleased with the way that the shine team came together in this very room and really thought about like what what did they value about this unit and what feedback could be received and and what was what were the priorities established by the board and they and they came to a conclusion that finding something that they >> I really like the book piecing me together too. I had read that thinking that was but I feel like that would have still needed a parent opt out which makes creates more work because I
133could already hear some people piecing me together also may not be within study sync because that was one of the reasons why that wasn't on topic >> but that was a great book too um but this one it's all factual >> it's not emot it's not an emotionally charged written book it's it does bring out the emotion but I'm just saying it it's all factual Supreme or how can you deny a piece of truth? >> Also, it it took place in the same location, Harper Lee's killer mocking bird and it's very reminiscent of that. I mean, it it's the same type of very powerful story and I I thought it was terrific. >> Great. >> I'll be reading it this week, so I'll get back to you. >> That's fine. Yeah, you got >> just
134picking it up tonight. >> Yeah, absolutely. You got a copy of it. If you'd like to read it, you're welcome to. And when you're done with it, we'll take it back. We have to buy fewer copies for student. >> All right. And if you write in it, that's fine, too. Like you can keep it if you want to do it. >> Okay. >> What's the other book? >> It's called um Just Mercy. The young adult version. >> Yeah. The young adult version. >> Very specifically. The young adult version is what we're going to >> Okay. Will like to have talk? Will come on. Doesn't like this book. No, I'm kidding. >> Um I actually do think it's I'm sure it's a great book. Um, but I'm here to try to protect the hate you give.
135>> Um, I think it's an essential novel and I understand that it's now the wishes of the committee tasked with deciding what to teach that rather to teach one book instead of two books. Um, but it's becoming increasingly obvious that some people are trying to dismantle core parts of our education. Um teachers try their best to teach though and it was found to be extremely difficult to teach two books at once the same group of students and if you ask teachers English teachers English n teachers they would say that they would rather teach the hate you give that that is their preferred option they've been teaching that and that would be what they would like to teach however because some people whom the system was left up to are not teachers simply members of the
136community who may know very little about how the English curriculum works or seemingly just want to deny the way that the world works with the stuff that's in Hate You Give that they held strong in their bigotry and denied The Hate You Give to be the single unifying option. Now, it will be up to the board soon to give the final ruling. And I will say that I have lost faith in the board to make the decisions that actually value my education. And that should be devastating to many of you that your students don't trust you to make the best decision for them. First it was ethnic studies and now this book is in jeopardy. Why is it that you refuse continue continuously refused to teach about oppressed communities and you even pushed to remove
137the pride flag and other unifying symbols representative of these communities. And I will now say that I'm confident that you're about to remove the teaching about this racial violence which by the way is not politically motivated or too emotional. It's a simply good representation of what actually happens in society. Why these ones in particular? What is the difference between stories killed in injustice and those slaughtered in the Boston Massacre? And the biggest difference is decisions on what is okay and what is not okay to teach cannot be made based on ethnic background or skin color because that is not education. That is racism. The level of racism, homophobia, and overall bigotry that has been displayed by the board of trustees in recent history is repulsive and disgusting, and it cannot continue. I do not trust
138that you will make the best decision for me and my peers. But I have to hope I have to hope that you truly do wish to educate us because hope is all I can manage now that you have failed your mission and lost our trust. Thank you. Um, okay. Uh, future agenda items. Is there anybody that wants to add anything else to the list? I don't think we have any. >> Okay. All right. Uh upcoming the next upcoming uh meeting is December 2nd um here at the uh city hall district office at 6 pm. Okay.