6/23/15 Board of Education Meeting

001Welcome. Let's begin today's meeting by hearing public testimony on non-agenda items. Testimony on non-agenda items is limited to a maximum of 15 minutes. Public testimony speakers are limited to a maximum of three minutes per speaker. Depending on the number of speakers' requests that I receive, the time may be reduced to two minutes or even one minute. Does not appear, let's see, okay. Each speaker will have up to two minutes, looking at how many we have for non-agenda public comment today. And please remember, no deferral of time is allowed. The board asked that speakers focus their comments on issues. Not individuals. When you begin speaking, the green light will come on. When you have a minute left, the yellow will come on. The red indicates that you need to wrap up your final word. And at

002this time, I would like to call up a citizen, Valentina Hernandez, Diana Ross, Barbara Nevarez, Dijana Florman. Mark Solomon, Kyla Archeta, Claudia Cervantes, Arlene Flores, Sean Elo, Marie Brommer-Cadel, and Adam Turbitt. And you can come in any order, and the only thing I ask is that you state your name first. In keeping with the law, I will not state my name. Sexual abuse of students in this district continues. Because school. Officials fail to make safety of children the most important priority. This board has serious issues. There is a culture of secrecy and blaming the children. And that needs to change to protect them. Principals and school police are poorly trained. Employees are not trained about their confidentiality protections. And this secrecy and failure to take action is going to lead to more victims. Now, in

003case you decide to make your statement about what we say may or may not be true, anybody that would care to remove the, review the documents that I base my statements on, is welcome to do so. If you'd like, I can read from them. Name some names. I could do that. I'd be ashamed if I were one of the people in these documents that failed to protect children when they were being sexually molested. Next person, please state your name. And then for the record, we're not responsible for comments that are made on non-agenda public testimony. Good afternoon. I'm Deanna Florman, the mother of two daughters at San Diego High School International Studies, one who will graduate in 2016 and one who was the valedictorian for the class of 2013. I've been reflecting on my experiences

004with the public education since I first sat pregnant in this room 20 years ago. I'm here to clarify my grave concerns about Principal Garcia's leadership and the messages I hear from the district. Principal Garcia's implementation of the school system is a key factor in the school system's development. I've seen the tremendous changes at San Diego High School International Studies with your full backing. I have challenged her on some of these changes, and I now challenge you. I question the buzzwords I hear from the district, all equity and access and rigorous academic instruction. If all and equity and access means the district provides equal supplies and well-trained, caring teachers for all, I support you. But if it means that all have to take the same classes, I say no. This past year, Principal Garcia has mandated

005that all students take AP US History. There is no choice. A school in Florida mandates that all students take AP classes and also pays for them to take tests. My sources tell me that amongst the poorly written responses generated from that school, one of the essays was a suicide note. What messages are we giving kids when we don't allow them to take standard classes? I reacted strongly when Ms. Marino pointed out that AP US History is a very important tool for the school system. I'm very grateful to the school system for its support. Under her leadership, I put rigorous academic instruction and basic goals in the transition post-MVPA. I am still upset. What exactly do those words mean to you? What I saw was less than four hours of sleep a night and my daughter

006missing weeks of school because she was sick, worn down from having too many demands put on her. I experienced a child who looks back blankly when I ask her, what do you want to study? What brings meaning to your life? I think of the next word in the next chapter. after rigor, rigor mortem. And that is what I fear we are doing to our kids, killing their sense of internal inspiration and curiosity. I did prepare for three minutes, so I'll leave this. Okay, thank you very much. Can I have the next speaker, please? Hi, my name is Mark Solomon. I'm a member of the El Cerrito community out by Crawford High School. At the May 26th regular Board of Education meeting that I attended, Trustee Foster, you were on record for saying that the VAVI

007contract at Claremont High School was canceled. Trustee Beiser was also on record saying it was canceled after confirming with your chief legal counsel, Andre Donovan. What happened next at that meeting was that we voted, or you passed a resolution approving the final environmental impact report and the field use policy at Crawford, which was a great moment for everyone, celebrating the collaboration between the community and the school district. It was practically a virtual love fest, in my opinion, with sunshine and rainbows for 15 minutes, with Trustee Beiser proclaiming things like, you know, we're building these fields for students to not-for-for-profit soccer leagues, adult soccer leagues. So fast forward to the June 2nd Prop S&Z meeting you had that I did not attend but I watched online, just to hear at the very end of the meeting,

008Lee Duglaroff clarify for you that the contract was in fact not canceled and only modified to delete to eliminate nighttime events. So I'm bringing it to your attention because I think there should be a strong concern on your part of liability. When I presented the field use policy for Crawford to the El Cerrito Community Council in the eastern area, there were multiple reports of drinking and swearing and cussing from those events. So I really think you should rethink the third-party use for VAVI at Claremont High School and the liability for that. Thank you. Thank you. Thank you. Please go ahead, Lee. When Lee said, oh yeah, it really wasn't canceled, I couldn't believe it. I fell back in my chair. It wasn't and it hasn't been. So I think you probably need to have, I

009mean miscommunications happen but I think you should rethink that. Thank you. Thank you. My name is Adam Trubet. and I'm going to be a senior at Scripps Ranch High School. And here are two things that I've learned about being a student there and in this district. When you receive your class schedule at the beginning of the year and any of those teachers are from the terrible ten, a student-created and counselor-supported list of older teachers with more tenure and experience but with less skill, drive, passion for teaching, and those that don't care for student success because all they want to do is just punch the clock, then you need to run to your counselor and get out of that class, even if it means changing all your other classes because it will be all worth not

010having that one teacher. Also, there is no job security for being a brand new teacher in our district. After one year of teaching, Amanda Packer, who has her Master of Arts and is passionate about art history and the creation of art, will be replaced with someone more experienced, a.k.a. someone who just has more tenure but just has a teaching credential. The same goes for Anne Brady, another passionate art teacher, and Tricia Camp, our third dance teacher in three years. There are many other situations like these in my school, but for time's sake I'll refrain. For these reasons, I want to become a passionate and skillful educator so that kids can come to school and actually enjoy it and learn something other than the curriculum and learn that hard work and dedication should pay off and

011not necessarily experience. I know what has been done has been done, but please consider the following. I know what has been done has been done, but please consider the following. It's not a good lesson for us that if you work hard, you will not get rewarded. If you want student successes and higher scores and higher ratings, keep rating the kids, but also start evaluating our teachers. Thank you. Thank you. Hello. Sean Elo on behalf of Mid-City CAN and the many students who rely upon the Youth Opportunity Passes. For many students, the Youth Opportunity Pass program has provided the slight boost needed to overcome the many obstacles those in our most disadvantaged communities face. The long and all too often dangerous path to school has become shorter and safer. Gone is the inability to get to

012and from the extracurricular activities and after school jobs that play an integral role in developing well-rounded and college-ready students. In short, YOPs have allowed a group of San Diego Unified students to utilize their inner drive, tap into their potential, and take significant steps toward breaking down barriers to success for themselves and their communities. With such outcomes, the program and more importantly, our youth deserve your reinvestment. Unfortunately, yesterday we were notified that the program is not going to be refunded for the 2015-2016 school year. This is really upsetting for a number of reasons. Because in addition to increasing access to opportunity for the student recipients of YOPs, there's a broader impact. YOPs ease the tremendous pressures on low-income families, particularly single-parent homes. In doing so, each pass serves to increase the likelihood of success for entire

013families. Furthermore, YOPs are helping our students develop sustainable transit habits, and they're helping build healthier communities for future generations of San Diego Unified students. Please reinvest in our youth. Thank you. So, hello. I'm Kyla Archetta, and I just graduated from Crawford High School. For three years, I have relied on the Youth Opportunity Bus Cards for transportation. Because of these bus cards, I was able to attend a three-month long internship in 2014 with the Crawford Garden. It was there that I found my aha moment. With what I want to do when I go to college, and that is to major in philanthropy and promote food justice. I would have never had these aspirations if I never attended these internships, and that would not have been possible without the Youth Opportunity Bus Cards. I strongly believe that

014other students will benefit from these bus cards just as I have. So please reinvest in my peers and I. Thank you. Thank you. Hi, my name is Sate Musa, and I just graduated from Crawford High School. Having the Youth Bus Passes has helped me. It has been a great help for me because it gave me a chance to go places I've never been before, such as the beach and go grocery shopping for my family. My dad, and also go translating for my dad at the doctor's appointment. It's been difficult for us to get around and go to different places because of lack of driving. My dad just had eye surgery, so it's been difficult for me and my family to get around, and nobody to drive us around to different areas. So getting the Youth

015Bus Pass helped me go to different places and go help my family out, such as going grocery shopping. It's been a great help for many other students. They couldn't do much things as before. They couldn't go anywhere or any of that. But having the Youth Bus Pass, it pushed them to go try new things that they never did before and help their parents out that they didn't have to support. So I would think that it would be a great idea. Thank you. I think that it would be a great idea to continue the Youth Bus Passes and to invest on me and our youth. Thank you. Thank you. Good afternoon. My name is Barbara Nevarez. I am the mother of three children, and my youngest son is in the youth bus. This bus has helped

016us in many ways, both as parents and as single parents, because it has helped us in many economic aspects, to save us money in various basic expenses. We have a lot of basic expenses at home, like food and other household expenses. My son also gets home more safely and has the opportunity to travel safely to his sports and extracurricular activities. Thank you for your support, and we would like you to continue investing in our youth. Thank you. So we have this translated. So my name is Barbara Nevarez. I am the mother of three children, and my youngest son attends Hoover High School. And he uses the bus pass. This bus pass has been beneficial in many aspects, in my life, including economics. Thanks to the bus pass, I use the money I save on basic

017household costs, such as meals and bills. My son also arrives home safely and has the opportunity to transport himself to his sports and extracurricular activities. Thank you for your support. We would like for you to continue helping families like mine and have tools for their success. Please reinvest funds for our youth, and we would like to continue to help families like mine and have tools for their success. Please reinvest funds to continue this program. Thank you very much. Thank you. Hi, I'm Diana Ross. I'm here on behalf of MidCityCAN. I want to provide you with a little bit of update, and thank you for being such great partners to us across many different projects and things. The youth bus pass, it's really part of a growing statewide and national movement for equity, and you guys

018have been at the forefront of that movement. So I'm here to urge you to reinvest in us another year and continue to be leaders in that movement. It's part of a movement, but in the end, what you just heard is what really matters, is that this bus pass really helps families and kids get to where they need to go. So to let you know where we're at, we've received a commitment from our congressional delegation, Davis, Vargas, and Peters, to support the youth bus pass and do what they can, even though they operate at the federal level. We've received additional support from SEIU 221, Lorena Gonzales' office, Carol Kim, the Climate Action Plan, and Letters Continue Rolling In. Our statewide delegation is working closely with us to introduce state-level legislation, because as you know, we are

019not the only community piloting a youth bus pass, and it's conclusive across the board that these folks are the folks across the state that benefit the most. So again, I hope that you will continue to support and reinvest in the youth bus pass, and I look forward to working with you on that. Thank you. Thank you. Thank you. I'm going to . So thank you. Has everyone spoke? Okay. I'm with a different group. Okay. Hi. My name is Marie Brown Mercadel, and I'm the Director of the Health and Human Services Agency. I'd like to thank Ms. Martin for working with us over the past several months. I'm delighted to be here today to recognize San Diego Unified School District for the work and innovative work that you are doing to support your overarching goal, overarching

020goal of quality schools in every neighborhood. We are very impressed at the County of San Diego by the more than 132,000 students you serve representing more than 15 ethnic groups and more than 60 languages and dialects. As many of you know the County of San Diego implemented the Live Well San Diego vision in 2010. The district has done an outstanding job creating healthy environments that improve the nutrition and physical activity for students and staff. Also promoting system-wide changes by implementing purchasing practices and community partnerships with local farmers. The district recognizes the importance of school gardens and addressing nutrition education, childhood obesity, and implementing the garden to cafe program that allows school garden produce in the in the school meals. The district has also recognized the importance of working collaboratively to increase the safety of children

021walking and biking to school through a variety of programs that promote physical activity. Thank you. I want to present you with a proclamation today on behalf of the San Diego County Board of Supervisors Supervisor Bill Horn as chairman. I'll read you the last line. Be it proclaimed by Chairman Bill Horn and all members of the San Diego County Board of Supervisors on the 23rd day of June 2015 that they commend San Diego Unified School District for its outstanding commitment to the health and well-being of county residents and do hereby declare this to be the San Diego Unified School District Live Well San Diego Day throughout the state. San Diego County and I also want to present you with a decal that you can display at your school district to signify that your live will partner

022you're about partner 122 at this point. I think you all need to get out. So I believe we have another speaker. Hello my name is Eileen Flores. I am standing in front of you today to discuss the importance of free compass cards. I was fortunate to be the first generation of students to benefit from having a free bus pass. Having a free bus pass allowed me to be more independent and spend more time in school to get my work done. Before the bus pass was given to me, I had to walk most of my days because I could not afford to pay the bus to school. I missed out on a lot of school programs such as tutoring and clubs because I didn't like walking home too late. After getting the Compass Card, I was

023able to get more involved in school such as curricular activities and sports. I could now attend my club meetings and didn't have to worry about it getting dark since I was taking the bus now. The bus continued to help me even after I graduated. Commuting to San Diego State from National City, I took the bus every day and didn't have to worry about bus fees. When the Compass Card was cut, I was devastated. I could barely afford books and now there was bus fees I had to worry about. There were times where I even had to use my lunch money for bus because my grandmother couldn't afford to give me for both. So with this, I leave it up to you. Please reinvest in me and my peers. Thank you. Thank you. So this concludes

024non-conference. I have one agenda public comment. But I have to just point out that the public comment that was made around the youth bus passes would have been more appropriately placed under item I-30. Because tonight in our consent agenda, that's where you would be able to speak on the 400. And $25,000 that San Diego Unified is actually reinvesting in the youth monthly bus passes to students. So I think there was probably some miscommunication. So that's where you would normally speak on an agenda item in the beginning. Yeah, I'm President Foster. I'm going to pull the item so that we can discuss it. The discussion of consent agenda items comes at the end of the meeting. Mm-hmm. So folks, have an opportunity to stick around. That would be great. But we will pull the item and

025have a discussion. Thank you. Okay. And at that time, we'll vote on that. And so he's sharing his intention when we come to the point in our agenda. Okay. So that concludes non-agenda public comment. And would like to stand for the Pledge of Allegiance. May it begin? Aye. The Pledge of Allegiance. On the nation. Under God. Indivisible. With liberty. Okay. Thank you. I would like to welcome everyone present today. And those watching the broadcast. And call our June 23rd, 2015 regular board meeting to order with all board members present except one. If you wish to address the board today and your name is not on the speaker list printed on the, a blue speaker form, you still have an opportunity to fill out a form at either one of our exits. Speakers on agenda items

026will be called to speak during the discussion. Speakers on agenda items will be called on to speak during the discussion of the agenda item. Once the discussion begins on an item, no additional public speakers requests will be accepted at that time. And then per board bylaw 1025. And then per board bylaw 1025. And then per board bylaw 1025. Public testimony on agenda items is limited to a maximum of 20 minutes per consent or action item allowing for 10 minutes per opposing viewpoint. Public testimony speakers are limited to a maximum of three minutes per speaker. And this depends on the number of total speakers that are requesting. And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in

027that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, And in that case, when we have a maximum, Each non-agenda public testimony was heard today

028at 515. So we're going to start with our student presentation of Montgomery Middle School Dance Club and Trustee McQuarrie will introduce the, take the honors of introducing the school. Terrific. As already mentioned, our student presentation today comes out of the Kearney cluster and that's the Montgomery Middle School Dance Club. I'm very pleased to introduce Principal Stephanie Brown and Dance Director Marzander and our student performers from Montgomery Middle School Dance Club. Good evening. My name is Stephanie Brown and I am the recent appointed principal of Montgomery Middle School. Montgomery is a year round school and I've been on the job for five days now and in that short amount of time, I have grown to recognize what an incredible school it is. We have students and staff who are so committed to the vision of the

029school and I'm so proud to be there as a resident of Linda Vista. Montgomery Middle School Dance Club was created to support elective dance classes about 10 years ago. Students are encouraged to choreograph, teach and experiment with movement forms as a creative exercise and to have fun. Students have attended professional dance concerts performed at community events like the Linda Vista Multicultural Fair and have even attended panel discussions with dancers from America's Best Dance Crew. The group meets every Tuesday for an hour, sometimes twice a week during concert preparation. The teacher, Miss Maj Zander, who volunteers her time for this group, is the dance club advisor who wishes to share her passion for dance and 20 years of professional dance experience with these students. You are invited to attend our annual dance concert on Thursday, July

0309th, 2015 at 6.30 p.m. in our school auditorium. We thank you for allowing us this opportunity to present our dances and I'd like to introduce our student, Juliana. Thank you. Hello, my name is Juliana Ardonas and I am an eighth grade student. The first dance we are presenting is Sevillanas, a traditional Spanish folk dance often done during La Feria Sevilla. This is the city's annual celebration and everyone is expected to participate in this dance. Next you will see a work in progress choreographed by the dancers. They will be showing this work during the July concert. Last is an upbeat group dance to Taylor Swift's Shake It Off, which was performed for our school's award and pep assemblies. Hope you enjoy the dances. Thank you. Very, very, very impressive. Now that's a way to literally kick

031off a school board meeting. Pun intended, right? But also this is an opportunity to also recognize Principal Lenora Smith who helped to open Montgomery Middle this year. And who passed away from cancer just two weeks ago. So if we could just offer a moment of silence for Lenora Smith. We do have four board members present with one that is excused for today's meeting. And I would like to request a motion to adopt today's agenda. So moved. So moved. And we have a second? Second. Okay, please vote. And did I vote no? Vote no on your own. I guess I just wanted some attention. I don't know. Can we do a pre-vote? Okay. There we go. That's because we have a long item. We just had a long night. Shake it. Okay, here we go. Okay,

032that passes unanimously with our four board members present. And moving on to Dee, but before we do, do we have any reportable, reportable actions taken in closed session? In closed session, the board authorized by a vote of 4-0 for the district to file amicus briefing in the case entitled Newall School District versus Atgadulse School District. Thank you. And Superintendent Administrative Assignments. Thank you, President Foster. Administrative assignments this evening, Vice Principal at Chollas Mead Elementary, Alicia Flores, Vice Principal at Dana Ann Correa, Catherine Dominique, Vice Principal at Dana Middle School, Joseph Lepetri, Vice Principal at Dingman Elementary, Adrian Asdell, Vice Principal at Miller Elementary, Fred Hilgers, Vice Principal at Sherman Elementary, Nicole Cazares-Enriquez, Vice Principal at Pershing Middle School, William Hawthorne, Vice Principal at Stanley Middle School, Susan Kent, Principal at Clay Elementary, Tina Rosori, Principal

033at Franklin Elementary, Don Wiseman, Principal at Green Elementary, Sandra McClure, Principal at Language Academy, Rosario Villarreal, Principal at Sunset View Elementary, Jamie Homario, Principal on Special Assignment, Gretchen Rhodes, Supporting Youth Advocacy. There's one Principal on Special Assignment being announced this evening. And Area Superintendent serving Lincoln and Sarah Cluster, Bruce Bivens. Thank you, Superintendent Martin. And next we have the Superintendent's information. And we have the superintendent's report. I have one more thing to say. Sorry, I had one more thing to say from closed session. The board also approved eight certificated administrative personnel reassignments to the classroom teaching assignments. Thank you, Ms. Ward. Thank you. Okay, for my Superintendent information report, we were very happy to salute to excellence at USD. It happened on May 27th. This is where we recognize our students that are in the

034top 1% of the graduating class of each of our high schools. And I want to thank our students for their support. We have a very special guest speaker, Dr. Ed Hidalgo was our guest note speaker. He's a Senior Director of Staffing from Qualcomm and gave a very inspirational speech to students about following their passion. And Master of Ceremonies was a student from Kearney High School, Travis Gooden. And we have student speaker, Vin Nguyen, the Valedictorian from Claremont High School. And a nice surprise that I had that evening that I was not expecting or didn't realize I would be meeting two former students from Central Elementary pictured there on the right. And I'm so proud to see them at the top of the class from Hoover High School. They attended Central Elementary School and I knew

035these two little guys when they were in kindergarten. And to see them graduating from Hoover, one had turned down an offer from Yale University and accepted his offer to Berkeley. And the other student is attending USD. And I'm so proud of students that I knew since they were in actually preschool at Central Elementary and seeing them top of their class from Hoover as we recognize the students who ranked in the top 80 students that evening were recognized ranking in the top 1% of the graduating class of 2015. After that, we had an event in City Heights for the City Heights Partnership for Children and our partnership with United Way. And this evening was exceptional because the whole community came out and we gave awards. The award winners were for the nonprofit partners of the year,

036211 San Diego and Paula and Cherie from Say San Diego. And we were able to also recognize the school site partner of the year from Rowan Elementary for the program that they have at that school around developing reading. And the parent partner of the year were Noemi Corona and Yolanda Chalapa. And this is an example of our collective impact approach that we know that addressing and not fixing but solving the deep issues that come with generational poverty and struggle can only be addressed in a collective impact community approach. And our partnership for children with United Way as a backbone organization allows us to bring to bear the resources and supports that are necessary for students. And this is our first, we hope, of annual award ceremony where we talk about school partners and the contribution,

037the parents that serve at the leadership table, and then the community partners that were also part of the work for this year. And we plan to make this an annual event showing the pathways and the ways that the community comes together to focus on the key initiatives so teachers can teach and the other issues or struggles and roadblocks that may stand in the way of a student achieving or meeting success in the classroom are mitigated and addressed through a community collective impact approach. And it was an honor to recognize our partners that evening. That took place at Moultonville Clark Middle School. And then, oops, I think I skipped one. The K to college reception, this is an annual program where I attended with Assemblywoman Shirley Weber and Speaker Tony Atkins and County Superintendent Randy Ward

038and the founders. And the founders of our group, of this effort, is to bring materials and backpacks to students at the beginning of the year. It's the K to college program. They partner with hundreds of colleges, I'm sorry, hundreds of schools throughout California distributing school supplies, school kits, dental hygiene kits, and other materials for homeless children and youth. And this event that we attended that evening was the launch event for thousands of volunteers coming to the Scottish Rite Temple the next day to put the backpacks together and put the supply kits together. And we want to say thank you to Huawei as one of the sponsoring organizations to put together the K to college reception. And it was a little bit of a flashback. I didn't realize this, but my very first public appearance as

039superintendent was to the K to college event that was at Barnard. And I appeared at that event with then Councilmember Kevin Faulkner and learned about how community partners come together to support our students. So it was nice to be able to support this event as it launches for the fall. And then this past week we honored at the retiree reception out on the front lawn here honoring our 254 retirees from classified and certificated staff. We have photoed here Katherine Kolonwoski, a special education behavior technician from the home hospital program. She started in 1983 retiring after 32 years of service. And we have Dr. Betsy Cook, principal of Marston Middle School. I can't name them all, I'm just showing a couple pictures. But principal at Marston Middle School. She started with the district in 1980, retired

040after 35 years of service. And Trustee Barrera, very well represented. The rest of the board members, I know Dr. Mike, you were there at the beginning of the reception. Mr. Barrera, thank you for your comments that evening. But here's the employee that we did get her picture. She wasn't able to attend the event, but with the most years of service, Bernice Harrison is retiring after 46 years of service. She started in 1969. Should I say how old I was? No. She started in 1969 as a food service substitute worker working one and a half hours per day. She's a hard worker, quickly worked her way up, and she's retiring as food services area supervisor for the Mann Cluster. And she's also worked in the Wilson and Clark clusters, or Hoover Cluster with Wilson and Clark.

041Her supervisors at food service have stated that she will be missed by her team, and that we are losing a bit of our history. And then President Foster and I had the opportunity to attend California School Boards Association. That's not pictures of us, but that's the group that we are with. We attended the California School Boards Association Local Control Funding Formula Collaborative. This is a group that we've committed to studying quarterly for three years. It's superintendents and board members from around the state. There's about 15 or 16 districts. There's about 15 or 16 districts that are participating. And this is year one, reflecting on year one of the LCAP process at the state level. What's working, what's not working. And we're able to participate thanks to California School Boards Association and an organization called California

042Forward that helps coordinate. We were very lucky that day, this past week, to hear from a distinguished speaker, Michael Fullen, about the change agents at work, and the right drivers and the wrong drivers and the right school reform. And for Trustee Foster and I to reflect on where we are in our progress around implementing what we believe is the hope of the LCFF and the LCAP and wherever the challenges may arise in the implementation of what we think is the actually best way to go for reforming public education, that we're able to face the challenges and give feedback at the state level. Because at the heart of it, our state has adopted a funding formula that's committed to equity, and we want the LCAP to represent the belief systems that we hold here as a

043community. So the quote from the CSBA Senior Director was, for a first year effort, clearly there was a lot of work that went into these LCAPs, and it's very exciting to review. Clearly there's an opportunity for them to be stronger, and we're using San Diego Unified's LCAP, our document, and our process to continue to refine, reflect, and make stronger a process that we, at the heart of it, believe in. And then we also, I was not able to attend this event, but I do want to lift it up. It's Dr. Shirley Weber from Assembly District 79, hosted the Perfect Attendance Challenge, and we're very excited to see that we'd like to expand this opportunity, so the challenge is on, when I found out that some other districts beat us. I'm a little competitive, so that's

044not gonna happen next year. But we are happy to see that the schools that did participate in the Perfect Attendance Challenge, Johnson Elementary had 10 students with perfect attendance, Porter is the winner, yep, Johnson, Tracy, thank you. Porter had 72 students with perfect attendance, Knox had two, Memorial Prep had 10, San Diego High Business Leads had four, Crawford had 10, and Lincoln had one. So a total of 109 students with perfect attendance, and Dr. Weber also recognized students with excellent attendance, maybe not perfect, but if they had three absences or less, I believe was the criteria, they got the Excellent Attendance Award, and we recognize 688 students in our district. So it's a beginning first year, this was at SeaWorld, and a great way to honor our students who committed to coming to school every

045day, and we know you can't learn unless you're at school every day. So we thank Dr. Weber for having this award and lifting up the importance of attendance around not just our community, but at the state level, and our students received the commemorative medallions for their accomplishments, so we want to congratulate all students and invite more schools to participate. And also our superintendent of public instruction was there as well, Tom Torlakson. You're right about that. Came down to celebrate with us. Last Saturday was the United Way Day of Action, and we had the entire day, this is another example of the collective impact approach with United Way and City Heights, and we turned out a summer reading book drive where we put together thousands of books, and as students were walking around, walking through the

046park, the Jeremy Henwood Park, Memorial Park, they were able to stop and pick up books to take home, because we know that if you don't have access to books, that you are not going to be as successful, that we know that our role, teaching students how to read during the school year, and then when they're home for the summer months or when school is closed, if they don't have books at home to practice reading and develop a love for reading, that we're not actually entering them into a lifelong literacy practice, and becoming literate, being able to read is one thing, but becoming actively literate, is our ultimate goal, and you can't become actively literate if you don't have access to books in your home, so the effort, there's some really great pictures from this event

047that didn't quite make it into this slideshow, but we painted big giant murals around education, and the kids all got their paint brushes and painted the murals and got free books to take home with them as part of the event that day, summer reading book drive. And then of course graduations, it's the end of the school year and it's graduation time, I personally was able to attend the event at the adult education graduation at the Oregon Pavilion, one of my favorites, and then Hoover High School where I get to see many students that I knew since they were small at Central, and then I attended Scripps Ranch High School graduation, it's the ultimate accomplishment, we have been committed in our district to our graduation requirements and our diploma actually meaning something, so students leave our

048schools prepared for college and career, and it's always an honor for me to look each individual graduate in the eye and shake their hand and wish them well, as they enter into their next journey, and I know our trustees also were able to attend many of the graduations and we're very proud of the students who have graduated from the traditional schools, and we know we still have some year round schools in session, but a large graduation took place last week and we're happy to celebrate our graduates. Thank you. We're going to cut out that tradition of singing at graduations. No, you need to always sing, you were good. You were good. I'm just saying. I don't remember, I've forgotten already. Oh, all about the bass. Shh. I did not, I know. No trouble, not trebled.

049I'm just saying, okay, let's move on. Board members, do we have any reports? Who wants to be first and do the honors? All right. I also attended many graduations and promotions. Yeah, thank you. You have to start over. I also attended graduation and promotions and to be able to get to the schools in my class, which are Point Loma, La Jolla, Pacific Beach, and Kearney, it would take like four to five years because they all graduate basically on the same time. But this year I did attend several and I hope to get to all of them over the years. I was at Korea eighth grade promotion, Point Loma High School, Kearney High School, as well as the Altus High School event. I was able to also be at Gompers where they have 100%, which was

050their first class there after being at Gompers, for the entire preparatory academy for the entire seven-year period. So they have had 100% graduation with 100% placement in college and 80% placement at a four-year college, an outstanding accomplishment. And a production of graduation, right? Absolutely. I attended a graduation ceremony of apprentices moving to journeymen. The electrical workers had 20, 22, and 30 apprentices that moved into the journeyman realm, which was an incredible accomplishment. In addition, I attended a number of group events and dinners. These included the Brad Fowler Memorial Scholarship Dinner where eight students received about $5,000 scholarships. Students who had come through incredible challenges and had moved on and accepted a change in their life that led to a high school graduation and to going on to college. Also, I was at the Pacific Beach

051Day of the Fair. I was at the Labor Local 89 annual picnic with 3,000 other attendees. I attended the Perfect Attendance, here again a program put on by Shirley Weber, and we do hope to expand that. I did pick up one of the medallions. I think it was because I had 100% perfect attendance at a board meeting. Ah, there you go. I was there for 180 days at school. But what an incredible accomplishment and what it says to our students about the importance of going to school. We know that if we can cut into the numbers that have chronic absences, we will increase our graduation rates incredibly and also performance increases. So it does make a difference when you show up for school. I also attended the school recognition dinner for the Confucius Institute where

052we honored Barnard, the Pacific Beach Middle School, and Mission Bay High School, the Chinese Mandarin Language Immersion Program, as well as San Diego High in their National Studies. We also acknowledged Principal Eddie Parks who would be moving on to Poway School District, and so we will miss him here. But we got Cindy, so I figure it's a one-to-one trade. I also attended the Dia de Portugal in Point Loma, and we're working with them to help establish a new school district in Portugal. So in all, it was a fun event. I had a couple of major challenges was to work with the Washington Steam Magnet and their Little Italy Association to put together a dog park, and we think we have made accommodations for dogs and students to share the grounds in a way that would

053be healthy and safe and promote community participation. So a great week. Thank you for giving me the chance to share. Top that, somebody. I'll just say briefly I enjoyed attending all the graduations, and one other thing, Trustee Brewer and I a month or so ago attended a meeting at the Mayor's Office talking about the possibility of joint use projects along with Lee Dugroff. And we had a follow-up meeting with some of the Parks and Recreation staff and the Mayor's Office to really look at how the school district and the city can combine resources for the benefit of the community, particularly in the area of playing fields, adjoining schools and local parks, and swimming pools and other facilities. So the staffs are going to work on this over the summer, and hopefully next fall we can

054have some concrete results about how these two entities can work together. I don't really have anything to add, but just there was also a conversation at the Mayor's Office yesterday about the watershed and the creek and the passage from Lemon Grove all the way down to the bay and the various connectors around parks. And so that drummed up great interest, and one of the impacts is the Earth Lab and a passage that would include the Earth Lab. And so it was an opportunity to highlight the access that students have and District E in particular, that over a thousand have walking distance to the Earth Lab, and that the Earth Lab reaches 5,000 students annually, and how that will increase the impact and access just by having that pathway pass through the Earth Lab down to

055the bay. So that was a great conversation and a way to kind of highlight the Earth Lab and garner more support and awareness for it. So that was very important. I'm really proud of that. I think we had that collaboration and partnership and discussion yesterday. And then also, just really want to lift up Jennifer Kabusha, our Labor Relations Director here at San Diego Unified, who recently has accepted a position as General Counsel with Sweetwater. And so this, I believe, is going to be her last board meeting. And I really want to appreciate her leadership in San Diego Unified, though it's been short, it's been very much appreciated and transformational, I would say, just from the support that she's given to the board and clearly the way that she's been able to bring and work with

056our various bargaining units. I think has been stellar. So I want to acknowledge you, Jenny. Can you stand up and wave? Congratulations. Love you. All right. And so next, our student instructional matters, starting with E3. The 2014-16 single plan for student achievement and categorical budget summaries for 176 schools. Superintendent Martin, would you like to do the honors? I move for approval. And do I have a second? Second. All right. Thank you, President Foster. The SPSA timeline for completion is being modified. This is an annual document that schools have to do. There's been talk at the state level to align these documents so that they're not separate with our LCAPs and some of the other, and SARCs and other things. And some of the other things that we're required to do. And so historically, the budget

057planning at the school level would occur in the spring. And then the SPSA was developed and finalized in the fall. And it was out of sync. So what we've done is we've synced up the process so that the SPSA is developed alongside the budget. It just makes better sense. So for this year, just this year only, we're reviewing a plan that incorporates 14-15 and 15-16 while we bring them into alignment. We also wanted to point out that the plan now contains a reference to the LCFF discretionary funds at each school and how those funds are being used. And to point out that that's not a requirement, but it's a decision that we made to encourage LCFF discussion and decisions with the school community. Another way of all of the different avenues that we can have

058to create transparency and dialogue at school site level, we've included those in the SPSAs. But it's a regular item that happens every year. And we've just worked to bring things more into alignment. For discussion, we've included that in the SPSA. Can we please vote? I'd like to move Item E4 also. I'll second. So Superintendent Martin. Yes, I'm happy to be bringing forward the Community-Based Summer Readers Future Leaders Summer Camp at Horton and Johnson. And I believe we have the principals or we have staff from Horton and Johnson, Nikki Mitchell, Tracy Jenkins-Martin, Shirley Wilson, and Gina Genzero. Are you all here? Okay, good to see everybody here tonight. What we're bringing forward is an expansion of our Summer Readers Future Leaders program. And as I always talk about taking best practices and sometimes we invest in

059something and then we expand it. As when we put money into a program and then we want to replicate it and take it to scale. This is an example of how we're going to replicate something so that then we can hopefully take it to scale. And we've got a great investment and a great model. Thanks to the partnership with DEEP, the Diamond Education Excellence Partnership, many community members as part of this program we did request that the city would help provide funds for this. That didn't quite happen. We want to say thank you to Council Member Myrtle Cole for putting a funding request in for the 15-16 budget at the city for $125,000 but she didn't receive the votes for the city to help fund it. But eventually we believe that as we invest in

060high quality summer programs that get results for students and we begin to expand with the when we have a program that works, we have data to back it up and we want to expand it. That we can then reach out to other partners like the city and while we're waiting for the city to catch up to it, we will continue to fund the program and expand to these two sites. Our recommendation is to expand to these two sites continuing for this summer. Okay. So one question before we have additional public speakers. Is Fran, Francisca Salcedo, is she here in the audience? Okay. So I just wanted to acknowledge that we didn't see that you were the one speaker on E3 and that I also see that you're down for H1. Could you speak at that

061time? Okay. So please come and speak now. We need to make that adjustment. Thank you very, very much. This is to go back to E3, not the current? Right. It's good. Future Readers Summer Leaders Program. Right. To go back to E3. Speaking on the SPSA. Single plan. Single plan. Yeah. Okay. So to be clear, there's one speaker because that's on the blue slip. I don't have a... Cheryl? Ward? Okay. Okay. I just wanted to make that to be clear. So we have one speaker on E3 on the single plan for student achievement, SPSAs and categorical budget summaries. And I think that is Francisca Salcedo. So go ahead. And you have three minutes. Good evening. Thank you. I'm here with a group of mothers from Area 5 representing all their schools in Area 5. We're really

062all of our schools in our district. But right now, today we have moms from Logan Elementary School and my daughter attends Rodriguez Elementary School. So you're going to speak for... Share what they have. Exactly. Thank you for that. Yes. Okay. Three minutes. And we wrote the testimony in Spanish. Might we be able to have a translator, please? Yes, you may. She's on her way. Yes. Absolutely. Thank you. Okay. Thanks. Good evening. We're a group of mothers of students who are English language learners. And we're here to express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. In reference to the educational services to our children. In reference to the educational services to our children. First of all, it was never made known how

063the district would provide comparable services. So we're here to express our disapproval of decisions made by the district. So we're here to express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. And we're here to

064express our disapproval of decisions made by the district. And we're here to express our disapproval of decisions made by the district. And formulating the new centralized ELST plan. Jamás se nos dio la oportunidad de participar en la toma de decisiones en este proceso. We were never given the chance to participate in the decision-making process. Lo que es más, en muchas escuelas la posición ELST era parte del plan SPSA. What's more, in many schools the ELST position was part of the SPSA plan. Y este fue cambiado sin votación de los concilios escolares. And these were changed without the vote of the school site councils. Segundo, pedimos que cada escuela que ya tenía un maestro ELST vuelva a tener estos servicios sin demora. Secondly, we asked that each of the schools that had ELSTs before had their

065ELST returned without delay. DELAC votó por entregar un voto de no conceder. Y no confianza en el plan para nuestros estudiantes. DELAC voted a no confidence vote in our plan for students. Y también votó unánimemente por interponer una queja uniforme. And it voted unanimously to put in a uniform complaint. La mesa directiva de DELAC decidió otra vez sin consultar con el resto de la membresía. And the DELAC board once again decided without consulting the general membership. No apelar la decisión del distrito referente a la queja uniforme. Not to appeal the decision by the district regarding the uniform complaint. Esta decisión fue tomada bajo la dirección del distrito por medio de la Oficina de Adquisición de Idiomas. This decision was made by the district through the Office of Language Acquisition. Esta oficina está ejerciendo influencia indebida

066sobre la mesa directiva. This office is... Having undue influence on the board of directors. Para que no permitan la participación de los padres. So that they don't allow parent participation. Y tercero, hemos decidido formar una coalición de padres, de alumnos en vías de aprender inglés. And third, we've decided to make a parent coalition for students who... For English language learners. De cuidado de crianza, foster care. And foster care. Y de estudiantes... De bajos recursos. And students, low income students. Y pedimos... Excuse me for just one moment. I just want to make clear to the public. The reason why I'm allowing more time is because of the translation. So... Yeah. So I know that you're just about wrapping up. Thank you. I know that. Y pedimos que esta coalición sea reconocida oficialmente por el distrito. And

067we would ask that this coalition be recognized officially by the district. Gracias. Gracias. Thank you. Gracias. So, you know, I apologize that there was an oversight for Ms. Salcedo speaking earlier. And your comments are recognized, received, and directed to the superintendent to follow up. Okay? So thank you very much for your comments. And it helps to inform our practice. Okay? Thank you very much. Thank you very much. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. We have already voted. So, yes. Thank you very

068much for your comments. We'll incorporate that. Okay. Okay. So, transitioning back into the Summer Readers Future Leaders Program. And we do have. There's no speakers. Okay. There's no speakers on that. So, let me just take. We're just happy that you're in the audience. Right. We're just happy that you're in the audience, right? But let me take this opportunity to just kind of celebrate this expansion of a very powerful program that has made a significant impact in reducing a summer learning loss around literacy in particular. The thoughtful approach and research that went into developing this program really cannot be lifted up and celebrated enough. I was there close to the beginning with the Diamond Educational Excellence Partnership called DEEP that really came together with many community organizations. And I think that's what I'm going to talk

069about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm

070going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think that's what I'm going to talk about in a moment. And I think

071that's what I'm going to talk about in a moment. needs to do and follow the lead of council members Cole and Alvarez and Emerald. And we've got an expectation on the Youth Opportunity Bus Passes that the City of San Diego and MTS are going to step up and do their part. We've all got responsibility. We have been trying to work together with other public agencies and those public agencies need to recognize their responsibility for young people in this community. But I thank the superintendent and colleagues on the board for moving this program forward again at Choice Mead and Johnson and Horton and I commend our community partners and we have an expectation and we would hope that our partners in this program would join us in making that expectation clear to the City of San

072Diego. That we need to see some investment there. Thank you for recognizing Trustee Brewer, the work of the staff, the teachers to when the full funding didn't come in as we imagined. They figured out how to scale it and to make it work with the dollars that we had because that's what we do. We're going to figure it. So it wasn't the full replication but they were able to scale it so that we can show you know have the proving ground that we need to have and to make the comments that you just made so the public understands what we're trying to do. It's not just a school with a single summer program. It's an entire club. It's a collective impact approach and expanding to the city is really important. And you know I just

073would add that is the reason why or one of the reasons why the conversation yesterday was so important at the Mayor's office and every opportunity that we're able to kind of connect the dots is significant because you know the Earth Lab which is part of this Summer Readers Future Leaders program. It's absolutely that. It's a learning lab. So students are the classroom goes outdoor and they have technology and sustainability and you know talking about concepts and green jobs and they're connecting the dots. So the pathways that the Board of Supervisors were part of that conversation more of our community partners and folks in government leadership. So I think it's really important that we have that kind of information and the more we have that kind of information and the more we can connect and know

074what we're trying to achieve here. The more collective impact and investments that we're able to make and moving it forward and taking it to scale. So you know I this is just a time where I can express that I'm really pleased at who we have working together with us on this Board that are able to you know push this forward we want to see for all children. So that said, if we don't have any further discussion, can we please vote? Yay. Okay. So moving on to E5, plan for identifying the gate authorization to purchase more assessment tools or our new assessment tools. Superintendent Martin, you'll talk more about that. But can I have, do I have a second? Second. Okay. Thank you. And we also have a speaker too. Thank you, President Foster. I'd like

075to invite Dr. Joe Fulcher to come up to present this item and some of the history and background and the recommended next steps in moving forward with our gate identification process. Thank you, Dr. Fulcher, Chief Student Services Officer. Okay. Thank you. Thanks, Superintendent Martin. And let me first acknowledge the efforts of our senior school psychologist and the program manager for the Related Services, Related and Specialized Services program. I'd also like to take just a few minutes to thank the advisory group for their involvement, feedback, obviously their passion and a lot of debate. So appreciate your help. And the gate program office has also exhibited tremendous leadership. So would like to thank Michelle Crissy for Speaker Martin. for her efforts. The conversation today is about assessment and testing, not GATE programming and services. Please recall that

076the Leadership and Learning Office supports the GATE services component of this. And Student Services oversees the testing and identification piece. Now in general today, I would like to offer a brief overview, including an update on some of the presenting issues. And then a quick discussion of a few of the recommendations. I would like to consider for the next five minutes establishing a context. And I'll do that by sharing some historical information. And then I'll share briefly the goals of the work group. And then lastly, present a few recommendations for the Board's consideration. I would like you to take action on a couple of things you can note at the bottom bullet on the slide. The assessment tool that we're recommending or proposing as well as some adjustments to the identification process. And those would be

077around multiple data, multiple factors, and the newcomers process. Now a closer view of the state guidelines for GATE reveals the Board of Education responsibility. And if you take a look at the bold print in the center of this passage, it reads, each school district's governing board determines the criteria it will use to identify students for participation in the GATE program. And the very next sentence, talks about and documents the different categories. You can see they range from intellectual, creative, specific academics, learning leadership ability, high achievement, performing and visual arts, talent, or some other criteria that meets the standards set forth by the Board. In our district, at least as indicated in AP 4-2-3-5, the three criteria that we use are intellect, specific, academic, and that's for our secondary students. As well as high achievement. The

078next slide details some recent and significant GATE milestones. You can see in September of 2009, the Board approved the elimination of the initial GATE testing, or initial GATE testing, I'm sorry, after the fifth grade. August 2011, the five dedicated central office school psychologists were reassigned. They moved from GATE to the related and specialized services program. November of 2013, the advanced placement and school psychology offices merged to form the work group that I'll talk a little bit more about in a second. And in spring and fall of 2014, a multi-factor ID, identification matrix, was presented to the work group. And a copy of that matrix can be found in your packets. Now over the past several years, there's been much discussion about the testing process. Other issues, such as, you know, under-representation of some student groups

079has also been widely debated and discussed. After concerns, there's also been concerns about referral bias. So maybe some teachers weren't referring certain students or certain student groups for testing. So as a result of some of these concerns and a few others, the district adopted a universal testing process. Currently, all second graders are tested. I think at one of the earlier board members, there was some talk about students who opt out. We don't have many kids who opt out of the GATE testing. Usually there's still less than a handful across the district. Those who do opt out, however, are mostly kids with disabilities. Some who have some significant cognitive impairments. Those are ones who we have records of opting out more frequently than students, some of the typical students in the school, on the school campus.

080And if you look at, and because of concerns about the finality of GATE testing, you know, maybe the student wasn't having his or her best day. Maybe there were some other issues at the home that interfered with testing that day. The district introduced and adopted a retesting criteria for a number of students who were eligible, again, for retesting. Normally the students who score, students who score at the 85th percentile, or above on the Ravens, with at least two advanced CST scores, can be retested once. And then the GATE cluster students with at least three advanced CST scores can be retested once as well to see if they qualify for the seminar program. There's also been, so as you can see, there's been considerable debate on each of those three broad areas. The most vocal discussion

081and debate has been around the assessment tool. And then there's also been, some questions raised about the outcomes or recommendations. A student is either ineligible, cluster, or seminar. And because of that, there was an appeal process implemented. And again, I'll share some information about that in just a second. Now the GATE work group was formed to address those aforementioned concerns, as well as to highlight some of the best practices. With regard to the identification process, the work group focused on a few items, and you can see the two bullets there. Revising the GATE identification process, as well as taking a look at the administrative procedures and policies. Now there's a host of other issues that are being addressed by the work group. But the ones related to testing, assessment, and identification are listed here. There's

082still plenty of work for the work group to do. And despite some of our struggles, challenges, and progress, I think there was almost universal agreement and consensus regarding the need to at least address the test or the tool that's used for GATE identification. Some of the discussed options included continued use of the Ravens. And you can see the very last words indicate with test publisher norms. One of the concerns over the past several weeks, is that we've been using local norms with the Ravens, not the publisher norms, which is one of the reasons why we think some of the results have been predictably skewed. Another option under consideration is individually test all students using the WISC, KABC, and I can tell you what those acronyms mean if necessary. But that's not the most efficient way

083or method to go about GATE testing. And it's rarely done in districts across the country, let alone in San Diego or in California. The NAVS, the NAGLIERI, and I've been practicing that word, I've stumbled over it a number of times, is a non-verbal, culturally neutral assessment. It's probably the assessment or the test up there that's most similar to the Raven. And continuing on, you see the cognitive abilities test, another test that's under consideration. It has two subtests that are used, measures reasoning ability, and it's linked to academic success, including verbal, quantitative, and non-verbal abilities. One of the options that received considerable and strong consideration was a combination of the two, the CAGAD and the NAGLIERI. And we thought during some of our discussions that it would be useful to eliminate the practice effect. So the

084CAGAD could be administered one year, the NAGLIERI the next year, or the CAGAD could be administered to all second graders, and the NAGLIERI would be the retest instrument. So this first year shouldn't be that big of an issue or deal. But in the next school year, the committee may come back and suggest or recommend the possible use of a second tool. So as a result of the options that were considered, the recommendations that I'd like to offer are listed here. We certainly want to continue the universal gait screening at grade two. We want that to take place, and I don't think there's any need at this point to make some adjustments in that. The gait identification process will include multiple sources of data. So for some, reliance on a test score alone is not the

085best or most appropriate way to identify those students as gifted. So you want to take a look at other sources of data, teacher input, parent input, different achievement tests that have been used, and consider all those factors, all those data points, and then consider the ability to use them when a decision needs to be made. We also want to put in place or we're recommending the adoption of a multi-factor gait eligibility matrix. Again, it's in your packet. And it'll look at things like economic challenges, transency, disability, English learner status. We want multiple factors to be considered as opposed to just, again, the test. And on the next, on the right side of the slide, we have a list of the three main factors that the team felt it was important to align the gait testing

086with the Common Core State Standards as well as the Smarter Balanced Assessments. And further work, additional work, will be done around these items as the work group continues to meet. And so the final slide talks a little bit about some of the actions as well as supports that we'd like to see going forward. First, I'd like to ask the board to consider approving the revised gait identification process using multiple factors and multiple data for the school year 15-16. So the plan is to continue meeting as a work group but come back to this board probably around this time next year to give an update and to see if there's any additional tweaking that needs to take place or that needs to happen. Also asking the board to approve the next school year in this case

087the Cognitive Abilities Test that will be implemented at the very beginning of the next school year. Again, when we come back for an update in the 16-17, 15-16 school year, I'm sorry, we'll provide some additional information about the progress as well as potentially look at bringing in or utilizing another tool. You can see some of those supports and services that are down below that we are suggesting continue. We want the meetings of the work group to continue on a quarterly basis. The social-emotional support that we all feel is absolutely necessary for some of the students, especially those who are in our seminar programs, truly identified for seminar programs. So possible support through our Mental Health Resource Center. There's been some discussion about how special ed could be involved as well. And you can see the

088caveat would be for some GATE-identified students, certainly not all. On the next, on the right side of the slide, it talks about program monitoring. So at the quarterly meetings that will be scheduled, that's a time when we can share data with the work group, get feedback, and discuss some critical next steps. We want the GATE Advisory Committee to have access to senior leadership here in the district. And for those meetings to continue, there's been a couple of sessions with our superintendent, and I think the advisory group would like to see those continue. And then focus GATE professional development for school psychologists and other stakeholders during the Distinguished Lecture Series. So if there are any specific questions, I have a group of wonderful people who can help me answer those. And if there's any comments, we'll

089certainly accept those now as well. So the two specific board actions you're asking us to approve, the GATE identification process and the GATE assessment tool, has already been factored into our budget, our draft budget. Yeah, okay. Let me say we've identified the funding for it to be able to pay for it this year before this fiscal year ends. But these are proposals for the 15th? And we've identified funding for this year to be able to pay for it to implement it in 15-16. We would like to purchase, we're having this item tonight, we'd like to purchase this using some funds from this year. Yeah, correct. Correct? That's correct. Double fact checking myself over there. Okay. Okay. I have a lot of comments about this. This is a really big topic for our district. And first

090of all, there's the issue of identification. And obviously, the RAVEN has not been doing that. Right. And so, we're not doing the job. And there are a lot of discrepancies. For example, we're in middle school that you use a, say, fifth grade to take the test. It's a nonverbal test of intelligence. And based on that test, students are placed in a seminar English class or, you know, another program like that. So, it's not that aligned. The other issue is the identification process. And I've brought this up many times, but it's just the mathematical fact that for seminar, for example, it's supposed to be for students the 99.9 percentile, meaning one out of 1,000 students is in that category. Okay. And yet, we have, you know, instead of a 10th percent, we have about 2 percent

091or something like that of our students that are identified as seminar students. So, it's 10 or 20 times more than would be expected. On the side for gait identification, which is supposed to be at the 98th percentile, 2 percent of the students, you know, 2 out of 100, 20 out of 1,000. And yet, we have, you know, 10 or 20 times more of that in terms of who are identified as gait students. So, that's a problem right there. But the bigger issue is what are we trying to accomplish? And first of all, psychologists, certainly if you talk to a group of psychologists about the definition of intelligence, what is intelligence, what is general intelligence, how do we measure the speed of the neurotransmitters in the brain, what is natural ability, what is acquired ability, that's

092a very daunting factor. And we've seen, for example, schools that... There have been statements about gait students, especially in the early 2000s, that they were more interested in special instruction, going more deeply into the material, more enrichment programs. And yet, there are schools who have been subscribing to gait policies in terms of doing that for all of their students. Now, I do think at this particular point in time, we do need to continue a program like this because I don't think we have fully arrived at differentiated instruction across our district. I mean, I think that's our goal, and we're certainly a lot further to go, so I think there's a lot that can be done in that. I mean, just in terms of differential instruction, that has to do with the training of teachers for

093working with kids of different abilities within the same classroom and some of the benefits of that. Another thing is the technology. We can certainly personalize instruction a lot more with technology. Even really basic things, for example, in elementary school or something, if a kid's in a second-grade class and more grade-level fluidity, but might be doing third-grade level math and back and forth and so forth. But our goal is certainly to meet the needs of all of our students. And we have this identification process, and we're going to put them in these special classes, and there certainly have been some gait strategies identified, but there's a lot of cross-purposes. My understanding, and if this is a... an urban legend, and I can be correct, but I've always heard that when the gait... excuse me, when the

094seminar program was first introduced into San Diego, it was because there were a lot of extremely intelligent students who were potentially dropping out of high school because of lack of skills in other areas and so forth. And so they were put into these special classes to assist them, and it's since that time more or less morphed into a high achievers group. So I've seen situations where there's a student who qualifies for seminar, and then that student is not performing very well in seminar or not getting good grades, and we might have to drop you from the seminar class because you're not performing at this level. But yet it wasn't based on being a high achiever, it was based on having some particular skills. But how do we... this question of how do we measure those

095particular skills? I mean, obviously some students, some people, have more talent in some areas than others. I mean, if you take a professional athlete, there's certainly a small number of people who have the raw material to become a professional athlete. Those who succeed also are the ones who work very hard at it. So is this a high achievers class? Is this people who are identified as having a different level of intelligence in their brain? And then how are the classes being taught? You know, again, we're saying, well, we have seminar classes at this level, but then in high school they can move on to AP classes. But what if they are the type of student that doesn't necessarily fit in with a high achieving group? We're just automatically assuming that that's what they are, because

096obviously there are a lot of kids who would be classified as being average ability who do very well in AP classes. So I realize... I'm sitting in this chair with a board member who used to go on and on. But anyway... But, you know, there's just so many factors. And so I support the idea of improving the assessment instrument, because it's looking at both verbal and nonverbal abilities. And I realize there's a language factor there in terms of verbal abilities, but verbal abilities are an important part of intelligence. And so I think taking...compensating for it by looking at the language differences and so forth rather than just saying we're only going to do nonverbal tests is a good way to start. I think there are going to be a lot fewer students who are identified

097for the GATE program if we stick to these particular percentiles. And that, I think, is going to get us as a district to look overall about how do we serve all of our students better. I think, you know, the issue about the social-emotional support, as you said, applies to some students, but not all of them. And so it would also be interesting to see, again, using the seminar example, those students who qualify for a seminar, who participate in seminar classes, and those who don't, and how...what have been the outcomes for those two particular groups, because there are many students who don't enter into these programs who thrive on their own anyway. So, again, I support the idea of changing assessment instruments. I support the idea of the district moving towards differentiated instruction for all students.

098And in that process, I think the GATE and seminar programs are going to have to evolve as we're doing this for all students across the district. So that's my conclusion. Thank you. Yeah, I also support the idea of taking a look at our identification process and how we're testing our students to determine gifted and talented. And a couple of questions, big ones, and then I've got a couple little ones. I'm wondering, what will the impact be if we implement...if we approve the change? For so long, we've used a system or a tool that relied on unverified and dated local norms. I don't think we did our students a service by allowing that to continue. The assessment component migrated into student services in 2011. I think the first year, we were looking at issues around workload.

099The following year, we did a real deep, deep analysis of many of the issues. The issues were fairly significant. Kids and students were writing in the test booklet, for instance. Some of the booklets had to be copied and pieced together by... I'm exaggerating here. I'm just saying duct tape and spit. It wasn't that bad, but you get my point. So it invalidated, in my opinion, the results. So now we can have a process that's much more fair and equitable for students across the district. We don't want to put a student in a situation where they'll struggle. And of course, we want to make sure that rigor is involved, but we want to get that kid in the right place, and we want to make sure that they're getting the kind of support and services they

100need. And I think this tool will allow us to better identify those youngsters who should be receiving some additional help and support. And with the follow-up, so the implication is we will identify fewer students or more? You know, I can't answer that. I'd like to say, and I believe, that we have some incredibly gifted students in this district. And I think that those kids who some are saying were over-identified don't belong in the GATE program. Maybe we're unique. Maybe we're different from, you know, the general population. And we have great teachers who are teaching smart kids. But if you looked at the data and really did an analysis of what was and what can become, there would likely be fewer kids identified, just based on the information and the technical data that's reported in the

101test. Dr. Mike, if I may add on to Dr. Pulcher, that what would be the outcome, is it just, I think it simplifies what we're doing by saying, will it be less kids? Are we gonna have less kids identified? That's not the aim. That's not we're trying to find more kids or less kids. We're trying to be accurate. And so the outcome is, and then how do you define accurate? How will you know if it's accurate? And being able to, we've gave many reasons why. We're looking at this change. So we would look for appropriate placement, accurate. And I think Dr. Pulcher's right on saying, I don't know how that will turn out. But we do know that the current method that we're using is compromised and it's time to make a change. And so

102one of the outcomes would be addressing the known issues currently. So for example, what would happen if we use the Raven Publisher criteria instead of our own? Don't know, but I think the numbers of students we identified would decrease. And I know one of our school psychologists did that analysis and took a look at some past data, anecdotally, and saw that the local norms had artificially inflated some of the scores that we were seeing after the Ravens was administered. So I would imagine if we used the Publisher's norm, and there's some challenges with that, because the percentile rates grow or increase in increments of five, you know, five, 10, 15, and we don't get the specificity that we want with like the 99.1. Local norms allow that to take place. So the short answer is

103I think the overall identification rates would naturally lower. And then I know you're making the reference to the and I'm supporting the recommendation. I'm wondering, are there, is it based on best practices? Do we have other schools that are looking at this and have reached the same conclusions and are recommending the same changes? Again, the team took a look at districts across San Diego, across the state, as well as the nation. And there were a number of instruments used at those districts. The NAGLI AREA is certainly one of the popular tools. The COGAD, or the Cognitive Abilities Test, is used by a number of districts as well. And there are a number of other, as Dr. Evans can attest to, IQ tests that are implemented and being used in districts across San Diego County, for

104that matter. But yes, when the research occurred, there was pretty strong evidence that this was a tool that could be used with a great deal of confidence. Okay, so in your recommendation, I don't see the NAGLI AREA as being one of the tests being considered, or did I just misread that? Yeah, I think next year, when we come back to the board, there may be a more in-depth conversation about utilizing another tool, and it could be the NAGLI AREA. An additional tool. An additional tool, right. Could be an additional, and maybe at that time we find that the COGAD has been, you know, breached or compromised to some extent. I don't think that'll be the case. It hasn't been in many of the districts that were studied. But we'll certainly come back and give an

105overview of the progress to date, and talk at that time about any other instrument that we may want to take advantage of. Thank you. Just to follow up quickly, the question related to that was, I was just wondering, I was making the assumption that whatever test you were using, that you were using the same percentile markers of 99.9% for Seminar 98 for GATE, right? Just using a different test to arrive at, right? Right. With the local norms, the Ravens, we can use those markers. The publisher's norms don't allow that type of specificity, and that's part of the reason I think, and a tip was made way back in the late 90s, to create local norms. So with any test we move forward with, of course, we'll have that ability, and we can make those distinctions.

106Okay, I think that Trustee Barrera had a question. Yeah, thank you, President Foster. So I really struggle with this whole area, and Dr. Evans really, I think, kind of summarized why this is such a struggle, that in so many ways, this whole process seems like coming from a prior generation, an attempt to classify students in a way that really kind of set the course for their academic program and in some ways define their future. And Dr. Evans also was very clear about separating the question of students with special needs, that need special supports and services, IEPs, different kinds of supports to allow those students to succeed. Distinguishing that group of students from this notion of intelligence and then that bleeds into achievement and what are we really talking about. I think we're already past the

107point that we recognize that all students are different. All students are gifted in different ways and that those gifts at times, students at different times at different points in their time in our school district will exhibit gifts in different ways that are probably more linked to motivation at those particular moments than any sort of concept of native intelligence. And so I think what I'd feel more comfortable, and I'll support the recommendation, but what I would feel more comfortable is that as we look at these types of tools and the way that we assess students in this particular case, when we're talking about gait assessments, that what we're really trying to do is get better and better at identifying the unique gifts that every student has. And I know that that's really become a big focus

108of the superintendent and it's this notion of differentiated instruction. But really it's an understanding that every student has unique gifts and we want to call out those gifts in all of our students. And so to the extent that one tool over another feels like it's helping move us to where we know we need to be, you know, a couple years from now or five years from now and ten years from now, and moves us away from, you know, a system that, you know, kind of attempted to classify kids a generation ago, I would just encourage us to think in those ways. You know, I think five years from now or ten years from now, I think this whole system is going to look very different from the way it looks today. And so I think

109that's something that we're going to be looking at. And so what are the tools or, you know, assessment mechanisms that move us closer to, and it's not, you know, I would even say I think conceptually we're already beyond, you know, this system. So it's not that we don't know where we're going to be five years or ten years. I think we've got a pretty good sense and I think we're already moving in that direction. So how do these tools or assessments line up with where we're trying to go? And your concern, Trustee Barrera, is does a tool like this really, does it perpetuate something we're trying to go away from? Or does it allow us to have the conversations we want to have? And our third learning cycle is how do we invite and unlock

110the genius in every learner? We specifically had that learning cycle not just say it's about differentiation because that term connects back to a paradigm that perpetuates exactly what you're talking about. And we went beyond the term differentiation to talk about unlocking the genius in every learner. And that is going to continue next year. We're repeating the learning cycles. We're going to be learning cycle number three as we explore how to lead and create classroom learning conditions for all students for their genius to be unlocked. And it doesn't take an assessment to unlock the genius, although assessments that are accurate help us do know where the gifts and the strengths and the talents are. And if this helps us understand a particular skill set or strength that a student has, what assessments are we missing that

111if a student doesn't have their genius unlocked in this assessment, is there another one? Are there multiple measures that we're using to see what each student's particular gift is of the different kinds of intelligences that there are? So I think the dialogue around it as we move forward is with the intention to stay the course of what we believe is right for our students. And I struggle with some of those same things. And just recently we started having a fairly, I think, intense and significant philosophical conversation in the work group about the future of the seminar program. GATE services and a number of other things. And when you look at, for me, when testing is considered, if it's being used to inform instructional practices, then I think that's a good tool and a good use

112of the tool. And that's kind of how I'm framing some of this discussion. If we can use this tool to inform the support these students will receive, certainly. And I think that's certainly in favor of it. And you raised a point earlier about the programmatic issues. Testing can't drive the program or the programmatic components. It has to be the other way around. And that's the reason I said what I did about Michelle and Chrissy and her leadership, because with this combined voice, with this integrated effort, we're looking at the features programmatically, systematically. And then we're looking at a tool that can best identify students for the learning and instructional support they need. So I can hear and understand your struggle. I have those same struggles myself. I think you made an important point, Dr. Fulcher,

113about how assessment should always inform and drive instruction. And it's not about a way to classify students. And you brought up the word classification. We had a really important dialogue a couple of board meetings ago about classification. And we talked about English learners as being class. And reclassified. And classification of students. Is this about putting students in classes and classification? And is that what a test is for? If it informs instruction so the proper supports can be put in place and it drives our instruction and it's meaningful and relevant to a teacher who's teaching a student every day, that's when it's the most powerful. So it's a really important dialogue. And for you as trustees to be able to have that dialogue publicly and say where you're coming from on that. It's important that we

114begin socializing that now and keep having that conversation. And I think that what's very important is that we've demonstrated time and time again that we really do have a shared vision around this. And it's about the personalization with high expectations for our students. All students. And when we deliver that, we have the expectation that we're going to be able to do that. And that's why we're making sure that we have the outcomes that we seek. And so this is part of that process. That we made that clear. And I'd just like to also take an opportunity to thank you, Dr. Fulcher, for your leadership and your team. Because clearly we can see from the presentation today that you've put in a lot of work into this. And we're reaping the benefits. benefits so thank you

115for that. I also understand that we have a speaker Elizabeth Nagy so if you could come forward now to speak and you'll have the full three minutes. Well thank you. I'm not going to excuse Dr. Fulcher because he has to catch a flight. You probably didn't want me to say that publicly but I didn't want people to understand why he was leaving. He's advocating for the youth program up in Sacramento tomorrow. Thank you. Thank you Dr. Fulcher. Dr. Fulcher before you leave because I know you're heading out so you can keep walking as I'm talking. I wanted to say thank you very much for remaining open as we would bring up our concerns or thoughts. We are really going to miss you. Looking forward to meeting Sonja. But we know where you live. We know

116where you live. In the district office. So I'm Elizabeth Nagy, GATE DAC chair this year. I usually run with Heidi Atchison and Katie Anderson who are like my co-chairs, also parents. And I want to express support for this. It's been a lot of work. There's been a lot of work back and forth in the interest of the children. So thank you Dr. Fulcher. Thank you First Psychologist team. Thank you to Michelle Krischi and the GATE program team. So that's real quick. When you're developing major considerations to identify GATE children, there is no perfect system. There just isn't. And that's one of the things we found this year. Each system has its strengths and weaknesses. For instance on the Raven, some of the norms. I remember when that was done. Some of those norms were changed

117for San Diego to pick up on under-identified groups. Because it was found that some of those kids may not have the writing skills and a couple other things. So there were reasons why the trust was renormed. But we're all about change and we need to look at things differently and we move and grow. So as this testing year, this evaluation, this assessment to inform instruction moves forward. One of the things we want to build into it is an evaluation piece. So that when we come back next year, we can say to you, Dr. Mike, how did this work? What were some of the strengths of it? How could we do differently? We already, Dr. Evan, I'm going to call you doctor, but how about experienced board member? That could be a doctor. So Richard, what

118do you think? Thank you. Richard, one of the things we think about is we move kids into certain areas. So how can we help them be successful and achieve a year's worth of growth? And that's one of the reasons why I came back over and over to say, how are we assessing a year's worth of growth? So it can inform instruction. So these kids can get what they need no matter where they're at, no matter where they live. Every single student can expect they're going to have rigor and that they're going to be successful. And we're trying to make lifelong learners. So with the yellow light, I think I'm just going to stop and say thank you to the leaders. Parents look forward to working further with the different subgroups. We have, I think, three

119subgroups working on this now in the future. So thank you very much. Thank you. So if there are no more board comments, can we please vote? Okay. That passes unanimously. And we are... Can I move the board consent agenda, President Foster? Do I have a second? No. It's super technical. It's the board consent agenda. Yes. Okay. Can we please vote? That passes unanimously. And then on to G1, resolution in the matter of support for dropout prevention and recovery efforts designating August 1st. And then on to August 15th as dropout recovery month. Superintendent Evan... Superintendent Evans. What is going on? Let's just keep it moving, okay? No. Can I have a motion? Okay. Second? All right. And then that gives me another opportunity to get it straight. Superintendent Martin? Thank you. Thank you, President Foster. We're

120teaming up with Assemblywoman Weber and identifying August 2015 as dropout recovery month. Okay. And passing this local resolution to sign on to. Of course we agree with this notion, but this is tonight's resolution to commit ourselves to building a grad nation, which would include that the United States cannot achieve its graduation goals without increasing California's Latino and African American graduation rates. And at the state level, they're recognizing that the total number of dropouts across all races cost the nation its economic competitiveness at $93 billion annually at 1.5 billion. Okay. And at the state level, they're recognizing that the total number of dropouts across all races cost the nation its economic competitiveness at $93 billion annually at $1.6 billion annually at $1.6 billion in lost revenues and increased social services over a dropout's lifetime. So at

121the state level, we see our state leaders committing to dropout prevention programs. And here locally, our resolution highlights what we're already doing and why we believe it's important to sign on and support at the state level this effort. So it's actually a board resolution, but I guess you wanted me to talk about it too. Yes. Yes. Yes. So I don't think we're going to start breaking our tradition with the fact that we're going to have to sign on to the state level. So I think that's a great point. And I think that's a great point. And I think that's a great point. Really our resolution highlights what we're already doing and why we believe it's important to sign on and support at the state level this effort. So it's actually a board resolution, but I

122guess you wanted me to talk about it too. Yes. Yes. Yes. So I don't think we're going to start breaking our tradition with Simply Woman Weber. It's a long... How about the resolve? Right. How... Yes. Let's do the resolve. hog尖 Let's do that. And we're going to start on my left, but you can leave it to me to answer that one. Okay. so that I have an opportunity to... Oh, therefore be it resolved. Oh, share reading? Yes. I love this tradition. Now, therefore be it resolved that the Board of Education of the San Diego Unified School District supports dropout prevention, reengagement of dropouts, and recovery efforts, specifically by designating August 2015 as Dropout Recovery Month in honor of the schools, programs, and staff who work to reengage pupils and in honor of the pupils who

123overcome significantly personal challenges to reengage in the education system in preparation for college, a future career, and active civic engagement. And... And be it further resolved that the Board of Education of the San Diego Unified School District supports local, state, and federal initiatives to increase graduation rates and dropout recovery rates. And... Be it further resolved that the Board of Education of the San Diego Unified School District remains committed to implementing the Pathways Program, an innovative citywide partnership across both public and private sectors that mitigates dropout risks through outreach to at-risk students, assessment of each other's student personal strengths and needs, referrals to community services, reenrollment support, education, and other social-emotional interventions, and the development of reengagement activities such as life plans to keep students enrolled through graduation and or job training. Be it... Be it

124further resolved that the Board of Education of the San Diego Unified School District supports the service of students through continued use of creative teaching strategies, alternative assessments, and adequate resources in dropout prevention programs and atypical alternative high schools. And... Be it further resolved that the Board of Education of the San Diego Unified School District commends both the staff that have assisted pupils in the pursuit of education and the pupils that have reengaged or overcome personal challenges to remain engaged to prepare for future college attendance and careers. Thank you. That was perfect. That was five. Can we please vote? That passes unanimously. Because we're smart. And we can read. Okay. So moving right along, we have... We don't need to... We're opening the public hearing. And... Right. There you go. Oh, yes. Did I miss a

125speaker? On this side. Okay. Okay. So we're going to have... We have two... Yes. So the topic is the public hearing and adoption of the proposed 2015-18 Local Control and Accountability Plan, LCAP. It's our second reading. And I didn't know... So... Superintendent Martin, you can introduce. Thank you, President Foster. So this is a public hearing. It's a second reading of our LCAP. And we have received significant feedback since the public hearing opened at the previous board meeting. Not only feedback from the board from the last meeting, but from the community members through our engagement process. So what we're doing tonight in the second reading, one of the points of feedback that came specifically from you as trustees was that you wanted our LCAP to tell more of the story. I will say that the public

126hearing, there are statutory requirements about what we put forward in the document and what needs to be posted and how long it's posted and how the public hearing goes. So we took care of that requirement at the first public hearing. So tonight we want to tell more of the story. And we want to lift out some of the strategies that to bring the LCAP alive. Because we believe in what we're doing. We believe in the engagement process that we've had and what students can learn from it. And what we can look forward to. Students, parents, teachers can be looking forward to in the second year of the implementation of the LCAP. So I'll have the speakers come up to present parts of the LCAP this evening and make it come alive. You can let us

127know how we're doing and bringing out some of the strategies. But before I bring up several of our staff members to be a part of the presentation, I want to specifically focus on the stakeholder feedback and some of the changes that were made. There were four themes to the feedback that we received. First of all, we got lots of feedback on the process and timeline. We got lots of significant feedback on the process and the timeline that we used. And we agreed with all of the feedback on that and want to incorporate what we've learned. We got significant feedback on the metrics, on actions and services, and then on the LCAP formatting and additional resources. So let me give you some examples of changes that were made in this period where we had the, between

128the last first reading and the second reading. So in terms of process and timeline, we had a lot of feedback on the LCAP based on the feedback that we heard from many of our stakeholders. They wanted additional time to review the LCAP. And so that's something that we want to be able to incorporate next year. Not as an excuse, but this year there was an annual update. It's the first year. So we had the LCAP document, and then we also had to produce an annual update. That's a first time document. And managing what that new tool looked like, what the annual update looks like, we don't anticipate it will be as difficult next year because it's an annual update. It's not a first time producing that document. It took longer to develop, which is, like

129I said, not an excuse, but we don't expect significant changes to these templates, although we would like to make them as user friendly as possible. We can add more additional time, we believe, next year. We also, in terms of process and timeline, we added, that actually came from board resolution, to make sure there's representation of all clusters on the planning team. We're adding a meeting and or moving up the planning team meeting dates to allow more time for process and planning. We are planning to post, potentially post, the draft LCAP earlier, and we are thinking if we post it earlier, it will still be in the developing stage, but that's okay. We can say developing and post it earlier for transparency. We also would like to next year provide a full day board workshop. The

130LCAP last meeting, as we know, went very late, and it was a very important topic, and we had an hour scheduled for a board meeting. It really could be a whole day of a full day board workshop. When we think about our LCAP next year having six goals, we can anticipate or envision, I would say, a full day board workshop, focusing on each of the goal areas and people that are interested in a particular goal area could come to one part of the workshop if they want to hear the whole thing. But we're thinking that we would agendize a full day meeting board workshop on it next year, and to continue with process and timeline, we will also continue with the monthly updates, which were not a requirement. That was part of our effort to

131continually talk about it, not just wait for statutory changes, not just for statutory requirements, but every month talk about it. So those are based on some of the feedback we heard, specific actions that we're going to take for our revisions. In the area of metrics, I wanted to clear up a couple of things because there's been some confusion about metrics that the metrics are selected for indicators to show progress towards achieving the goals, not for each action and service. And so there's been some confusion about you want a metric for every action and service. The metrics go with the broad goal, and so we've had dialogue where people wanted to know where the metric was for each service. That's not the requirement of the LCAP, but each service, action and service, improved or increased services

132lead to moving that overall goal. And so that's where the metrics are. What we've done, just making sure metrics and actions are related to the goal, and the expenditures are what are related to the actions. So next to actions, you see expenditures, but metrics are related to goals, and I think that's been confused. And the public, and anytime something's confused, we have to own that. We haven't clearly communicated it. We want to continue to make that more clear. There were some suggestions on the metrics that were provided and some adjustments were made. For example, goal one, the feedback was to add a metric for long-term English learners, which we're doing. We know that measuring English proficiency and differentiating between those with continuous enrollment and those with interrupted enrollment, moving in and out of the district,

133we want to have an added metric for that. For the long-term English learners. Also for goal one, we added a metric for the seal of biliteracy and for the fitness gram that would be new this year and part of the first read. And then for goals one and three, we removed the metrics related to cultural proficiency, quality teaching, leadership, professional learning continuums as they haven't yet been developed. But we're going to add the corresponding actions to develop these metrics next year so we can put them in the LCAP. So why put something in if we didn't have a metric? We're going to develop those metrics. We're going to have a for those in the coming year. We're going to have a metric for meaningful engagement. We added develop and provide support resources, print video online

134on demand for parents to support student learning on relevant topics. So we've got about eight bullets of what we did specifically on parent-community engagement to make it more concrete and specific of what we would do. One of them was collaborate with the, with SDEA to build on and expand the home visit project. That was feedback we received from SDEA. We have a promise in practice. Why not write that into the LCAP? So if we want to increase parent and community engagement, that was a really great example and a suggestion for SDEA to expand the home visit program and to establish a parent engagement task force. Those are some things that we added to goal five. And goal one, support for African American, African and Latino students. We clarified and added more specificity by talking about

135the development of a robust mentoring program to engage district staff, advocacy groups, and other community members that would serve as trained mentors to increase academic social success of those students. And we added to support the expansion and development of the student advocacy groups at all secondary schools where students' cultures and identities can be explored and nurtured. That was direct feedback on specific actions for supporting African, African American, and Latino students under goal one. And then under goal six for communications, we heard lots of recommendations that they need, that we wanted to see clarification for effective communications. So for school, we have a lot of recommendations. One of our specific suggestions on that was reengineering the district school websites to be more user friendly. That was added, expanding the use of digital communications including webpage, electronic

136newsletters, school messenger, et cetera. We added enhanced communications and information sharing between clusters, and we added collaborating with the county office of education and other districts to develop standard targeted messages on student support. Then in additional changes also included developing, implementing IEPs. Including documentation. We wanted to see quality response to intervention, response to instruction and intervention that all schools and site administrators and area superintendents would be involved in implementing the RTI process. That wasn't called out specifically. People were concerned about that. Developing a program for eighth graders. We had feedback around middle school particularly, and are there enough services for middle school students. So we added to develop a program for eighth graders, for eighth grade students to provide a personalized college and career experience that will help students identify their strengths and interests. And

137we clarified, edited some of the specific actions for national science standards and around the OLA office. And every one of these additions, changes that we made came from specific feedback that we heard. And the fourth area was around the LCAP formatting and additional resources. We added additional formatting links to the LCAP to make it easier for people to navigate. We added additional features, identifying the LCAP section areas we started to color code. We put the LCAP plan in blue and the goals and the annual update were in green. And we started identifying what those parts were. We added live links in the LCAP section one to connect to the district website anytime anything was referenced. We made a link live. And then we put additional resources that we're creating is the 1560 LCAP in user

138friendly format. The annual update in user friendly format. We made the executive session summary, the LCAP highlights, page two. I don't know what I mean by page two. Just the LCAP highlights. And then we had, we listened to the, we provided the written response from the DAC and the DLAC. And then Dr. Evans also talked about could we have some sort of document that was really simple that the public could say, so what is going on with your LCAP? So we have a draft of it, it's not final yet, but to say San Diego Unified's LCAP means good things for students, for parents, and for teachers. And we've called out some of the key strategies that there's a major theme to, you can, I mean I just went through a litany of all of the

139changes to show that feedback happened and we made specific changes. How can people track all those changes? But the overall message around the LCAP, if you were to categorize all that we're doing, our focus has always been on equity and excellence, but most of our investments are around building capacity. And can we have one document that just says everything that we're doing is to build capacity? And we think that's the greatest opportunity to bring to life the investments that we'll be making in our students, because when you invest in people, you build capacity that lasts forever more. So when a budget comes and a budget goes, and you have high times and you have low times, if you've invested in the intellectual capital of the people who serve our students, parents and community members, teachers,

140the entire student community, you can build capacity that lasts forever more. So we're going to have a budget that's going to be the greatest opportunity to bring to life the investments that we'll be making in our students. So the entire staff, you learn something and you know that forever more. So an overall theme when we lifted out strategies, you can see each of the key strategies that we know will accomplish our goals for all students. Those strategies align to the key areas that we know we're going to focus on. So that's high level summary. One more thing that we also did is added in goal five, we had feedback around translation and interpretation services. We added that to provide, we increased staffing and resources to the translation department to more effectively serve a wider range

141of language groups and needs. So that came from other feedback as well. So feedback was coming on a constant basis and we kept making revisions. But for the rest of the presentation, I'd like to call up my partners in presenting, let's bring some of these strategies alive. We have dozens of strategies, we have metrics, we have dollars associated with it, but what's actually going to happen for students next year? That's the story you want to know. So in order to do that, I'm going to call up Fabiola Bagula, Cheryl Hiblin, Vernon Moore, and I know Cheryl is bringing Ed Hidalgo and Ed Abayeta with her. I don't know when exactly you all want to come, but you can decide what, I forgot what order we're doing it in, is to bring out some of the

142key strategies so we can bring it to life. So Cindy, I mean Superintendent Martin, while they're coming up in goal one or two, we're going to be looking at the L-CAP accountability updates. As we move forward with that we, this is going to sound like a, it's not a statement, it's really a question. Or a statement disguised as a question, disguised as a statement. But we're actually going to be capturing feedback from those that participate in the meeting that happen with our clusters, with the DAC and all that. And I know that in the past it has not been uniform, but that is our intention and that's what's going to happen going forward. I just wanted to give you an opportunity to speak to that. Thanks for highlighting that, President Foster. We struggle with what's

143too much input and what's not enough input. And then you have all these input opportunities and then you still have stakeholders saying, but you didn't ask me. And I didn't have a chance to say anything and the process, I didn't get a chance. So in December, we started a process where the monthly LCAP updates were going out to the clusters and going out to advisory group meetings. And we, at the first September and October meetings when we pushed our presentations out to the clusters, we didn't gather feedback formally. In December, we started a process for that and we saw that it wasn't uniform in every cluster. So we're going to improve that process because we think the structure is the right structure. We want to keep bringing it out to the community. Like I said,

144that's not required that we do that. But we think that that dialogue out in the community gives us that meaningful feedback on an ongoing basis of what's working, what's not working. We also think that we focus our monthly updates this year specifically on data. That data establishes baseline in key areas that we paid attention to. I think next year, besides just highlighting data, we can highlight a strategy so that the story comes alive more as well. And we want to continue to refine that process so every stakeholder knows where you give input. We'll be very public about it that one of the areas of feedback was that community members and stakeholders said, we didn't know that the cluster meeting was our chance. And they weren't going to cluster meetings. It's not something that some stakeholders

145ever really attended. And if that's your chance to give your feedback and you know, we actually believe in the cluster model. A community-based school reform approach that this board's committed to happens with cluster engagement. And so the clusters become more and more meaningful and relevant when we bring meaningful and relevant topics to the table. And so that's something that we need to address and engage in and have conversation about. And I think people are learning that that's the structure we're going to use. And then lastly, before the presentation, there were some comments about, and when we talk about differentiated instruction, differentiated presentations for the LCAP because there's LCAP 101 because not everyone knows what LCAP is still today. I know that's surprising, but that's a fact. That's what I keep on hearing. I mean, I

146hear that there is a video that's on our website that when you see LCAP you can click on. I hear that PTA has national, I mean not national, but PTA for the state has this great video that just really speaks to and explains it like in, this is an exaggeration, but 60 seconds or something. I don't know. But I mean, ways to explain, you know, what LCAP is and why it's so important for parents and community to get engaged in that process. And I mean, I'm sure that, you know, in the presentation or even after we'll be able to speak, that is definitely our intention to provide that differentiation as well. So. Thank you, President Foster. I think Cheryl Hibland is going to begin with highlighting supports and services for our secondary students. And what

147can we expect next year in the world of secondary students that we're investing in as promising practices and services to our students? I forgot the pictures. Okay. Thank you. So tonight I brought a couple of, we call them ED squared, Eta Beta and Ed Hidalgo are here. Ed Hidalgo is from Qualcomm and Eta Beta is from UCSD Extension. And in tonight's LCAP presentation, I couldn't not include what I consider to be a huge team in supporting San Diego Unified and these two gentlemen are going to bring life to a couple of the efforts that we are, that we are going to highlight tonight. So thank you for letting me have a moment to highlight secondary. And if I can get to that slide, we have quite a few pictures in front of this. There we

148go. I was supposed to be using those when I did my part. Okay. I was like, oh. So now it's your turn. So on the front of this slide, in terms of sharing what we're doing in the secondary office next year, I couldn't not put Qualcomm, the Moxie Foundation, the San Diego Workforce Partnership, ConnectED California, the Kids' Eco Club, UCSD Extension, I couldn't not put them here because the work that's coming is so embedded in what these partners are doing with us that there's no way the secondary office could do this on their own without people in the community who are making this happen for us. So I wanted to make sure that a couple of our business partners were with us tonight. So the first item that I wanted to talk about, and this

149is something I've been very excited about. Two board members I think already have an idea that I've been dying to speak about. I don't know if you've heard about this, but tonight when Board Member Barrera and Superintendent Martin started talking about unlocking the genius in all students, one of the things that's really coming up next year that we're excited about is how do we, with middle school students, how do we make sure that every single middle school student that leaves eighth grade knows that they have a strength and a place in the future? How do they go into high school knowing that, how do they make selections about what they do in high school knowing that, and how do we make sure that they own that going in? So I hope that Ed won't mind

150coming up and talking about what this means in terms of our partnership and how we'll move forward with that. Thank you, Cheryl, and Board Member, Superintendent. It's an honor to be here, actually. I should have been here anyways to give you an update at the end of the year for Thinkabit Lab without Board Member Barrera and Superintendent Martin. I mean, I'm sure you all know that I was a student in the middle school, and I was a student listening to some crazy ideas about a year and a half ago. You know, 3,000 students wouldn't have been served between September and June of this year. But this story actually starts probably 20 years ago or further back as a student myself in high school when I wondered, you know, who would ever want me in the

151world of work? I was so bad at math. I mean, I was horrible at math, and I pulled my transcripts about two months ago just so I could make sure that my memory was accurate. And there were all the D's and the C's. And I think I worked really hard to get those D's and C's, by the way. And I went to private boys' school back in Baltimore, Maryland. You know, my professors were from Harvard and Yale and Princeton, and yet I was so bad at math. And I remember sitting at my desk wondering, who on earth would ever want me? Who would ever want me? What job could I ever achieve when this math thing is so important to me? And that was really what I wanted to do. And I actually wanted to

152do something that was really important to the adults. You know, and it was really, you know, focused on deficit remediation because that's where I would spend my summers in summer school. And I never took a class in debate or speech or the things that I thought maybe I could do okay. And I went off to college and lumbered around and tried to figure out a place for me. And, you know, finally fell into a major that did kind And then when I was 25, my wife was getting her master's at USD in career counseling of all subjects. And she gave me this funny little instrument called the MBTI, the Myers-Briggs Type Indicator. And I can still remember the moment where she showed me the results that read, practical service to people. And that was the

153first moment where I really realized that there was a place for me in the world. And yet I had made it all the way through high school and college without a single conversation about my unique strengths, interests, and values. You know, I was just on this conveyor belt, this journey. And several years later, we found this letter that I had written to my wife that said, wouldn't it be cool if one day we were working with kids, helping them discover their own unique strengths, interests, and values? I was in Miami at the time. She was here at USD. And so I fell into a career of HR. And that's right. I've been for about the last 15 years hiring people. So here's the guy who never thought he could get a job, now hiring people.

154And my team has hired more than 20,000 people throughout the last 10 years. I'm actually probably one of the few at Qualcomm that's hired everything from a building services attendant or a custodian to an SVP and everything in between. And then I had this crazy idea, remembering that note back to my wife. My first career dream was, what if we could start a career counseling? What if we could start a career counseling practice within a major Fortune 500 company to help our employees discover their own unique strengths, interests, and values, to help them drive their engagement in the world of work, which could maybe lead to being more productive in the world of work as well. Because employees are always looking for those greener pastures, you know. They want to leave the job they're in

155today. And ironically enough, most of those employees that I would meet, you're actually in the right job right now. You just don't know it. And you don't know how to develop and enroll. You've been on this conveyor belt of education as well, in a STEM degree, getting your masters at Berkeley and MIT and UT Austin and UCSD. But no one's ever stopped to talk to you about your own unique strengths, interests, and values. You know, they have just acquired knowledge, knowledge, skills, and abilities after skipping the steps of strengths, interests, and values. What's at the core of the individual? So imagine that my boss was crazy enough to support this. And now, eight years later, more than 10,000 people are working for me. And more than 10,000 employees have sought services through our career explorations

156practice. Amazing. You'd be surprised what these brilliant minds from top universities are saying to us about this opportunity to go through this practice and understand how to own their own careers. By the way, the world of work has changed. There's no more ladder in the world of work, right? You know this. Employees need to own their own careers. Manager no longer owns your career. So it's even more incumbent upon us. To help young people explore and understand their own unique strengths, interests, and values. So they can manage their own careers. So imagine this. That my boss was crazy twice. And that the second dream was to start this Thinkabit lab. And when we did, you know, thankfully, board member Barrera and Superintendent Martin said, this sounds like a cool idea. Let's give it a shot.

157In fact, we can't let it fail. So we start this STEM lab. It's all about giving kids exposure to engineering. And we kind of threw it out there. We started this STEM lab. It's all about giving kids exposure to engineering. And we kind of threw it out there. And we kind of threw it out there. And we kind of threw it out there. And we kind of threw in this career explorations piece. And we kind of threw in this career explorations piece. So the first hour is all about exploring the world of work. We say, how does a child aspire to a career they don't know exists? When they come into the lab, they start to understand not only that there's careers they didn't know about. Many of these kids have never been on an

158elevator before, by the way. Sixth graders that have never been on an elevator before. Have never been to the ocean. Many are homeless. Thank you for the work that you do. Right? And now they learn that they have to work. They have unique strengths, interests, and values that are important to the world. Like that there's a place for them. And they leave on cloud nine. They leave knowing there's something for them out there. Even when lots of folks have been telling them, there's nowhere for you. There is a place for them. Just like there is a place for me. My resume would never have been pulled out of a stack of resumes, by the way. Never. Never. So what's been particularly exciting is that there's many school districts that all of a sudden have come

159in and said, we want that STEM lab thing, but this world of work piece that you're talking about, I gotta have that. That's something special. And no one's talking about that. How do we get that? How can you help us get that? And that's what I'm really excited about working with Cheryl and this team, Michael Goodbody, Dr. Abeda, because we cannot predict the jobs of the future. We can't. We can, you know, push every student into a STEM pipeline, what if software engineering becomes automated? I don't think it will, but what if it does? We don't know what the jobs of the future are. And because of that, we need to help each child understand their own unique strengths, interests, and values. So no matter what the jobs of the future are, they'll still know

160there's a place in the world for them. That's Ed's opinion. That's not necessarily Qualcomm's opinion. But we've been practicing it with lots of engineers. They've been learning how to manage their careers. And a lot of your students are really excited about it. So we're excited to partner. We're excited to go further. We're scared. You know, it's scary doing some of these things, but we believe that there's a lot of potential here. And you have the right team in place. So without the right team, nothing would happen. So thanks for listening. Thanks for not laughing at my stories. And appreciate all the work that you do. Thank you. Thank you. No one can tell that story like Ed Hidalgo. So imagine 1,500 San Diego Unified students have had access to the program. And they have had

161access to that world. What I'm proposing tonight is that all eighth graders in this city have that experience. That they find out in eighth grade or have some investigation in an inventory where their genius is unlocked and they can go into high school, have an experience at a world of work, which I'm hoping that San Diego Unified might actually have their own version of this with Ed's help as a satellite. But that every single eighth grader would have an opportunity to engage with business, engage with their genius, so they go into high school feeling good about themselves, they can advocate for themselves, and they can find their place. Pick their pathway, do what they want to do. But one of the things that we are starting with is on July 2nd, we are going to

162bring a group of counselors to the Thinkabit Lab. And we all, including myself, have taken the strong inventory. And we are going to go have our genius unlocked so that we can have a chance to do something. And we are going to have an experience much like the one that we are going to implement for eighth graders. It's also our hope that, and I know that Qualcomm will support us with this, that every adult in the system, if possible, could have their genius unlocked. So the board could come have their genius unlocked, the superintendent could have their genius unlocked, the principals can have their genius unlocked, and we have some plans. Because we think that if adults can experience the value of knowing who you are and knowing that you are, that you have gifts,

163that they might start to see and adopt and differentiate. Imagine if you come up as an achiever, and I use this because I'm pretty certain I'm going to come up as an achiever, small tasks, pats on the back. Imagine if you know that about yourself and the teacher knows that, the way that a teacher might interact with you differently knowing that, knowing that that's what you need. So imagine that. So one of the big initiatives coming out of the secondary office is this program. And that is the partnership with Ed and Ed from UCSD and the workforce partnership to make sure that every student in the system has their genius unlocked and that they have and know who they are and they can advocate for themselves. So that's item one. Our second item... Is that

164what you were talking about? Bringing the LCAP alive? Okay. That is in the LCAP. Tell the story of it. Well, and the most important part is that we did see that there were some concerns about the lack of support for middle school students. So this particular piece was so important. The other really exciting thing that we have coming up is that the workforce partnership in conjunction with the community colleges and Qualcomm, they looked at the five...at San Diego and saw that there are five industry sectors that are driving high wage, high need areas. And they developed these, I guess you can call them factual posters or just knowledge about advanced manufacturing. Information technology, healthcare, life science, and green energy. And as you know, we applied for a career pathway trust grant and we won in

165the area of information technology, green energy, and advanced manufacturing. So one of the things that we're making sure that we do, we ordered 50 sets of those posters on foam board. And we are preparing an opportunity in conjunction with Qualcomm, the workforce partnership, UCSD extension, and the community colleges. And we're also preparing a program for the San Diego High School and Oceanside School District to come up with a way to have a training where people come and have an experience. And we unlock this world of career that exists in our own city. So we want to have the apprenticeships there. Talking about the apprenticeships. We want to talk about...there was a career fair at San Diego High School this year. It was very successful. It was put on by Connect2Careers with the workforce partnership. And

166we want to have that opportunity. And we want to have that opportunity to give them the posters, talk to them, so they start talking to kids not just about college or four-year college, but about all the other things that they can do. Jobs they can have while they're in college that will lead to other jobs. Just anything that will get kids excited about being in school and having hope and opportunity. And I forgot to say when Ed was up that something he said this morning resonated with me in all these areas. He said, I'm going to be a teacher. I'm going to be a teacher. I'm going to be a teacher. I'm going to be a teacher. I'm going to be a teacher. I'm going to be a teacher. I'm going to be a teacher.

167Anyway, in all these areas, he said, a student's expectation of self has the largest impact on achievement. And it's my hope through these moments that we work with adults and students around this empowerment that students' self will rise, and they'll know that anything is possible from no matter where they're at when they arrive. The final thing, and Ed didn't talk about this when he was up, but he'll nod. So we are discussing, do we put a Thinkabit Lab on a San Diego Unified Middle School? So where do we put the Thinkabit Lab? How do we put it there? How do kids have that engagement at a middle school? So that's a project we're going to work on between now and maybe mid-next year or the end of next year. But we want middle school students

168to be engaged in coding and have that experience. And if it's successful, replicate that at other places. So we have some thoughts about where that might happen. And then we have the demonstration site at Claremont. And Dr. Roberson was going to be here tonight to present this, but Chloe Roberson needed her. So I'm going to give us an overview. So there's some exciting work going on at Claremont High School. And they are engaged around pathway work. Unlike the Kearney schools that are autonomous, Claremont High School is engaged in pathway work. Claremont is a traditional high school who's going to use pathways inside of a traditional structure to do what schools in California are questioning can they do. Can they take a traditional high school and not break it into small autonomous schools and have these

169rich pathways that exist? And this is happening through major partnerships with all the community colleges, with UCSD, with Qualcomm, all the groups that are surrounding Claremont to make the transition. And they're going to have a green energy, an IT, a healthcare, and they already have the very successful Academy of Business, which is their model. So right now in San Diego Unified, the Claremont teams are at the Link Learning Institute all this week and next week, learning to do design thinking around how they're going to plan what happens for kids. So starting in September, the 9th and 10th grades of that school will be engaged in the interdisciplinary thematics. And then in the following year, it'll break out 9 through 12. And Dr. Roberson and Board Member Evans can set that up. That's just a general

170overview of what's to come. Another piece that we've been working on, and I just think that this is just hugely important in our work, is this master schedule and student scheduling work. So on Thursday at the professional development at USD, the site operations specialist at Sarah, the high school has built something, and I'm going to put a big smile on my face because I think it's going to change the way that scheduling is done, perhaps outside of San Diego. He has built a database that literally when he was watching, I was working at Sarah with the team there on scheduling, and we were doing it from an equity lens. We were saying, let's look at groups of kids. How many English learners do we put in a room? How do we look at special ed?

171Do we mix? What do we do? And he watched us working and said, this is inefficient. So he went back and got his FileMaker Pro out and built a database that literally, when we show the principals on Thursday, you can load all your course requests into it. You can tell the database. Database, I would like to see all the English 1 students in this school, and I'd like to know if they have any special needs. You can pull it up, and you can make sure and assign them in smaller groups when you schedule them. So imagine how this tool is going to help the Lincoln scheduling, where we're not. We're not even doing cohorts. We're doing teams at each level. It is an amazing tool. It's going to change the way we think and operate

172about kids, and I'm really excited because I think master schedules are the philosophy of our, it's the center of our work, and I think this is going to change the way we do business, change the lives of children. So the database will allow us because one of the things that I think is really important is no school is the same. You can't do cookie cutter scheduling and cookie cutter master scheduling. So what we do is we sit with teams. Like today we were at Mission Bay, and Mission Bay has an AB 4x4 and an IB program. So the entire thing is pre-IB. So we were literally taking Mission Bay's course requests and loading them into this database, and then we are going to sit and ask ourselves, okay, how many English learners, at what level,

173are in this class? Because we meet with kids one-on-one and we schedule them, right? But we're looking at groups. How many do we have? If we know in a school, and I'll use Lincoln for an example, when you have 428 English learners, when I went over to Lincoln and we started talking about teaming, you have to be really careful because if the concentration of them is in one grade level and you only have 20 sections of something, you have to be really careful about what you do, how you group and get really strategic. And what this database will allow is there to be thinking around what to do. Should we only have eight English learners in a mainstream class so that the co-teaching or the team can think about language? Should we have a different

174setup where if students with disabilities, should we only put eight in a room with the co-teacher and focus on accommodation? Like what should we do? And I'm not saying there's one way or the other way, but just that the thinking around, the actions matter. And getting it in that it does matter which direction we put kids in. It's not just about that one-on-one moment with a student, which is great, but what happens when we throw them all up into the loader? That matters too. It's intentional, purposeful placement with a theory of action behind it. Yeah. And this is exciting. Now I hope everyone's going to be as excited as I am about it. We'll find out on Thursday. But the principles that we have been working with see, oh my goodness, this is something that

175will change my ability to think about how we do this. And then they can batch schedule. And they don't have to put cohorts of kids in the same classes all day, but they can. If they want to do sheltered instruction like they do at Kearney, they can keep them together and keep them with four teachers. If they don't want to do that, they can put them in different cohorts. But at least the design, the artistry of what we do and the purpose of how we organize students, and adults, in my mind that matters. And so I'm really excited about this tool and what it's going to be able to do. So, Thursday. And then finally, we are just beginning our conversations around innovation centers. So what does that mean? I think at this point in

176the conversation it's a structural item. It means organizing things like our college tutoring programs, our community college programs, our credit recovery, our enrollment, our enrichment, our SAT prep, our Accuplacer prep. Anything that is an additional exciting support for a student would go in a space on the school that felt positive. And I think the most important thing about these centers is that sometimes we have spaces and kids know that they're going there because they're credit deficient. The idea here is that whatever a kid needed, acceleration, credit recovery, a college course, whatever they need, tutoring, that they would go to a place that was positive. College banners up, apprenticeship flyers around, internship opportunities. But just that there was this place that they could go and who knows what they could find. Maybe they don't know about

177the other things but they go to the center and it's there for them. So what a nice way for the, Mildred and I talked about the middle college fitting into this innovation center at Lincoln and how it would be really cool for kids to see all the possibilities at Lincoln. So those are the big things. So that's the main six that I wanted to share. Although we have a lot of exciting UCSD things coming up and Ed will have to come back and talk about those. But those are the big ideas for the secondary office and I really appreciate you giving me an opportunity to talk about how excited we are about this work. Your next few slides are on Claremont High School transformation and I think you were going to have Dr. Roberson here

178so I don't know if they got taken out. Yeah. You know what? So I want to make sure that she has an opportunity to kind of come and do the really good things and we'll see about that. Okay. So I think that she has an opportunity to come and do the really deep talk as soon as this officially, I think Erwin and Peter Zahn are going to come and do an official partnership agreement. But Claremont is, like I said, going to have four academies and they're going through the design process right now. And then I think she just put in a couple, she wanted you to see what the importance of an academy is, the student cohorts, the teacher teams, the curriculum sequences. It's just that purposeful. Small amounts of kids with small adult eyes

179on them. It's the same thing as the teaming at Lincoln but just in a different, it's a different flavor at Claremont. Keep going so that the next presenter doesn't have to go through. Dr. Roberson gave me quite a bit here. She did. And it's a link learning academy so the coursework is interdisciplinary. And I believe that she had a video but we will skip over that and she can show it next time. So it's still comprehensive but these are pathways, the sector pathways that you spoke about earlier. Right. So unlike Kearney where they're separate cost centers or unlike San Diego High where they're separate cost centers, this is actually the future of pathway work. People aren't moving to small autonomous schools really anymore just because of the cost. They are moving to how do we

180build strong pathways so kids have access to core. They can share courses and they have access to the pathways. So I think the state, especially the link learning alliance is really looking at how to do it that way. And just out of curiosity, are they cohort based but then they share common instructors? So in pathway schools, the cohorting is done around the pathway course. So the computer science course, the health course, the engineering course. Right. Right. And then the math course. That is what we call the oxymoron because it's the mandatory elective. So that becomes the center of all the interdisciplinary work. So the thing that would bring them together, all of the schools would have English, math, all levels advanced. But the thing that holds them together, the glue, are the pathway courses that

181are integrated into all of their work in an interdisciplinary fashion. I should also say that Mesa College has really stepped up. And because Claremont is breaking only in the math, it's a really good place to be. They have a lot of different courses. I think the math course is breaking only 9 and 10 next year. They have created an 11-12 experience for them to go through math and English courses so they're prepared to go into college. So the 11th and 12th graders have something special too. Thank you. Good evening. I'm here to tell you about our collaborative ELST efforts. And I want to start by telling the story a little bit about how we laid this ground. And in really thinking about, there's a quote that I love that says that any intervention, the success

182of an intervention has more to do with the internal condition of the intervener than the intervention itself. So as area superintendents launched into this work, there was a few things that we had to make very clear to ourselves and the intention we had with this creation. We wanted it to really be a creation from ELSTs, from a grassroots efforts to really capture their ideas on how to best do the work. I know that we called it tapping into a resource that we've had. Really looking at them and saying, well, what's the best way to do this? What's the best way to do this? What do you think? What have you seen? You've been doing this work. What would possibly work across our sites? We also were very mindful about Tuckman's stages of group development. That

183is a theory that discusses how groups become. And it starts by saying that in the beginning, it's actually called storming. So people are uncomfortable with it saying, who am I? What are we doing here? Why are we together? And I'm sure you got some of that feedback too. So there was a lot of storming. But we're in the forming stages now where we're trying. We're seeing our identity. We're seeing the purpose of our work. And so that was another thing we wanted to be mindful of. And we also were so mindful of the creative space that we wanted to create for our stakeholders that we didn't really go into detail about what we were doing. And I remember actually saying, we don't want to muddy the creative waters. Because sometimes unconsciously, we start steering. So

184we really wanted it to come from them. Now having said that, a lot of things emerged. So now we've started this work a long time ago. It feels like months ago. We created a matrix to kind of compare all of our outcomes across the areas. And we're very similar. There are some very similar strategies that I'll actually reference when we go further into this presentation. So with any new group creation, there is something that I like to reference called BART. There are some boundaries. B is for boundaries. So the boundaries were our five district priorities. There it is. Did that skip the? No, that skipped the slide. Uh-oh. I think it's missing, too. Well, I'll just talk about it then. And I spent a long time creating this slide. Because I am not tech savvy.

185So it's just going. Okay, sorry about that. Okay, the five district priorities. And so these were set by our superintendent. These are the boundaries that the group had to do their work. The first one and the biggest one, of course, is a very engaged ELAC. We have to engage our stakeholders, our parents, our teachers, everyone that has a stake in the education of our English language learners. And I've been reflecting. So I've had a year of area superintendent work and ten years of principal work. And I think about true engagement. I think sometimes we stand and deliver information. But just true, robust engagement of our community. And that's going to be over everything that we're going to talk about next. CELT administration. Of course, it's a compliance issue. That's the second priority. We have to

186make sure that we follow our compliance. And that every school has that service and support that they need. Because every school site is different. We have to strengthen our tier one instruction. Our first time instruction for all English language learners is very important. So how do we build capacity in all of our teachers and our sites to have this really strong tier one instruction. And what we would call integrated and designated English language development. Also, we have to strengthen our instruction. And we have to build capacity in all of our sites. And we have to build capacity in all of our sites. And we have to build capacity in all of our sites. And we have to build capacity in all of our sites. And we have to build capacity in all of our sites.

187So this is also a response to intervention. So if a child is not succeeding, if a child is not acquiring a language, if they're at risk of becoming long term English language learners or they're newcomers at a high school, what interventions are we creating? And one of the things, and the reason why I placed the arrow down here, is all of those priorities will then lead to reclassification. Of course, reclassification, we need to be mindful of that. That is the goal, that we want to make sure that we advocate for children. And we know that the doors that open up for them. Thank you. through this reclassification. I do want to, I captured a couple of the quotes from the ELSTs during this planning process, and I, just two, but anyway, I'll share it. If

188we strengthen designated and integrated ELD and do small group instruction, there will be no academic gap. So they really believe in these five priorities and say if you truly do this and build capacity across our site, you will no longer see this academic gap. Our goal is to build capacity in our teachers in a supportive way to create knowledgeable instructors of English learners that they are able to designate immediately who needs to be reclassified and then advocate for the student. Because many times we saw the role of the ELST being the sole person advocating for English language learners, and they want to build that level of advocacy and knowledge in all of our instructors. Does this mean I have to go back? Or does it repeat? Oh, perfect. So I want to tell you about

189collaboration because collaboration takes time. And so there was this tension between collaborating and collective creation and allowing things to emerge and dreaming of all these beautiful possibilities. And then where's the information? What does it look like? Why haven't you told us? And so there's a tension that we have to hold. And I will, you know, I call myself a San Diego unifier. So we need to be able to hold both spaces. How do we hold both spaces of the tension of being able to produce this information for stakeholders, but also to solicit the feedback and the collaboration necessary? So we have to do both. So I referenced the matrix of all of the ideas, but I first want to let you know that between all the areas, there was over 43 meetings engaging stakeholders. And

190so that's a lot of meetings together. And that was because we wanted to really make sure to go and to really engage them in a true way. And I will tell you there's, of course, differences. There's some areas that only have a few, four ELSTs. Other areas that have 14. So the way we went about engaging those amount of people were slightly different. But in the end, it was really beautiful to see a matrix of how things emerged very similarly. So some of the things that emerged and that you can expect for next year is so the CELT. So ELST said, we need to know every single site. So every area engaged in a survey of every single school. So some areas were Survey Monkey and other areas, the ELSTs went and met one-on-one with

191the principal to ask questions about all of the supports that they have in place for English language learners to thoroughly know what it was at that site. And I think, you know, this year has sometimes been feast or famine, so some schools that could afford the ELST had one. Some schools didn't and kind of made do. So we're trying to build a plan and we are building a plan about how we're going to support on a site-by-site basis. On a site-by-site basis, but also everybody. So it's not just feast or famine. It's everyone. What I love about this piece is that it came from ELST saying we want to go meet the principals. We're going to serve. We want to step on the school's site of work. We want to see what it looks like.

192We want to gather this information to help create these plans. So that was one of the things that came out. Also, the Tier 1. They said they wanted to build capacity but aligned with the district efforts. So our district has learning cycles that you've heard a lot about and also this Lucy Calkins writing model. And so they said we need to marry these things. We need to say, these are the district efforts but how is it designated and integrated for English language learners. And really collaboratively work together. And I think this will accomplish twofold. So not only will there be collaboration between ELSTs and Common Core resource teachers, but there's supportive measures for teachers as well. We don't want them to feel like these learning cycles and this Lucy Calkins is another thing on the

193plate. We want them to feel like it's the umami in the food. You know, it's already in there. It's on the plate already, and it tastes really good when we do this. The last one, and I referenced this before when I spoke to you, is a cluster ELAC model. They thought, they dreamt, the possibility was how can we strengthen a whole cluster and really think about when we're making these decisions in our ELAC from preschool all the way to 12th grade and seeing them all the way through and vertically aligned. And again, twofold, strengthen our cluster, but also strengthen our practice of our ELAC. So that's an idea that's a possibility for next year. So there's a lot of things in common, and those are some of the ideas and possibilities. And lastly, there's some

194very clear... clear next steps. We need to continue our ELAC engagement. I have held one meeting, but I still have a couple more to do, as well as other areas. We're still not done. So even though we've had 43 meetings, we're still not done engaging everybody that we seem would be good stakeholders to access feedback from. We need to think about nitty-gritty work. And this is the nitty-gritty. I think it's a technical sort of challenge that we can answer right away. So timekeeping evaluations, I need a computer. It's technical challenges. But... ELSTs need to know. So in order to do this work, they need to make sure that we know how to answer this. And I think that... I want to thank, actually, because every time I met with these ELSTs, and I'm thinking about

195Maggie and Holly and Kathleen and Michelle and Katia and Laura and Laura, and I'm sure there's more, and I hope I didn't forget anybody. They're brilliant. And I leave the meetings amazed with how great they are and how well they advocate for students. And so I look forward to having that. And I think that's such a big resource for my area and for all areas, that we have someone that's going to come in and help support all of our schools. And again, all of our schools, not feast or famine. One of the things that they've requested is that they're paired in triads so they could continue learning from each other and help lead a school. So at a school site we're developing right now, what that plan is going to look like. You won't have

196one ELST. You'll have three ELSTs supporting your site. So that's a few things that you can look at. And that's something that we look forward to with our ELST plan. Did parents participate? Those parents participated with invited through ELAC. And everyone handled it a little bit differently because of the amount in area six. I try to do a traditional in a year round, so I still haven't had a year round. I was not satisfied with the amount of people that came to traditional, so it looks like I'll probably have to do a couple more just to make sure to get more feedback from them. But I actually want to appreciate Daniel for bringing parents to our meetings. He's with us all the time. Daniel works for our community at Crawford, was really helpful in bringing

197more people to the table at the first ELAC meeting. And Afabi, because of your approach, we're already seeing returns on that investment, the slow, careful way that you've formed the dialogue around ESLTs and how we're approaching the reclassification for English language learners. And all that. Since this conversation centers around giving an example of what we're doing with the ELCAP, have you already or have we thought about this presentation, because it's so incredibly clear, to be given at the DELAC so that folks can see this is the investment, this is where we are, this is where we're going at that level. I think that's a really good idea. And I think that's a really good idea. And I actually, frankly, I wanted to share the matrix as well. Mm-hmm. It's just I'm not a fan of

198lots of text on a PowerPoint. Right. Sure. And that's overwhelming, because it's all areas with five priorities. But it was really beautiful to see how these ideas emerged and how synergistic they were. Yeah. How we're all on the same page, moving in the same way together. Describe what the matrix is again. So the matrix has the five district priorities in all of the areas and what feedback we've received and what ideas they've had on the table. And so you'll clearly see that across all areas, everyone's kind of on the same page for some. of on the same page for CELT, for Tier 1, for Response to Intervention, for Reclassification, and for ELAC. And it was really beautiful the way it came out. So I think that the investment in time was worth it, but I

199think there's still more work to do, like you said. And I think engaging DLAC with this presentation, plus the matrix and a couple of other documents we've developed would be really helpful. Right. And since the matrix came from that process that was organic, led through each area, ELAC members were a part of it, so it only makes sense if ELAC members then can help present to the wider DLAC, because they've all had a voice in creating where we are with the matrix. That's a good suggestion. Thank you, Bob. Thank you. Good evening. Good evening. Good evening. Vernon Moore, Office of Youth Advocacy. And I am very pleased to present this evening. If we recall, a few board meetings ago, back in early March. Superintendent Martin accelerated the timeline of introducing the Office of Youth Advocacy

200and had named me as the executive director of that. And it's been an honor these last few months in getting the office up and going. And we are, this summer, preparing to launch into a lot of initiatives. And so tonight, I hope to offer you a preview of really some of the work that we've been doing. And I hope to offer you a preview of some of the work that Office of Youth Advocacy is going to be engaged in. We begin with the vision and mission statements of the group and of this team. And you'll see that it really dovetails very nicely with, of course, our district's overall mission, but with the work that is going on in a lot of our departments and in our teams. For example, I sit on the instruction board.

201I sit on the instructional cabinet with the area superintendents, with the leadership in learning, with the secondary school's office. And that's the team that plans our professional development with our principals and really pours over our instructional plans. So youth advocacy is a key component of that work. And it's really kind of the net that's really trying to capture things and bring them together. I really appreciated something I heard from Ed Hidalgo during Cheryl's presentation about strengths and challenges. And it's a really powerful thing to think about. And I just wondered, how does that work to you? And I think that might be the point to make. Well, we are a city, and we all have different interests and values. And you'll see even in the mission statement pieces that we're trying to open up minds

202and really consider multiple opportunities to success. We're challenging our beliefs as we move towards cultural proficiency, involving stakeholders in meaningful dialogue, just as we've heard in our work with our ELSTs and our ELAC. And really, one of the very beginning things that I started to do was really go back and look at our individual resources. at our foundational documents, our Vision 2020, our Local Control Accountability Plan, our pledge to our males of color that we did earlier this year, our cultural proficiency standards and the resolution associated with that. We had just recently an ethnic studies resolution, a blueprint to accelerate the achievement of African American and African students. A lot of our documents and resolutions are coming together, and you'll see some of that work being supported by the Office of Youth Advocacy. One of

203the first things, and again, this was a foundational document from 2013, was our diversity resolution, which was passed by the board unanimously. The thrust of it was creating our San Diego Unified Through Diversity Committee. That committee will be transferring. It was under our district relations team, and that will be transferring to the Office of Youth Advocacy. We've held a meeting with some of the team members to really start to get that transfer underway. But the resolution and this committee really speaks to some of our recent initiatives around ethnic studies, as well as cultural proficiency and the implementation related to that. And so, as we work in our last board meeting, we talked about how race and relations will be working directly with youth advocacy. So that group I have certainly begun dialoguing with, and we

204are planning a series of meetings with the Unified Through Diversity team, as well as these other constituency groups, because I see this Unified Through Diversity team as being an umbrella for some of the other groups that are involved in the community. So, I think that's a great point. I think that's a great point. I think that's a great point. I think that's a great point. I think that's a great point. I think that's a great point. I think that's a great point. I think that's a great point. I think that's a great point. I think that's a great point. So I wanted to take the opportunity to talk with you about some of our major constituency groups, including the Blue Print Task Force, including the Latino Advisory Committee, including the Safe Schools Task Force. And

205representatives from those groups have a voice at our Unified Through Diversity meetings, and really poring over and leading the work in implementing cultural proficiency standards, implementing ethnic studies and a lot of the other initiatives that we've been tackling in recent board meetings. Okay. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. One of the carryovers in this work, and I work really closely with Dr. Fulcher, I'm part of the student services team, that's prior to Office of Youth Advocacy. I was working in Executive Director of Student Services, and one of the things I was working on was this San Diego Youth Opportunity Pathways Initiative, and we just spoke of it earlier today in our resolution regarding dropout prevention and recovery.

206This is a very special initiative, and in fact, Dr. Fulcher is on a flight today to continue advocating for that up north at a meeting there. The work, I have to say, has really been directed by our dropout prevention program manager, Becky Philpott. This is such a unique work. It's a unique and powerful collaboration with a lot of civic entities, including San Diego Workforce Partnership, including the Youth Development Office, and including the Urban League. And while it's a very focused effort in some of our neighborhoods to specifically address youth who have disconnected and potentially dropped out of our system, the key is actually the partnership that's being formed is really looking to be more proactive and using some metrics to help us. Dr. Fulcher, I'm going to turn it over to you. Thank you. Thank

207you, Dr. Fulcher. Thank you, Dr. Fulcher. So, I think, you know, we've been talking about this for a long time, and I think that's a really important thing to do, is to identify students who could be on the verge or are, as we've talked about in other meetings, early warning that they are considering dropping out and really getting some support and services in some targeted areas to those students. And so, obviously, a lot of our work and the work in youth advocacy will be directed in really trying to capture and bring these students and connect them back to our schools so that they can, you know, contribute and fulfill their dreams of getting education. This is a really important effort, and it's already underway. And though this particular effort, this Pathways effort, is a very

208focused in some certain neighborhoods, the idea is to grow our partnership and relationship and have more effect with our district at large. We also mentioned mentoring, and that came up in Superintended. Okay. Okay. So, I think that's a really important part of this, Superintended Martin's overall explanation of some of the features in the LCAP. And our Office of Youth Advocacy will be taking an active role in developing a larger district-wide mentoring. What you're seeing pictures here in the presentation is a mentoring program that was really a pilot at San Diego High School, the School of Business and Leadership. And we recruited about... It was a partnership with the Association of African American Educators, and we recruited about 30 mentors that worked directly with over 40 students. And this is... The pictures you see here are

209the celebration we held at the end of May. And to hear these students, many of them graduating, the kids, the 40-plus kids, really talking about what their mentor meant to them. And when you really... When you think about a mentoring program, it's really about the students. And when you think about a mentoring program and making it robust, and having folks that are trained and working directly with students, what we're really talking about is folks who know how to, first of all, listen to the students. That's one of the key pieces of mentoring is just taking some time, individual time, to listen to students, offering inspiration and guidance, and then advocating at times when necessary, and coaching students, really. And they're not just going to advocate for themselves. And this work is so powerful. And the

210mentors were... We were required to meet with the students twice a month. But even in just that little amount of time, the relationships and the success stories that came from that endeavor were extraordinarily powerful. And the testimonies of the students at this celebration event that was held at the end of May... Um... It was really moving. And so the idea is to create this program, scale it up, identify some schools and some students that need this type of support, and really involve not just some select community volunteers, but members of our district and other staff, members of our partner organizations, and say, how can we affect student... Student mentoring on a much larger scale? And this is just some very exciting work. And I'm really looking forward to it. You probably have heard that there's

211a principal on special assignment that was already announced earlier at this meeting. That's Principal Gretchen Rhodes. And she was one of the... She's in the picture. She really spearheaded this effort at San Diego High. And so having her come aboard with the youth advocacy and working with the school, and having her come aboard with the youth advocacy and working with the school, and having her come aboard with the school, and having her come aboard with the school, and having her work in this capacity is gonna be very exciting. Also that's come up as a large area of need is our LGBTQ supports for our students and our community members. And there's some exciting initiatives again, that are not simply resting in the office of youth advocacy, but really shared by a lot of groups and

212a lot of offices. For instance, we will be launching in October an out for staff opportunity to support some students that are struggling, for example, in senior high schools throughout San Diego. and out for safe schools campaign where in and we've been working with a lot of our uh... labor organizations and and other groups doing these presentations where staff members can voluntarily where uh... it's uh... a badge that indicates to students that they have uh... received some training and they're very knowledgeable about uh... uh... uh... resources and supports for students who are struggling with identity students who may be going through some crisis at home but really directed at our lgbtq students and uh... there's a safe schools uh... this the safe schools month against uh... in october against uh... you know with uh... with

213anti-bullying and and anti harassment uh... this is really to coincide with that and so we've got the badges were planning the training and we're working with our partner organizations uh... uh... the funding for this comes from a cdc grant that rest in our health health department which is part of our secondary schools office and so that's why i say again this is a huge collaborative effort uh... with youth advocacy leadership in learning secondary schools all of our labor organizations coming together to let students know that there are safe our schools are safe environments and there are identified folks to go to that can uh... assistant and and refers students to resources that they need as they're struggling if if they're struggling through things and when u when you look at this is that it's lgbtq

214but it's actually larger than that takes a army creating safe space is for all of our students as they as they uh... go through adult Sung Green the challenges of adolescence and into a DY Libya an and so about another piece of this is you'll see when a graphic says about the fair act because we we've got to really rapper are our minds on uh... around uh... some of the initiatives other day� 안 b.m. on which is a religious classaciones which is such a lot about anti-bullying and harassment, the Senate Bill 48, which is the Fair Education Act, which is about making sure we encompass a curriculum that reflects the diversity of our students, including our LGBT students as well as our students with disabilities. And additionally, AB 1266, which is requiring us to make

215sure that our facilities are an understanding of students that are transgender and going through that part of their life. And so we've got to ensure that we are responsive in wrapping our minds around that, not just as legal mandates, but also in creating these environments for our students. And that's a key focus of the Office of Youth Advocacy, is to continue to keep those issues and concerns at the forefront. And one of the final things, and we heard this also in the introduction, is this idea around student advocacy groups. And again, through the work of the Race, Human Relations, and Advocacy Department, that works directly with our ASBs, our student governments, specifically at our high school sites. The notion that we need to make sure that our clubs and advocacy and there's leadership opportunities, that

216we're looking to expand those opportunities for students to really get involved, either through their culture or through their identity and other avenues. When we think about student government and ASB, and these are being the elected representatives, those are great, great, great opportunities for leadership. Well, we're looking to expand that and ensure, and most of our schools have these, but we're looking to expand those leadership opportunities to ensure that students that reflect our diversity get similar opportunities for leadership. And so, we're looking to expand those leadership roles. One of the pictures that you'll see in the presentation is really near and dear to me. It's a celebration of Karen Youth at Crawford High School. And Karen Youth are students that are refugee status from Burma. And they have formed a Karen Youth organization on the Crawford

217campus that has been running for many years. And they have a lot of experience. And they have cultural celebrations in the sense of pride where they are able to share their culture with the entire campus and put on productions and host events. And Superintendent Martin attended an event earlier this year where many members of that group were put on an art exhibit. But the notion that these groups are able to, one, serve as a mechanism of self-identity, but two, also connect with the community. And so, the idea that we connect to larger community events and organizations is simply a tremendous opportunity for our students to find that voice and agency that we've certainly been advocating and talking about and what we want to see in our LCAP. And so, in conclusion, when you look at

218Vision 2020, you look at our local accountability plan, and you consider our charge, and it sits on the placards by us, and it's about our students graduating, succeeding, and leading and participating. And then we incorporate the idea of working with our stakeholders and working to develop our students' voice and agency, our work around galvanizing ourselves around our foundational documents. Well, that's then the work of youth advocacy really becomes essential and ingrained and integral to all the work that we do. So, I look forward to many, many more board presentations so we can continually update. You all and the public around the work that we're doing. So, now you have some highlights of what's inside the LCAP actually brought to life by the leadership, some of the key leaders that are behind the work that we're

219doing. Focus on secondary and students having the supports they need to be successful in secondary, focusing on English learners and the supports we'll put in place for English learners, and across everything is youth advocacy, cultural proficiency, our African American, African Latino students, LGBT efforts going across all of them. These strategies are in the LCAP, but what we wanted to do tonight is bring them to life. Oh, wait a minute. Let me make sure I'm correct on that. Yes. So, we'll bring up the speakers now and then we'll have more board comments. The first, well, we have Lindsey Burningham and then we have Norma Sandoval. And you can come up in any order. Imani? Imani. Imani Robinson, are you here? I don't think so. Good evening, Superintendent, board members, and our district staff who is here

220to present tonight. So, I'm here speaking on behalf of our LCAP coalition. The first year of the LCAP last year, the coalition consisted of the ACLU, Alliance San Diego, SDOP, Educate for the Future, SDEA, POA, and ARDE. And this year, we are proud to have added CSEA and the PTA. We came together as a coalition to focus on three main points in the LCAP. And so, today I want to talk to you just about a few of those. You guys addressed a lot of what I was going to say earlier on and we truly appreciate that. And so, just to hit real quickly on communications. I think for our coalition, that was a big piece that people felt was missing this year. A lot of the parents never even knew it was a coalition. They

221were like, oh, we're going to do this. Parents never even knew it was time to give input on the LCAP. Hadn't received the information they needed to receive. The site meetings, we really see it. I understand the importance of the clusters, but the sites are also an important place to get stakeholder input. And input as to how the LCAP impacts those individual sites. So, we would like to see the opportunities expanded at the site level for input. Whether that's through site governance teams, PTAs, existing structures that are there. And then also the cluster level. Many of our clusters have already full agendas. So, if it's an important piece such as the LCAP, have a separate meeting so that there's actually the time to give the attention to it. And then the second piece we wanted

222to hit on tonight is also investing behind the importance of community engagement and stakeholder input. Somebody hit on it earlier, but the whole idea of some parents not even knowing what the LCAP is. An LCAP 101. What is the LCAP? Why is it important that your voice is heard in the LCAP? It's something that's been missing and a lot of our parents aren't even aware. So, possibly starting off the beginning of the school year. This is the LCAP. Something coming home from the principal. Something coming home from the SGTs or the PTA. This is the LCAP and this is your opportunity to be a part of it throughout the year. We know those cluster meetings are scheduled in advance. We know principals schedule their site governance meetings, PTA meetings. All three. Throughout the year. So

223kind of kicking off the year with information. Getting the parents involved in the importance of it. And then finally investing in community engagement. Investing in training opportunities for parents to learn. They all have a voice, but learning how to use that voice in the most effective way to impact change at their schools. As well as investing in community organizers that are there as advocates for the parents. To help them advocate for themselves and most importantly for their students. To help them have a voice in what is going on. Not just at the district level, but also what that looks like at their school level. So again, thank you for the information tonight was great in regards to what exactly some of this is going to look like. And we look forward to working with you

224moving forward. Thank you very much. Good evening. Dear board members and superintendent. Thank you very much for having me today. My name is Norma Sandoval and I am the co-chair of San Diego Organizing Project. And a member of the LCAP Coalition. I was informed by, she mentioned a minute ago, by several community organizations. But today, and I also want to take this time to give my appreciation to Board Member Foster. Board Member Barrera as well as Mr. McCary, Board Member McCary. For coming and attending our meetings and listening to our concerns. And I hope that Superintendent Martin and the other board members can value the time that we put into this. And be able to read into the letter that we gave you. Today however, I stand before you as a parent. Whom the district

225failed to outreach. You highlight the importance of cluster meetings and how these were the means of parent engagement. However, I as a mother, I was never notified of cluster meetings for my son's school. Even simple coffee with the principal meetings failed to give me timely notice. As I am often informed one day before. And it's actually on the evening before the meeting. This is unacceptable. And is by no means parent engagement. We live in an era of technology based. Where family outreach is just a tool. Where family outreach is just an email, a phone call or a text away. And can be scheduled and informed weeks ahead. As a school administrator, I am highly informed about LCAP. And participated in my own district. I am informed about the state priorities and the process. I was

226actually present at the State Board of Education meeting regarding local control funding. Whose purpose was to engage as the title states. Local control. Had a better dissemination of information had been done. I could have been controlled. And contributed greatly to my son's school's LCAP planning. That sadly was a missed opportunity. For next year, I urge you to disseminate information to families in multiple means. And that in addition to cluster meetings. Host site driven LCAP meetings. Apparent advisory gatherings. Conducting sites at both morning and afternoon gatherings. Thank you for your time. Thank you very much. Trustee Pereira. Right. It's so many comments. On what the speakers have talked about. And especially our presentation. I think I would start by saying that, you know, what we heard from the speakers. And what we have heard, you know,

227so often through the LCAP process. The work that you just brought to life. Is something that so many people in this community have been waiting so long to be a part of. And I think that is something that we have to do. And we have to be a part of. So the opportunities, I think, to engage, you know, community stakeholders. Are there. Number one, because people want to be engaged. People want to have voice. But number two, because people are going to be excited to engage around this work. Because it's exciting. And it's, again, a long time coming. The. The themes that, you know, kind of really, you know, stood out to me. And that Fabi Vernon and Cheryl, you all emphasized in different ways. One, this theme about unlocking the genius of every student.

228And connecting kids to opportunities that they probably don't know about. Don't have a sense of. So important. So exciting. And we know that, you know, the different ways that we can engage. And we know that, you know, the difference in all of our lives has always been that somewhere along the line. We were helped to figure out what our strengths were. And we were helped to connect, you know, our strengths to real opportunities that we had no idea existed. So, you know, when Ed Hidalgo talked about first time kids are on an elevator. Or first time kids have seen the beach. It's also the first time kids know about Qualcomm. And know about, you know, apprenticeships. And know about all of these different opportunities that are out there. That we as a school system have

229the ability to make those connections that kids otherwise wouldn't have. Incredibly exciting work. There's also a theme around community. And I heard that especially coming out in Fabi, your presentation. This idea that people can actually come together. And that's what we're trying to do. And that's what we're trying to do. And that's what we're trying to do. And figure out what would actually work. What's important. And then be part of implementing. Because people are connected to each other. And, you know, what you talked about sort of the work of ELSTs working together at particular schools. But also, I mean, obviously that theme of community, you know, came out in the, you know, the way that we would group students. You know, at the secondary level. And everything that Vernon is talking about is based in

230community. So we've got this theme of unlocking genius and connecting young people to opportunities. We've got this theme of people being part of a community. And making change, you know, from being part of a community. And what strikes me about the work, Vernon, that you're leading. Is it's linked by a commitment to justice. And I think what we've seen this week, again, again, you know, reminds us that we are in the same way that Ed talked about. Nobody knows what the jobs of the future look like. And so we've got to equip our kids. We've got to build the capacity of our kids to go out. And, you know, succeed in a world where jobs are going to be changing. You know, a lot of things are going to be changing. But the one thing

231that hasn't changed is the fact that if you're born today or you enter school today in this city. And the truth is anywhere in this country. And you're black. You're brown. You're gay. You're a woman. Or you're an immigrant. Or your family is an immigrant. Dramatically restricts the opportunities that you're going to have in your life. And that hasn't changed. And, you know, we talk about progress that we've made as a society. But we know today that that remains an absolute fact of life in our community. The world. The circumstances that you enter our school system are determinative about where you're going to be when you leave our school system. And those circumstances are defined by racism. And they're defined by inequality. And they're defined by bigotry. And they're defined by sexism. And all of

232these things that, again. When we came to school. And grew up in a generation. We thought that we had moved past, you know, these issues that had restricted us. That had restricted our parents and grandparents' generations. And yet we look up today and we realize we're leaving our kids in the same set of circumstances. And so as important as the work that we do to connect kids to opportunity. And the exciting work about, you know, the future that they can help build. Is a responsibility, unfortunately, that once again our generation as adults lead to our kids. Which is they're going to have to figure this out. Because we didn't figure it out for them. We didn't do the job. And so the work of justice. You know, that Vernon is leading. And that's what we're

233doing. We're leading. It's not just about helping kids understand themselves. And understand each other. Although that's, of course, incredibly important. It's also helping young people understand they've got a responsibility to overcome these issues that we just have yet to break through. And unless we break through. The world that they're going to leave to their kids is going to have the same kind of limiting factors as the world we're leaving to our kids. So unlocking the kids' genius and connecting to opportunity. Building a sense of community. People can come together and make change. But it has to be central to the education of young people in our district. That they're going to confront injustice. And they're going to do something about it. And so you put all of this work together. And we've got an entire

234community out here that wants to connect to it. That wants to be a part of it. That wants to support it. It's not going to people and saying, blank slate. You know, tell us what you want. And people just come up with ideas. And, you know, we put things together. And we're going to do it. And we're going to do it. And we're going to do it. And we're going to do it. And we're going to have ideas. And there's, and, you know, we put things on a butcher paper. And then they go into a shell. You're creating a sense of moving something forward that people want to connect to. And so it makes it not just that we should do engagement. It's the work will have so much more life to it as we

235bring people into it and engage people into it. So. Superintendent Martin, I thank you for bringing this to life. I thank you for this vision where we see that we can go. And I thank Cheryl and Vernon and Fabiola and everybody in our leadership team for kind of setting the stage for us. And now let's pull everybody together and really make this stuff happen. And I look forward to, again, what we talked about a couple of weeks ago. Let's have the regular reports. Let's talk about how we implement, how we take things to scale. Let's talk about where we are. And let's do that together honestly and transparently as a community and where we're making progress. Let's celebrate it and where we need to change some directions. Let's commit to it. But we've got a

236community that's ready to be part of this work. So thank you. Trustee Barrera, I just have to thank you for speaking so powerfully and so eloquently. About what exists and what's possible and what it's going to take in terms of the collective to get there. And in this process, we are going to develop what comes to mind is this 2020 vision, right? Because it's not about one perspective. It's about multiple perspectives and the ability to develop those. Right. Right. perspectives so that we can do what needs to be done for all students in achieving the outcomes that we say that we want that we do want right and and part of that is this demonstration this demonstration is key and I think that that's what stakeholders are waiting for so I just this is a

237proud moment for me to be you know sitting and working beside everyone here because what you've just expressed as what many have been longing to hear and and what you've expressed coupled with action invest in the trust that is needed to bring about that change so I just this is a real proud I'm just so appreciative to be here I don't know that and you you and and trustee Evans have been here the longest on this board and I would just venture to say this diocese hasn't seen these types of dialogues in years you know so I I thank you because this is what I'm talking about so yes yeah I just want to thank you all for the great work you're doing for and for the superintendent and I think we can even see

238we talked a lot about communication tonight and even the difference from our last presentation which I know is meeting compliance and so forth but in terms of really bringing it alive today and I think this is in line with what Lindsey burningham was saying in terms of really increasing the participation of the community one thing we brought up the superintendent at the beginning of this year was there was certain engaged parents and community members but we wanted to really broaden the whole ownership of the schools and I think you know we've had these uh long presentation cluster meetings I think a lot of it does have to happen at the school like she was saying because that's where that's where a lot of it happens because ultimately parents are concerned about how does this affect

239my child and and and the children that they're with and so I think one of the things would be to really look at as she was saying starting off the beginning of the year but really highlighting particular topics at different points in the year as you do in in the reports here to the board but I think you know parents would would turn out for a meeting that's talking about great exciting new things happening in high school parents who have English language learners would really come out if they knew there was something exciting going on with the way they're being taught and the same thing that various groups that feel that are marginalized in the schools would would come out to meetings to discuss that as opposed to please come to a meeting about LCAP

240when we will just we will discuss goals strategies metrics and district policies blah blah blah blah blah you know I mean it just doesn't grab people and that's the difference I think you know just in terms of the presentation today we did we do have to comply with all those details in the paper but this is this is absolutely what brings it alive and I think it really comes down to very much with the work of Paolo Freire who talked about literacy and the literacy is not just learning to read and write it's learning to act upon the world and if we create and work with a generation in terms of creating this attitude we've we've gone a lot further than we have before so thank you very much I'd also like to thank the

241panel well presented and also like to thank the the people put it together and end this board I'm new to the board and most of the work is done before I got here but I did hear some consistent themes throughout and for me to see and LCAP is is highlighted in in tonight's report you know let's see for me stands for community stands for collaboration it stands for you know working together coming together developing a plan allows every child to be identified every child to be seen as having value every child to be loved and and and and and taught and be and to be successful and the LCAP here is that effort to expand services to address the diverse needs of all students within this very large school district 133,000 students 227 schools so

242we got students as well as the people who are servicing the students and teaching the students so the plan is more than just something about students and identifying students because they are a target it also is talking about our staff our teachers the folks who support our educational system as well as our partners and and parents out there so I believe the plan addresses all of those groups in a very compassionate way and in a way that will lead us down a pathway that will move us away from where we have been as as trustee Brera said we really do need to get it right and and we need to end this cycle of of misunderstanding misrepresentation of of bigotry and of biases and and we need to begin begin that transition to a more

243compassionate system that addresses the individual needs of students in a way that allows them to grow and to expand so you know commendations around well done and and I'm really thrilled to be a part of it and be able to put to be here to uh to vote for it okay well um I don't think we have any more comments uh but again um thank you for your tremendous um leadership um and we're really excited um about these examples of bringing the LCAP to life and I mean and I'm sitting with trustees that are talking about compassion in the LCAP and justice and the work of Pablo Fieri and so I mean it's just this I don't know this this looks like a new day to me and we and I I think we had

244a second yeah we did that so now we're just going to vote um go ahead thank you um I'll close that hearing and open up another public hearing which is H2 public hearing and adoption of the proposed 15-16 district budget and resolution to certify fiscal solvency for subsequent two years and um the superintendent Martin I only know that you'll go ahead and do the introductions I'll move for approval thank you thank you President Foster our CFO Jenny Salkeld has a second read of the budget and in the world of LCAP the real presentation just happened that in the LCAP actually talks about what we're doing why we're doing it how we're doing it and this just backs it up these are where the dollars are and it almost becomes um secondary well that's why we

245had the second because we want you to actually hear this this becomes a very um technical document that has reporting requirements to the county and looking at our financial status but to understand how we're using our dollars and how we're creating fiscal solvency Ms Salkeld is going to go through it's a second read and there are some slight changes and she'll highlight what those are but not go through the whole presentation again you have a big fat notebook supporting documents she's ready for any questions so thank you Superintendent Martin and good evening uh President Foster and board trustees today's presentation and what we've noted in in your packet there is a scaled down version from what we shared last um on June 9th which was our first reading which was the first reading which was

246the first reading which was a little bit more comprehensive but a lot of the information there and what's unique is the timing from the time that we have may revise to also the statutory requirements at the state legislature which has a June 15th deadline and then the governor approving the budget there's a lot of those unknown variables so we have to base the the budget that we submit to the county by July 1st based on the point in time so a lot of what's here is based on may revise and so a lot of it's repeating nothing's changed in the numbers that we had shared before so I wanted to highlight that piece so I want to skip ahead a couple of slides starting with slide 17 to highlight the changes based on the compromise

247with the state legislature at this point and then uh note some of the key differences jumping ahead here so the key takeaways from what has been discussed at the state legislature obviously there have been some conversations with the governor and so we're pending his signature here as well one of the key takeaways is that there was no change to the revenue projections the state legislature does reflect and adopt what the governor had shared in May there had been conversations that that could potentially be higher related to the legislative analyst office because they were projecting a three billion dollar higher revenue number so at least in that regard the revenue has not changed also the commitment to K-12 is still at 68.4 billion dollars and so the state legislature has not changed what has changed is

248some of the allocations and investments that have been made there are areas that they were a commitment from the legislature again proposed further enhancing or adding an educator effectiveness grant it is a restricted grant for specific purpose with professional development and mentoring and coaching information is still being shared at the state level Martha has been providing us with a number of specific and she's our legislative director providing us day-to-day information that just even a couple hours ago she was sending us updates and so with that that investment in the grant there as well as some changes with the preschool state preschool program exactly and that's the information that we're awaiting because that would have an offset in a way to our general fund and so that's the information that we're still gathering we do know

249that there's been some changes with LCFF because of these other investments are at least proposed investments which did decrease our revenue what we had projected a may revise which is based on this presentation here it looks like right now about three million dollars as well as we know that the one-time discretionary amount was reduced to 6.1 billion dollars investment originally for one time has now been decreased about 5.994 and so those changes are now reducing that ADA amount from 601 and the RID has now been reduced about 5.994 and so those changes are now reducing that ADA amount from 601 to 502. to around 530. That's our latest update today from Martha. We're waiting to get all of this information confirmed by the Department of Finance and we do anticipate coming back to the board

250in late July on the 28th with an informational update. With these changes which will kind of transition here to this piece. So we know that there's some revenue reductions based on what we originally projected. But another item here which is our routine restricted maintenance. The flexibility which is one key area that San Diego Unified was leading in the advocacy effort is reflected in this legislature proposal. So that's significant. Shout out to Martha watching up in Sacramento. Thank you for your advocacy on this. This is very, very significant. And that in itself again based on what we have included in our current budget proposal is about 9 to 10 million dollars. So it could end up offsetting and then based on these puts and takes but also that's where we're monitoring what the BITSA component will

251be. So it could be a net wash. That's what we hope to have to you by the end of July a better indication of what that would be. It also means we have to hope that nothing breaks. True. So Drew would tell you otherwise in certain areas with the maintenance and things that we need to maintain at the school. But what's key is that advocacy is now aligning to at least with routine restricted maintenance and that flexibility. And the reason why flexibility was going to end this month and restoring it back to 3% of expenditures is it aligns with LCFF implementation. It does provide flexibility through 19-20 at least somewhat in that regard. So those are the financial components that we're aware of as the key changes. The other area that I want to highlight

252here is the mandates audit risk. That's another key advocacy point that we were sharing at the state level many times over the last few months collectively with the superintendent and with board members because there is a risk with that. The ADA dollars at the one time for many districts being paid out in that manner it's paying the mandate backlog. And so then there's a risk for the district if there's any audits there then will it be offset against this one time discretionary. So this here helps mitigate some of that. And that was included in the budget? It's in the legislature's proposal. Which was a very technical teeny part of this work that could have had a major impact on us that we advocated for paying back the mandates. So that was a great advocacy on

253our part but then as they implement that if there was going to be an audit risk it could have inadvertently affected a district like ours more than other districts that didn't submit or charter schools that didn't submit they weren't at the same audit risk. And so again thank you to Martha Alvarez for even picking up on that as a point of advocacy and giving it the attention that it needed when we were in Sacramento advocating. And I can guarantee you the minute the budget came the revise came out she looked right. She was like, oh my gosh, I'm going to have to pay back the mandates. She went right to it and said there it is. The language ended up in there so we can eliminate that risk. We were asking her quite often over

254the last few weeks. Did that show up? There's this there. What are you hearing? So and then another item we're going to monitor closely is the transitional kindergarten enrollment and that particular language there. So there's still a few things for us to monitor. But again this proposed budget that we brought forth to you today is based on the point in time with May revise. That's what's required for our county. And Jenny, was there any possibility that the in the future we might have to do something like this? Increased funding in preschool could be used to help offset our general fund. Potentially. Again it's just monitoring what that enrollment what that will mean to the program. And offsetting it perhaps with the contribution that is made from the general fund to that program potentially. It is

255still too early as we're again getting more detail. But there is that option. Let's make sure our preschool enrollment strategy takes off. And then here transitioning. So obviously there's a direct nexus with our budget and with our upcoming work with our tax revenue anticipation notes. And we do have our financing and banking team here today. Because as I had shared last session, we were originally anticipating $150 million. But given that mandate unknown certainty and some of our analysis that we had conducted, I had shared at the time that could be as high as $185 million. And that's where we're at now where our short-term issuance will be at. And so we're now preparing. We've got another item here. It's H4 which is the actual resolution and all the documents that pertain to that issue. And

256it's for your approval because we are in the midst of preparing for the credit rating presentation with Standard & Poor's next week. And so we're anticipating closing that in mid-July. So again, this was just a graphical presentation of where we are with the trans and the cash flow. And at this point, I will transition back to the superintendent to reemphasize some of the investments that we've noted in the budget. Yeah. And so you see on this slide like I presented during the first read are what our new investments are, what our improved services are, and our continued investments. Thank you. And these are things we've actually been talking about since December when we started to put our priorities in place and then continue with the input process and engagement throughout the year to come up

257with this final budget recommendation that our continued investments, the new investments around lower class sizes, TK through 3. You know about the lower class size at the high-need schools at 22 to 1 and the bringing down class size from 25.5 to 1 to 24 to 1, the additional certificated staff at our high needs, elementary and middle schools, our enhanced counseling allocations at secondary schools, the establishment of the innovation centers, establishing the youth advocacy office and the investments that we'll be making there. As you heard some examples tonight of what we will be experiencing in terms of benefits for students around our social justice agenda. We have increased cluster-centered parent and community engagement as an investment, the implementation of the new GATE testing, enhanced services for English learners, and, and special education in African and African-American

258students. And we've added additional translation and interpretation resources. Those are some of the new investments. We're continuing our investments on enhancing the culturally relevant instruction professional development. Our bi-literacy ID programs are continuing the investment, the high school transformation, the open library hours, our early learning support, common core support, beginning teacher induction program, our VAPA program, we're going to increase the investment a little bit more. We're going to increase the investment in VAPA around some of the needs that have come forward through making sure we, our instruments are repaired and we're not making the complete investment that I know our VAPA advocates would like, but we have increased the investment there. Classroom GATE and seminar funding is continuing, our I-21 program. So those are some of the key highlights of what we're bringing forward in our,

259in this budget. And so our timelines on this, the budget action timelines will be tonight, the adoption of the 14, or the 15-16 budget and the LCAP including the trans resolution and the preliminary official statement for approval. And then as Ms. Salkel pointed out that later on, later in July there'll be a revised budget once we have some of these tentative numbers, once the governor signs June 3rd, by June 30th, there will be some changes and we'll just have to make some adjustments, but we'll go forward with this which is required to take forward tonight. First of all, thank you for your presentation. I appreciate it. Thank you for your presentation and leadership on this. You're pulling together a lot of moving parts that haven't quite settled all the way yet. So thank you for

260that. And board members, if there are no other questions, I believe we had a motion and a second. So we can vote now if there are no more questions. Okay. Perfect. Thank you. Thank you. All right. So we're moving on to the- Is that all? Is that all one action that didn't need to be separate actions? Yeah. And then we'll close that in here. And then moving on to- Second. Thank you. We just voted on H3, right? H3. H2. H2. 15-16 budget. H3 is a Title I budget. Right. Okay. So I have a motion and a second and you can go ahead and introduce the- Thank you. This is a motion to approve the second amendment. Okay. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you.

261Thank you. Thank you. Thank you. Okay. This is our 15-16 Title I budget plan. It's an estimated 38.2 million. It's a second read and it contains the 36.4 million of new funding. The final amount actually is not known until January, 2016, but we continued our same process, our same theory of action as we had last year, that 15.4 million is dedicated to the schools and supports at the schools such as parent involvement, race, human relations and advocacy. Those are some of the key issues that we heard feedback for from our district. heard feedback for from our DAC. Our budget also is expanding the summer program, currently at Joyous Mead, to two additional schools. You heard about that earlier this evening. It's expanding to Johnson and Horton using Title I funds. And we made an increased

262investment to translation services. So specifically, that was significant feedback that we heard from the DAC that we wanted to increase our investment in translation services. So you see that coming forward in this budget plan. Specifically, DAC also gave us feedback on making sure do we have enough supports targeted for middle school? Do our middle school students have the investments and supports they need? And we see an elementary strategy. We see the high school strategy. What's happening to middle school? And you'll see in this budget adoption that there was about $500,000 that are listed in the unassigned category. And we're working with DAC. And a suggestion that I have is to, combine this concept of middle school strategy with what you were saying earlier, Trustee Barrera, around people want to be part of this work. This

263is our social justice work. People have been waiting to say, I want to be a part of this. And we actually believe that if we give people the opportunity, our community groups, our nonprofit groups, like PK and like Cesar Chavez Service Club or the Tariq Kasim Foundation, and I don't want to leave anybody out. I'm sorry. I'm sorry. I'm sorry. I'm sorry. I'm sorry. But, or Oceans Discovery. Reality changer. Reality changer. We have community groups that listen to what we're about and say, we want to be a part of that. We're actually already a part of that. And then we also know that parent and family engagement, specifically at middle school, is very necessary. So part of what we'd like to see is this, without final details right now, but bringing forward some recommendations in

264the fall to flesh out a little bit more. But I'd like to see community partners be able to apply. So if you apply to this district, sort of like we did with the Title I Arts Integration Grant, that if you're a community partner already offering services to our students that have real outcomes that are aligned to our goals in our LCAP, then we want you to be able to apply for some funding to support your nonprofit group that's giving direct service to students that has measurable impact. And I would say, to focus on the DEC's concern, that we would look for proposals, at least in this first year, around middle school, specifically. To have middle school parent community engagement efforts increased and expanded in ways that are meaningful and relevant. So it's a concept. I

265think I brought the arts integration concept forward, and then we fleshed it out. We would flesh out the details in the application process and what that would look like. But I'll include that as a potential recommendation moving forward with this Title I budget. OK. I was thinking of, because I know the arts integration has a point of contact. But we're still fleshing that out. So that's for a later discussion. I was going to give the details. And I couldn't put my fingers on it a second ago. And now I have it. The details around the translation services that came specifically from our DAC, but also from our DAC. We recognize the importance of translation interpretation services. Like I said, we revised the LCAP. We've increased one half-time Spanish translation position to full-time during the 14-15

266school year. Two more Spanish. One Somali and one Vietnamese translator interpreters will be added for 15-16. And we're exploring additional ways to enhance translation and interpretation services to improve the technology resources and increasing funding for a pool of hourly interpreters for varied language needs to provide greater support and access. That's specifically what we're moving forward with on increasing and improving translation services. So OK. So no, there are no speakers. So we can go ahead and vote. OK. That passes. You may. We're moving on unanimously. Moving on to, OK. I move. I vote for. Sorry. OK. OK. So you're the first and you're second. OK. Since you both moved. OK. So Superintendent Martin, did you want to introduce? You're going faster than I am right now. Oh, OK. Well, so we're moving on to H-4 to

267eliminate, reduce, vague, and classify. positions proposed through a site-based strategic staffing process. Yes, these are unfunded vacancy eliminations to support that's supporting our budget development process and we have notified and worked with the effective bargaining groups to engage in discussions regarding these eliminations. So if there are no questions please vote. Okay, H5, do I have a motion? Second. Okay. So H5 is a resolution authorizing issuance and sale of the 1516 tax and revenue anticipation notes are trans. Did you want to comment on this? Ms. Alcal talked about it a little bit in her presentation. You're proving to go and seek our trans for no more than $250 million and authorize the execution. Yes. and delivery of the related documents that would include the note purchase agreement, the preliminary official statement, the official statement, and continuing

268the disclosure certificate. And the preliminary official statement is a part of Appendix D for more details on that. Okay. And a lot of this is part of the presentations that have already been presented from the budget. So if there are no questions, we can vote again. Why are you sitting here all night long? And we should thank Mr. Young for this very momentous moment. Mark, would you like to say anything? He's learned a lot. You sure? Thanks for being here all night for that really. Oh, my goodness. Okay. So moving on to H7. Do I have a motion? Yes. Second? Second. Okay. Superintendent Martin, did you want to speak to the Human Resources Services? Sure. This item is we're making an adjustment. Something was inadvertently left off in the 15-16 RE-ORG plan that I had

269brought forward to the past board meeting in the organizational chart. And within Chief Student Services Officer Division, our Executive Director of Student Services, this is continued alignment of all of our executive director positions, having alignment of job functions to reflect the overall mission and goals of the district. And so this item is to, there was one that had been left out before, and we're bringing that in. So this is to bring that into alignment. And the other part of this item is the proposed reporting change for internal audit. That was something that had been taken off or tabled at the last board meeting around the reporting lines for internal audit and continuing to recommend that reporting change of the internal auditor from legal services to the superintendent. And can we have our general counsel or

270you, Superintendent Martin, kind of get some background? I think we have some background on why the change was recommended. And then from our last meeting, my concern was just about transparency and the appearance of that. And there are some recommendations about best practices with regard to the reporting. And so if we could have staff kind of, speak to that before we vote. I'll have Ms. Donovan begin, and then if there's anything for me to add on, I will. Thank you, Superintendent Martin. As I reviewed in our last meeting, we have a history of moving internal audit from basically three places. At times, internal audit has reported to the chief of staff, it has reported to the superintendent, and it has reported to legal counsel. Most recently, it was transitioned from the superintendent to report to

271quality, superintendent, and then to the superintendent. And then quality assurance became part of my division. And so this action tonight, the recommendation would be to make a correction because we believe that, for one thing, the Department of Internal Audit should be elevated further up in the organizational structure. And there is this perception that having the director of internal audit report to general counsel or legal counsel at all has an inherent conflict in it because my role as general counsel is to protect the district from liability. I would not attempt to withhold public documents, but there's that concern in the public. Senator Hueso has proposed legislation that's directed specifically at this district and another local San Diego district due to that concern. And it's a perception thing. It's an important consideration, and the issue is really

272one of transparency and who the public is going to most trust to be transparent and open when there are issues. And I think that's where our audit findings. In terms of best practices, best practices would dictate it either be a report to the superintendent or a report to the board. But of course, in most cases, when you have an internal audit department, it's in a corporate structure where there are not elected officials. In the public sector, it similarly varies from directly to the governing board or council or to the chief executive officer. I think that any of them present potential concerns about transparency, particularly in the case of elected officials where there can be arguments that politics get in the way of transparency. The other side of that that's been raised by the director of,

273I'm sorry, the member of the Audit and Finance Committee is whether a director of internal audit who reported to the superintendent would feel comfortable auditing her office or her activities. I don't see that to be a problem here. I think that those things are happening as they should. The director of internal audits reports are by law and by operation public documents and they are published on our website. So I support the recommendation to have it be a direct report to the superintendent. I don't see that as being an issue. But it's certainly within the board's purview to direct something different. And I frankly don't see either as problematic. Thank you. Thank you. Andra, Superintendent Martin, did you want to make a comment before we vote? And with what Ms. Donovan said is exactly in alignment

274with why this recommendation is continuing to come forward. And it's within our board governance documents as well, the way that we operate, that should there be something that comes forward that the internal auditor wants to come directly to you with something, they certainly could do that if there was something that was involving the superintendent. That is something that could happen as well. And just to be clear, based on our last board meeting, the, you know, separating that out, I just wanted to allow for more discussion around it because, you know, as an elected official, stakeholders, internal and external, had expressed some concern about our transparency with having that report directly to the superintendent. And I think that's something that we should be doing. Thank you. Thank you, Ms. Donovan. That's very helpful. And again, I

275think it was just kids who have been doing that for years, and I think we all need to be more responsible for those things as we were in the process of creating a public, you know, a family, but also to who's in the public and how we can sort of finance it versus, you know, the board. And so now we have been able to have a more lengthy public discussion about it and also hear from our general counsel of what are the issues concerning that particular reporting structure. So, board members, I don't know if you have any comments before we vote. If you do not, we can just go ahead and vote now. Okay. that passes and we are on to superintendent consent oh did i um okay so we have um speakers on the

276consent um can i make a clarification on i-30 because i i misled you with some information okay on i-30 when you pulled it that that item is specifically for transportation bus passes for special education students not for the youth opportunity pass there is 250 000 left in the account for youth opportunity pass that we that we can still use so that's we know that the city has not agreed to discount or give it put any more money into this program but that the mts board but that we do know that we have 250 000 currently allocated it's not i-30 i thought that might have been the item but we have the budget um 250 left in the account that haven't been used yet okay to make a motion that we allocate up to 250 000

277for the continuation of the youth opportunity passes and uh direct the superintendent to work with community stakeholders that's already been budgeted there's 250 000 already already in the budget for the opportunity okay you and you just approved we just don't know if you need that motion no no no right yeah uh superintendent martin um thank you for that uh clarification you mentioned that you misled us but it wasn't intentional you just got those yeah so um uh so again thank you for that and we have um some speakers on on the superintendent's consent agenda we go ahead can i have a motion uh i'll move the entire agenda okay sometimes what we've done is listen to the speakers first oh and then we decide whether or not we want to pull something okay so then

278we have um okay but we still could do a second motion and listen to them and then vote um second okay perfect okay uh brand uh brandy um madelena quinn reese anthony uh phil uh senor i think john boyle kelly meir sean echo and joe ellen archer and let me see do i have any on my other no that's it and come up in any order and um you we'll take 15 minutes you'll take 15 minutes yeah we'll come aside i'm sure okay all right so you'll take um two minutes two minutes each thank you okay also if we're taking clarifying which which item there the number of the oh right right right that's very important So I have one, two, there's two items. There's I-59 and I-30. So if you would let us know

279which item you're speaking on. I'm speaking to item 59. Okay. And the four people here are also speaking the same item. My name is Anthony Villasenor. I am the site administrator at San Diego Cooperative Charter School. And I represent the parents, teachers, and our students. We have four parents here, and we have a small group of people over in the corner. So thank you for having us today. At the March 21, 2015 meeting at the San Diego Unified School Board meeting, myself, Dr. Wendy Rankburn, representatives from San Diego Cooperative Charter School, addressed the board with the following concerns concerning our facilities offer in Prop 39. The space was not contiguous. The classrooms are on two separate campuses. This divides our students, our staff, our community, and our resources. This is not good for charter schools

280or a neighborhood school. The facility configuration does not permit a multi-age K-8 program, as called for in our district-approved petition. And there were no spaces for confidential meetings. District staff insists that there are no other way to work out this co-location. However, we adamantly but respectfully do not agree. According to the district offered at the Fremont meeting about a month ago, there's only... only 54% of the school-age children eligible to attend Emerson-Bandini actually do. There's plenty of space and multiple ways for us to solve this problem without creating yet another shared campus and all of the challenges that involve both the district and the charter school. We're requesting that the needs of all children in both schools be considered and the following three actions be taken. Action 1, review the enrollment at Bandini on the

281third Friday of the school 2015. If the enrollment goals are not met, we would like three classrooms at Bandini instead of Emerson. Action 2, prioritize and expedite the consolidation of the Emerson-Bandini campuses. We understand that the district is also interested in bringing their divided school together onto a single campus. We would like for this to be a priority for the district, and we're willing to support and contribute to that effort in any way that we can. And Action 3, include us in conversations as the consolidation efforts go forward. We can, but we can't. We want to be a part of this solution. Thank you. Hi, my name is Kelly Meyer, and we commute to the San Diego Cooperative Charter School in Mountain View from Scripps Ranch. My strong-willed, highly energetic, sensitive, bright, and sometimes a

282little stubborn little boy just finished kindergarten. He transferred mid-year because he was not thriving at our neighborhood school. When he arrived, he'd stopped writing his name, he'd stopped drawing, and he was afraid of adults. Within weeks, he was drawing and writing again and even telling his teacher that he loved her. He is now confident, and trusting enough to run into the principal's office to share the good news that he'd lost a tooth with anyone that would listen. He can now add confidence to his list of personality traits. It still amazes me that he can go up to almost any adult and talk with ease. This school has rescued our family when we didn't know what to do. There are many reasons we chose this particular school for him, but the main ones are, they respect

283him. They move at his pace so that when he is ready, he excels. They recognize that each child learns differently, and in our case, they totally nailed it. There is plenty of movement during his day. In addition to recess most days, he has either art, dance, yoga, or gardening. I believe these activities create well-rounded people. Not only can parents volunteer, but they are embraced in the classroom. That is the very basis for the name. San Diego Cooperative Charter School is a cooperative school by title and by definition. We function best together as a whole. Older students volunteer in younger students' classrooms, creating a wonderful sense of community and pride in the students. Older students adopt a sense of ownership, mentoring the younger ones, becoming their leaders. Young children strive to lead because of the role

284models they have in the older ones. They are eager to return to their beloved classrooms in a mentoring role. This is what a multi-age classroom strives for, a sense of community and deeper learning. A divided campus will not break our sense of community, but it will make it harder. The intent is that all students are resources to the school. We are committed to supporting each other academically, socially, even emotionally. As a parent, I consider the cohesiveness of the school to be integral to its success. I am asking to review the third Friday of each year if predictions are not met in the enrollment. I am asking to expedite the consolidation. And I am asking to keep communication lines open because we can and very much want to be part of the solution. Thank you. Thank

285you. Good evening. My name is John Boyle. I am a parent of a second grader at San Diego Cooperative Charter School. My wife and I found the co-op after spending a significant amount of time researching public schools that fit with our educational philosophy in San Diego. I should be honest in saying that my wife is the one who did the majority of the research as she has a masters in early childhood development and I work in finance. So I am far from an expert in the world of education. That being said, I care like all parents deeply about the health and well-being and success of my child. I am a product of the public education system in the city of San Diego and a strong supporter of public schools. I went to Grant Elementary located

286one block from our home. My mother went to the same school as a child and both my parents as well as my stepmother have a 40-year educational history in the city of San Diego Unified School District as teachers, administrators and union presidents. As a child, I struggled in elementary school due to my particular learning style and difficulty with ADHD. Between fourth and sixth grade, I changed schools four times. These transitions were stressful as my parents struggled to find an educational environment that would best meet my needs at the time. My son is a carbon copy of me. He is the same energetic, high-tech, and energetic as I am. He is the same energetic, high-tech, and energetic as I am. He's an 대박 hyperperson, outgoing, inquisitive person as I was at his age. And the last

287thing I want for him is to have the same struggles that I had as a child. SDCCS2 has created the environment where my son is thriving. Make no mistake, they haven't tried to change who he is as a person. But they helped him to learn and grow in a supportive educational environment where parent volunteering and community involvement is paramount to our success as children. I see what our school has done and I wish I could have gone to that school as a child. I believe the continued success of our school and the success of children like mine is very important. of children like mine depends strongly on our school's sense of community. A split campus will be a significant disruption to the key aspects of our multi-age philosophy and the strong sense of community that

288is a significant part of our school's identity. I ask for your continued support in helping our school to grow and I urge you to expedite the consolidation of the Emerson-Bandini campus into a single campus, which will benefit both schools. I also ask that you review the enrollment at Bandini on the third Friday of the school year and if there are still empty classrooms at Bandini, please provide those classrooms to our school so we can keep as many kids as possible on one site within the community that we have built at San Diego Cooperative Charter. Thank you. Thank you. Good evening. My name is Quinn Reese, resident of Mission Hills. My wife and I do a daily commute down to the Mountain View campus. As a parent of three Mountain View students, it is safe to

289say that I am fully vested in the success of our school within the larger structure of the San Diego Cooperative Charter. I am a member of the San Diego Unified Schools. My two daughters, Cora and Eden, have enjoyed a fruitful year of instruction at Mountain View and my youngest, Coltrane, is enrolled for the fall. After having less than an optimal experience in a more typical school in our district, it has been rewarding to find what is undoubtedly the best fit for the particular needs of my children. These needs are being met through the careful guidance of the SDCCS board, their teachers and counselors, and with the thoughtful and constructive input of school parents such as my wife, myself, and many other parents who see their children's educational paths being paved by the public charter. It

290is this synergy, this spirit of community, which I look forward to sharing in our relationship with the board as we progress towards augmenting the beneficial solutions the board has thus far offered. I am prepared to respectfully request the following three items on behalf of our community. We ask that if Bandini's enrollment goals are not met after the reporting on the third Friday of the 2015-2016 end date at the University of Michigan and at the campus of Bendee, we will be ready to respond to any questions or concerns. This is an opportunity to ask today's academic year that further consideration be given to allowing Mountain View to expand into unused classroom spaces. Second, we ask the consolidation of the Emerson Bandini School onto one campus be made district priority and we are willing to work with

291the board and our co-location neighbors in any constructive capacity possible. We believe that our respective unified schools will best serve our student populations in their social and academic pursuits. Thirdly, we ask to be included in the consolidation efforts as we want to be a part of an effective long-term solution for both campuses. Capitalizing on any opportunities to contribute positively to the growth of our school is as high a priority as ensuring our good standing overall with the SDUSD. The education of our children at Mountain View is truly a cooperative experience and we would relish the opportunity to model for them how to secure the best environment in which they can flourish and achieve through open communication and working in concert towards achieving what we feel our common goals are. Thank you. Hello, my name is

292Brandy Madalena and I am a collaborative artist. So basically what I do is I go into communities and I create large-scale artworks in which communities can come together. My entire life is enthralled, engaged in making sure communities work. My husband and I researched for what seemed like a year and a half, two years, before our oldest, who is now 10, was going to enter school. So after touring many, many, many schools, the one that stood out for us was Central Cooperative Charter. Of course, that was the first site. Years later, when our second son, who is now seven, started kinder, the second site opened, which opened up the possibility for our oldest son to be able to go. Since the lottery was so impacted, the environment that we stepped into when we came to San

293Diego Cooperative Charter was exactly what we had hoped for. Entirely embracing community, entirely committed teachers, a vision that incorporated social-emotional development, a community that not only talked about community, but acted as community from the youngest child, to the most senior adult. The network of people that's created within the workings of this school is imperative for them to stay in an integrable whole. The challenge that is imposed by the possibility of split campus is very challenging. So please do consider all of the proposals that have been made before you this evening, and review the opportunity to rethink the way that we think about the community. The Free and Reduced confirming of 2020 Save the If with the sort of free and reduced, we ended the year over 83%. and appreciate the opportunity to work with Prop

29439. Thank you very much. Thank you. Thank you. Joo Ellen. And it's my opportunity to come and thank you for the funds we used for Alba for Busbasket. I want to tell you, when I came and begged, we were like 78% of free and reduced. We ended the year over 83%. So those are our students from all over the district. They aren't just one zip code, they're any zip code that's within San Diego Unified that the student has placed at ALBA. So again, I'm asking you to find those funds for next year because we're gonna have those same students and we have some students who would spend three hours or more to walk to our site. So it is a safety issue too because our kids come from all over. So even when they're waiting

295at that bus stop, it's a safety issue. And some of our kids have to take a bus, trolley, bus. So please think of the funds for next year. Thank you. Thank you. Shawn Elow on behalf of MidCityCAN. Speaking to I-30, you're probably wondering why I'm standing here. We wanna make sure that this is correct. So what we were told yesterday was that there was no new allocation of funds, that there were residual funds from last year, from last year's allocation. And that the funds left from last year will only last until about December. That was an estimate, but that was the estimate we were given by a district employee. And at that point, there will be no more funds and there will be no more youth opportunity passes. To Mr. Pereira's point earlier, we couldn't

296agree more. This is not just on the school district. I'm gonna pause for a second and say I'm really proud that you are our board members. And I'm not just saying that because I'm trying to get money. This is the best body that I've heard in terms of governance in San Diego. Your heart's in the right place. Your mind's in the right place. We're talking about social justice and quoting Paulo Freire, that's great. Couldn't be happier. So this is a true social justice issue. It really is. This is about opportunity. And believe me, we are going to work as hard as we can to get the other bodies in San Diego to contribute to this because this shouldn't just be on you. That being said, we need another year of allocation to keep this going.

297As this meeting is going on right now, Nicole Capritz and Mark Cafferty and Wendy Frye are having a discussion about youth opportunity passes. We are going to doggedly pursue these other bodies. The mayor talks about One San Diego. This is a One San Diego issue. And he needs to step up and our city council needs to step up and as you heard, we're going all the way up to the federal level. This is about providing our children with an opportunity to do the hard work that they wanna do to pull themselves and their families out of poverty. So with that being said, we are requesting essentially, we're requesting that the city council and the city council be able to support the youth opportunity passes. And I think that's what Mr. Barrera motioned for, which is

298a $250,000 allocation for the 2015-2016 school year for funds for the youth opportunity passes. Thank you. Thank you. And to provide clarification, it was already in the budget that we approved. Correct? Yes, it's in the budget. And what he's saying is he wants a second $250,000 allocation because it's money left from last year. And so we're looking at the, what do we call it, the research report and looking at some of the data and that's another opportunity in July to have a conversation. And the $250,000 we know will get us at least to December, if not further, and we don't have to say the conversation is shut down, but we do wanna see the data. Just like all the other bodies wanna see, we feel like it's our responsibility to have the data that goes

299with this. And I think the conversation can continue. Yeah, and I would just add that I think maybe we can just have consensus with the board that it's our intention to have the data that we need to have. And then if the data is dropped in the middle of the school year, the opportunity passes for the students. Right. And there's a plan. You don't need to interrupt it. We can go forward. And part of the issue last year was we didn't have the money at the beginning of the year to start, so kids didn't even get to start till October, so they habituated some other way to get to school. So then the data was possibly skewed. We didn't know if it actually worked. We wanted one full year and we don't wanna see interruption,

300and we don't think that there needs to be an interruption in our approach going forward. That also gives some time for other partners to get on board too. Yeah. Okay. Perfect. And then, yeah. Okay, go ahead. Even though I made the motion to adopt the agenda, can I have full I-59 and have the group of questions? Yes, because if you weren't what's so good, go ahead and ask the question. Yeah, because the board did ask that we allocate more space. And so I know that you had responded, you responded in this item to the board's request, so I wanted to provide staff an opportunity to speak to it. Lee Dalgoroff and Roy McPhail will come up to be able to speak if you wanna ask your questions first. Well, I just ask Lee and Roy

301to respond to the three requests from the co-op. So one is that after looking at where we are on, I guess, third Friday, maybe fourth Friday, sort of seeing if there's an opportunity for additional, you know, classroom space. That's, I think, the one I most wanna hear response from. I think the other two, accelerating the consolidation of the two campuses, I know that that's your plan, Lee, and maybe you could talk to that. And I think number three, the idea of continued and open dialogue and working together is something that I think we would all wanna see happen. Do you wanna take one? Yeah. I'll take two. I think the concern, excuse me, we would have about revisiting that latent school year is if we look at Emerson, Bandini, the district school, it has, it

302will have made plans, it will have organized its space. We would be disrupting them in this. And in the case of the way the campuses are arranged, we have Emerson, Bandini as a pre-K through one set up on Bandini and two through six on Emerson. If we, I think we never discussed the idea of having co-op number two, K through six entirely on the Bandini campus. I think there would be concerns from Emerson, Bandini, and two through six on the Bandini campus. I think there would be concerns from Emerson, Bandini about having the full grade span on what really is a primary grades campus in terms of just the age differences and some of the things like the fixtures are really best for early grade kids. So I think there'd be some concerns if we

303were to revisit this in the fall, there'd be a disruption to Emerson, Bandini, plus the facility is really a primary grades facility. That would be my concern. Yeah, I mean, Emerson currently has an enrollment of 580 students, just to give you a rough order of magnitude, 580 students in pre-K, and that doesn't include the pre-K students, it's K through six. And to give you an order of magnitude, cooperative, and they have a great program, by the way. We have a visit to the campus. They have a, well, ADA projection for next year of 164 students. And their current enrollment, or last year, was 156. 36 of those students were, or 23% were from outside the district. So when we made our first Prop 39 offer, it was in relation to that, but also understanding how

304they operate. We did, after the March 24th board meeting, have a whole series of meetings with the leadership of cooperative, with the board of directors, with Heather Harris, the principal of Emerson-Bandini, to try to better understand this. And we actually made, what you have before you is an improvement, we think a good improvement on the original offer. It's, if you look at the number of students per classroom, the ratios are, you know, more than adequate. And there's also a large adequate space for administration and other things. And there's also a large adequate space for administration and other needs. So anyway, that, trying to be fair to both campuses, we're at a point right now with the offer that we made that if the enrollment projections go the other way and Emerson-Bandini grows, we're actually going

305to be out of space. So for the neighborhood students. So we're trying to strike the right balance. I do, in terms of the three items, I mean, Roy said, Roy spoke to one really well. Item two, we do have the board, or the overall bond program plan that you approved on the second of June, June was included, 2017 to 2019 timeframe for construction of a modernization. So with that, we will start planning in 2015 in order to get the plans and specifications done. We'll do all the stakeholder engagement and start planning to reorganize those campuses. I mean, it's our goal ultimately to eliminate a lot of portable classrooms, provide new permanent spaces, and essentially make a better teaching and learning environment for the entire, for both campuses. In terms of the last item, in terms

306of keeping everyone informed, I think the dialogue that we had was really collaborative and good. I think I'd recommend to continue that. In fact, I think my recommendation is the board approve this as it is, but certainly we can go back at the beginning of the school year and see what's going on in terms of after enrollment settles down. And we're already going to be starting a new round of Prop 39 discussion in November. And I think there was some good informal dialogue, or, you know, informal discussions about uses of space. And I think that's something that we're going to continue to do. So, I think that's all that occurred between the principals during the meetings we had. I'll go ahead and move to approve the item as is with the understanding that the district

307will continue to work with both the Emerson-Vandini School and Co-op 2 on both the long-range master planning and on, you know, identifying throughout the year how the space is being being used currently. Okay so are there any more discussions on I-59 or I-30? No? Okay so can we please vote? Is that me? Okay so that passes. Looks like someone voted for Kevin Beiser. No not yet. Marnie you need to vote. I need to vote again? Yeah you need to vote. Okay. Alright. Oh that was a wooo. I was like what's going on? Yeah. Okay and where's that paper? Yeah I want I did want to make a point of clarification if I can find it. Oh here it is. Okay. So earlier we made it um um um um um we took a vote on

308H-7 district operations that talked about the reporting structure of the internal audit, internal auditor, but what I was not aware of is that is that H-7 included also it included two separate recommendations so it also included the chief student services officer, the executive director of student services. And so my intention was to support the position of executive director and student services but then vote against the the reorg structure of the internal auditor. So I'm not going to change my vote but just wanted to make clear that my intention was to support the executive director of student services position and to vote against the the new structure so just was confusing it was good right right I was voting for recommendation one and not voting for recommendation two and in the future we should not put

309those two to those two together yeah when I should have made clear recommendation one I talked about both items but that they were two separate recommendations so we didn't vote on the same right they should be they should have been separated out okay move we reconsider the purpose of making two separate votes if you'd want to do that oh yes okay so so h7 recommendation one for the executive director of Student Services yeah you need to vote so all the favor right right so so recommendation centering vote on reconsidering that's the problem okay do you right do I agree that we consider I agree that we should reconsider okay okay so that's for recommendation one unanimous vote that's reconsider that you're gonna reconsider we're gonna reconsider I agree to reboot okay so now make the

310motion for recommendation or I make the motion. I move the first part of H7. Okay, do I have a second? Okay, so please vote. Okay, that passes unanimously. And I move for the staff recommendation for the reporting for internal auditor. Okay, please vote. Okay, there we go. That passes. That's corrected. All right, and so that is, we don't have any non-agenda public comments at the end of the board meeting, so that means that we are adjourned.