MVUSD Study Session Meeting Board of Education 4/15/26

001Justin Jackson present. Roads Williams present. >> Sammy Luna present. >> Brandy Clark present. >> Alejandro Wava present. >> Esparonza Arce present. >> Robert Verie present. >> Thank you. The board of education met in a special close session to discuss board deliberation regarding public employee discipline, dismissal, release, and non-reelect. And a conference with legal counsel regarding anticipated litigation. The board gave further direction to district staff and no action was taken in the special close session. The board of education reconvened into study session at 5:17 p.m. Roll call, please. >> No roll call. >> Thank you. We're moving on to pledge of allegiance which will be done by student board member Eling. >> Please stand. >> Place your right hands over your heart. Ready? Begin. >> To the flag of the United States of America and to

002the republic for it stands one nation indivisibley andice for all. >> You may be seated. Now we're moving into our oath of office. appointed board member Justin Jackson will be sworn in by California State Superintendent of Public Instruction [applause and cheering] by California State Superintendent of Public Instruction Tony Thony Thurman. A proclamation will be presented to Trustee Jackson. Please come to the podium. I'm not turning my back to the board. Um, but I do want to also face the community in this very important moment. I want to say a few things about our new board I mean to our new board trustee um and welcoming you into this work. But first let me um say thank you um to our board president and vice president members of the board and superintendent um uh to Mayor

003Cabrera and to Riverside County uh board member Saxitzia who are here. I understand there's also a representative from the office of assembly member uh Corey Jackson, Daryl Fry. Thank you all for being here. Um thank you all for being here u on this very special occasion. You ready to do this? >> I'm ready. >> You sure you want to do this? >> Jump in. >> That's the first question. I served on a school board uh up in the Bay Area in West Contracasta in uh 2008. And when I told everybody that I wanted to run for the school board, that's the first question they asked me. Are you sure that you want to do this? And you know, I pondered about why they would ask that question, right? It's about helping young people. It's um

004the most important thing that we can do. Um the other reality is it is probably the hardest of all jobs in elected politics. Um because no one shows up unless they're angry. if there's a conversation about school closures or some controversial issue and many times um in the chamber there's no one there when good things are happening but clearly clearly not in this community y'all show up and I appreciate that um because uh your new trustee now he takes this journey but you take this journey with him um your family has just grown by at least another 20,000 folks >> easy and so we need you all to be on this journey with him. You might as well be raising your right hands as well to be sworn in because no one does this alone.

005No one does this without support. Um it is the hardest job in elected politics, but the most rewarding the opportunity to make sure that young people get um a wonderful education. It is a life changer. In my case, it was a lifesaver. Uh, I'm grateful to you what I've learned about you and your commitment to career technical education and to sports and to helping at risk youth. The last time we were in this chamber together, we were talking about helping the 10,000 homeless teens who are in this state who are 15 and 16 and on their own. How do you get an education, let alone deal with your life needs when you have nowhere to go and your pillar to post? And so I'm grateful that we welcome you into this profession um to serve

006uh those very same young people. Um everybody is going to tell you what you should be doing. Everyone's going to give you advice about what and how you should do it. Uh I leave it to you to decide what advice you will accept and what advice you will put to the side. If I may, I will share some things that were shared with me that I have found very helpful over the last 18 years. The first thing that I was told is you can't make everybody happy, so don't try. Then I was told that you should try to find a way to vote in a way that would make your grandparents proud. Uh for me, as a dad of two young kids who were in the same school district where I served, they told me

007I could never come to their schools, period. Ever. Dad, don't even show up. I flipped it. I wanted it to be that I wanted to vote in a way that would make my children proud. It's not to say that I got every vote right. you know, you study, you read, you read everything, and you do the best with the votes that you take. And so for me, I flipped it to be that I wanted to vote in a way that would make my daughters proud. I'm not sure I got every vote right, but I have not had a sleepless night in politics. If you uh, you know, let those things guide you through the difficult conversations, meet with the community, meet with folks, um, I believe that, um, you will serve well. um you have

008experience in government and politics. It will serve you well. Um as someone who has uh been a student in this district, I believe that you made this your mission to serve the students and families of this district. Let's give this new board member a round of applause. [applause] And so I hope that you will call on me if I can ever be helpful to you. And I hope that we can call on you and your board colleagues as we try to roll out programs that we think will make a difference in this community and every we want to make sure that every student in this state learns to read by third grade. People say that they act like it's an easy thing. But without dyslexia screening, without books in multiple languages, without professional development, without

009phonics based instruction, many young people will not get those opportunities. And we know that learning to read by third grade makes the difference between graduating and maybe ending up in a criminal justice system. And so we must have the political will to make sure that we educate all of our kids and not incarcerate our kids simply by giving them the ability to read by third grade. Okay, everybody raise your right hand so I can swear you in as you are. You are now part of the support team for our new trustee, Justin Jackson. All in favor say I. All oppose. We don't care. >> [laughter] >> And and with that, uh, let us go ahead and, um, swear you in. >> Thank you. All right. If you would raise your right hand and repeat after

010me. >> I and state your name. I, Justin Jackson, >> do solemnly swear >> that I will support and defend >> the Constitution of the United States >> and the Constitution of the State of California >> and the Constitution of the State of California >> against all enemies >> foreign and domestic >> that I will bear true faith and allegiance >> that I will bear true faith and allegiance >> to the Constitution of the United States >> and the Constitution of the State of California >> and the Constitution of the State of that I take this obligation freely >> that I take this obligation freely >> without any mental reservation >> or purpose of evasion >> and that I will well and faithfully >> discharge the duties >> upon which I'm about to enter >>

011Congratulations [applause] >> [applause] >> Thank you. >> Board President, if I may share a couple words. >> Absolutely. >> Thank you. First and foremost, I just want to thank every single individual, my friends, family, close loved ones, our cabinet as well, and the whole team that's here for business. Thank you all for joining me on this incredible special day. Um, first and foremost, I give all credit to my faith. And then secondly to the incredible tree that I come from in my family. I come I come from a family of strong matriarchs. And on this day, the biggest blessing that I have is having both my grandmother in the room that just entered right here. Hello, grandmother. Um, having both my grandmothers in the room today, it underscores a lot for me. Um, I'll go

012on by saying, um, thank you so much to my mother for being so enduring, um, and just being resilient through all the struggles that life not only presented to you, but our family as well. Thank you for working tirelessly to get me to where I am today. Um, elementary, middle, high school, and UCLA. The dad [laughter] still paying for it, but thank you nonetheless. Thank you nonetheless. My sister, thank you so much for being an older sister and always just being a second mom in more ways than one. So, thank you so much to my friends. Thank you all for surprising me. Um, you all have been there with me through thick and thin, all of you. So again, thank you all and um to all the dignitaries, thank you as well. Superintendent uh Tony

013Thurman, thank you so much for taking time out of your schedule um as you're transversing the entire state to come to Marina Valley Unified School District and swear me in. Thank you. Thank you so much. Um if I may, I just want to share a little bit about my genesis story here in Marina Valley Unified School District. Uh my family moved here in I'd say about 2005 2006 and one of the first um one of the first educators to step into my life. It was Miss Crane who is here today. Um that was also a gracious surprise. So thank you so much for joining us today. Miss Crane as an educator saw so much potential in me. I was a talkative kid you know I was coming from private school to public school. So I

014was fiercely trying to make friends and the first thing I was like okay students don't have to wear uniforms that was that was like you know a moment of freedom for me but instead of instead of um you know telling me that I was too talkative or you know this she channeled that into reading and that was my saving grace. Um I was fortunate enough to have her for both third and fourth grade and from there I was just like a rocket. I excelled. I went into the gifted and talented education program where I met my close friends. Um actually met my best friend in fourth grade in that class, Eric. Um so just um my story, my genesis story starts with NVUSD. After Moon Elementary, I went on to Mountain View Middle School. Again,

015had incredible educators to walk me through the path. Um I just love getting to see you, Grandma. Thank you so much for driving out here. So thankful. So so so thankful to both my grandmothers. Um, and then, you know, in middle school, I had, like I mentioned, incredible educators, some that are sitting here before you. Thank you so much, Miss Harvey. Um, and then I went on to Valley View High School again where I had teachers, counselors, guidance counselors, the AV program that fed into me and got me to UCLA where I really was able to underscore all the great talent and skills that MBUSD provided for me and maximize that. and to be able to sit in front of you all today, stand in front of the board, thank you all for approving me

016and getting appointed to this board, it really is a full circle moment. Um, so as I look around and I see the support in this room, I just always want to pay it forward. When I interviewed in front of this board, I let I told them my main job is to make sure that the opportunities that I was presented as a young man are still present, but that we double down and grow those for the next generation. I want to make sure that there are several more Justin Jacksons that get to sit in front of you. Several more great state superintendents that are leading with their heart and leading with their empathy. I don't want to be the the first nor the last school board member that is a graduate from MUSD. I bring that

017perspective to the board and it's a vital perspective, but I want a commitment from from myself, but all of you to make sure I'm not the last one to sit in that seat. Um so as I close again I just want to underscore the immense immense gratitude I have for everyone's support in this room from my my fellow board members as well. Thank you all the superintendent and the entire cabinet and directors. Thank you. Thank you. Um and I hope to make you all proud. I truly do. Thank you so much. [applause] At this time, I'd like to [applause] call Superintendent Thurman to the podium to provide Trustee Jackson with his proclamation. >> Can we please have Trusty Jackson's grandmother's and mother please come to the podium as well? >> Sister, family. Yeah, we'll take

018a few photos. >> The tree he spoke of We want you to have the opportunity. Thank you. To be to be recognized. So, if you raise your right hand, y'all gonna help us simulate this again. Right? [laughter] >> Like it was the first time. >> Even better. You can just say upon which I'm about. >> Okay. I'm about to upon which I'm about to enter. [laughter] which I'm about to >> upon which I'm about to enter [laughter] and then everyone applause. Applause. Applause. Thank you. [applause] in the in the presence of your family. We want to present this proclamation to you, Trustee Jackson, uh for stepping up to serve this community and we wish you well in this new uh way. I I will not read all the wherees. I'm sure you all want to

019hear that. But um this is the community that is the fastest growing in the Inland Empire. This community is poised for growth. the board that is before you is going to help to make sure our students are aligned for the jobs that will be coming to this community. And so I ask that each of you support each of these board members in the work that they do. And so instead of reading all of these, let's just say that today in California, it's Justin Jackson day. All right. [applause and cheering] We have a photo. [laughter] Amazing. There are no public comments for this study session. Moving on to study session of local control accountability plan. Dr. Arce, thank you very much, President Clark. This is our annual LCAP study session and uh we we thank you

020for always putting LCAP at the forefront of the district's um vision and mission. Uh today you're going to you're you're going to see again and our team the educational services team uh that partners with human resources and business services to make make it happen. And uh we this is the the today is the study session to get feedback from our board of education as we enter in year three of three of the LCAP. So with that we have uh today's purpose and objectives uh to gain additional knowledge as we embark in this 2427 three-year plan of the local control accountability plan. Engage in reviewing the goals, metrics, and actions um as we prepare for next school year. as I mentioned through a world cafe activities. I think you'll find those nice and then provide feedback

021um to educational services team and we would like to engage in anything that you've heard not only today but throughout the entire year we would like you to take some notes any questions that you may have um and and today is that moment where we can answer any questions or engage in further thought. So we highly encourage that during the world cafe sessions you take notes but also write down any questions that you may have at the end you're going to have an opportunity to come back into the setting and ask any questions of our directors and our team so that you can that we can inform you and you can inform us in terms of what you want to see more or less of in the LCAP. >> Thank you. So in in focusing

022on results uh we're going to share with our board today through these activities um an in in very intentional data analysis uh coupled with our LCAP actions and determining those areas of need. Uh looking at the collaboration with our you know input for LCAP. We want to thank all of our educational partners. Um we invited our pack our parent advisory committee. Um we've done that. This is the first year where we are inviting our pack members. So thank you to our parents for being here and you too will also engage um in our world cafe but with a reminder that this is a board study session. So an opportunity for you to now provide input. And so again we want to reassure the board that we have met with all the different groups listed here.

023And if you um you have access to this, this is not the first time you you will see this, but you have access we've we are acquiring data uh for for the several years on input of all of our educational partners. So we ask them very specific questions about LCAP and need and then you could see the response. We also have for you um at a glance um access to the digital uh LCAP, but you also have it in front of you. And my understanding is some of you already read the entire thing. Um others you you have it at home and you read it every night. So you're welcome to take a second copy or you're welcome to leave this one behind. So you have that there. Uh and then again input from all

024the different um uh partners. We also have our dashboard data that was released in November and that you have have access to as well as renaissance data. All that is in this one place. Just a reminder that in the LCAP is divided into two main parts. We have 60% of our LCAP is services and the 40% is support and personnel. So we're looking at or reverse sorry 60% is uh support or personnel and 40% are services. Our focus for today are those services. So looking at what we're doing, what we're doing effectively, what we need to correct, what you've heard throughout the entire year that you're like, "Yeah, why don't we do that throughout the district?" Um that's what we want to focus on. Just to give you some examples of things that we've we've

025implemented just this school year because of the input from our parent advisory committee but also our board. We heard tutoring. We need more tutoring for our students especially at the elementary level. And so we've committed to doing that throughout um throughout the year. That's just an example. Just the agenda is LCAP overview. That will be led by Mrs. Brown who oversees our LCAP but input from all of our educational uh directors. We will engage in our world cafes um activity, two of them. And then we will enga we go back into the setting where the board will engage with everybody here, but especially ED services directors and our partner in crime, our director of wellness and u mental health and any questions that you have in next steps that you'd like to direct us. Uh

026I'd like to take you through kind of our interactive icons. Uh this icon right here is our LCAP. So again it's digital then um individual time. So there will be opportunity for you to just have thing time for your own and then we will have team time. This is the um icon for that and then share out time. So not only will you work with teams but you will also then use the knowledge that you've gained and then work with the bigger team and then share out as well. I'd like to point your attention to the interactive workbook. So in front of you, you have a binder. Uh for our community, everything is available digital, but there were also uh copies in the back. So I'd like to take you through the binder first. In

027this binder, it's divided into the presentation slides. So you'll have access to that and also an opportunity for you to write notes. Then the second part is the workbook. This is very important. Okay. So, if you look at the workbook, the workbook, Miss Brown is going to go over this, but it's your LCAP at a glance. So, as Miss Brown is presenting on the ALCAP, you could take notes. Um, whether it's the Bob, we're going to be focusing more on goals 1, 2, 3, four, and five. Then, in World Cafe number one, you're going to see the different cafes. I'll explain what that is. Um, but essentially, every table is a cafe that is aligned to a goal. you have the cafe hosts and the main focus for that cafe. So the board is going

028to be able to choose uh A, B or C and we will start with our board president. Um we would want uh one at least one board member in every cafe but we understand that because of numbers we will have um up to two and then uh you will be able to fill out contributing factors the 4C activity as you engage in that cafe with that host. What are some celebrations, concerns, contributing factors, corrective actions? So again, I'll review this when I get to that area. Just wanted to kind of go over the the workbook. And then you're also going to the next part of the of the your binder is the C3 activity. And I'll go over that um when we get to there. And then our uh guide that we get um we

029we are excited where we give you this guide at a glance and it's also available to our community in both English and Spanish. And then um every board study session we provide our board of education with a list of all the board study sessions and the topics and the schools that we have invited uh so that at any time if you ever want to give direction to the superintendent say I'd like to revisit this study session that happened three years ago you have access to all of that at a glance. So that is our binder and in there our interactive uh this slide right here is the the QR code that takes you to the entire list of all the board study sessions that we have. And then um at this time I'd like to

030uh just thank my team. This is the educational services team and guests. Uh we have Dr. Gonzalez who oversees secondary education. We have Mr. Ramirez who oversees SULPA. Uh we have Miss Brown who oversees equity and categorical program is via multilingual programs. Uh Mr. Stu Stern who oversees basically all afterchool programs um weekend programs and engagement. We have MissRandle who is our assistant director to SULPA. She couldn't be here today. U Mr. Peoples who oversees student services and the welcome and registration but right now is working on all the OIM stuff. And then we have Miss Cody Harvey who is the interim director for student services. Mr. Via Visio who oversees all professional development. Dr. Price who oversees elementary education. She couldn't be here today as well. Miss Jessica Axe who oversees technology innovation assessment.

031It's her birthday today so I did give her the afternoon off. Um but she oversees that. And then Mr. Garcia who oversees wellness, mental health, and community outreach. So who are we? uh we are a group of of people that represent and and we believe we work hard to see our vision uh come to life where we believe that every student will be future ready to positively impact the world. Our mission statement is that we will provide an equitable education so that every student can transition to college or a viable career. uh we adopted in our strategic plan the portrait of a graduate where these six competencies it is the expectation that it is embedded in the instructional practices of our of our teachers so that our students have the skills they need to be

032successful after high school. We have five LCAP goals that you will engage today in at least three of those goals. And then we also have our principles here which I will introduce them later on. And our principles will also lead a world cafe. So, not only are you going to see a world cafe well with the overview of the LCAP for that goal, but then you're going to see exemplars within the first world cafe and then at the site level you will hear from our principles as they engage um in some areas that they need to grow, but areas that they're also glowing as they align to the LCAP. And again, those are our five goals. Um in our strategic plan, we look at not only uh looking at our state priorities, but also what

033are the interventions that are effective and are working for all of our students. We do this through data analysis, very intentional data analysis. We are always on top of research. Um this year, for example, we engage in a book study, compassionate leadership, and then our our uh principles, our leadership team also voted on a book that we will engage in next year. So we we want to be at the cutting edge of the research because only together will we respond effectively and that is the commitment from all of our educational services directors and all directors that we can't just look at data or just research. We have to look at both so that we can uh respond effectively. We have our priorities adopted by the board of education. three distinct priorities that that circle around

034academics, college and career engagement, uh increasing math, decreasing chronic absenteeism, increasing A throughG, but also priorities two and three that look at work, workforce professional development, um and then also priority three, which is looking at the whole child. So, we again appreciate the board for adopting these priorities as they align to our LCAP. And at this time, I'd like to turn it over to Miss Brown as she will go over the uh LCAP review and overview. Mrs. Brown, >> thank you. Dr. Arce, Latoya Brown do solemnly swear to uphold this LCAP flawlessly and fearlessly. No, I'm just, you know, I fel I felt that moment. So, thank you. And um I just want to say thank you to the board in advance for your input and to our family for your input into this LCAP.

035It's not a single person's work. It is a collective work. uh all of our directors, our business services under the leadership of Dr. RSE, we attend LCAP workshops. So it is something that we all work together on with your input. So if there are any errors, we are collectively responsible for all the error. I'm okay. All right. So let's start with our LCAP. So we have five LCAP goals. Uh um our five district goals are aligned to the eight LCAP priorities. And as you can see on this slide how we are totally aligned with this. So our LCAP progress monitoring uh as you will see today that the LCAP uh in that progress monitoring we look at all of our metrics and then we look at our expenditures that how are we spending our money

036and then in that there are actions that are aligned to these goals and how are we imp implementing. So once we implement we have to ask ourselves is it working and if it's working how do we know that it's working are our go our actions effective that are aligned to the goals and you'll see that whether you can uh you'll notice by some of them whether the expenditures are fully spent or if they're fully expended or they're in progress and usually they're in progress means that we're working on it but we just haven't spent all the money yet but we may have spent all the money but we're still working on it so we're still in implementation. ation phase. All right. So, as the midyear summary, and I I gave you guys pretty much during

037the midyear like a cliffnotee version of the LCAP, and you're going to get a a more of a cliffnotee version of this tonight. So, what you'll see here is we have five goals and you can see what the adopted budget was and these were our expenditures as of January 31st. I do want you to know that uh we spent 107. So right now we're about spent about 115 million as of our April 1st date. So I just wanted to make you aware that we are spending more of our dollars. And then our next uh five goals are related to the equity multiplier. So our equity multiplier funds are applied to our alternative education sites primarily uh Maroa uh Bridges Learning Center and March Mountain. So, they received these funds and this is where they are

038with the expenditures and now we're up to about half a million spent in this. And just to let you know, we just got notified in February that they will be receiving additional equity multiplier funds. So, it's going to be around another $1.2 million. And to share with you additional information on the overview, the LCAP is a three-year plan. We are in year two. So that means that next year in June uh early April, May, June, we'll be starting to work on our our following three-year plan. So the components of the LCAP, we have to these have to be included in the LCAP, and you will be approving our current LCAP in the June board meeting. The LCFF overview for parents, the annual update, the plan summary, engaging educational partners, goals and actions, increased or improved

039services for our foster youth, our English learners, and our lowincome students, our action tables and instruction. So, these are all of the components that are completed. And usually what happens is you'll look through this, you'll approve it, I'm praying that it gets approved the first time, and you'll make sure all of these components are in place. Our total expenditures are $136,519,958 and this includes not only the 124 but in addition the LREBG funds and also our equity multiplier funds. So that's why you say well why is it so high compared to the initial that's because we have to also include other state local funds as the that's included in the total LCAP and LCAP at a glance. So today's main focus are the goals and the metrics that are found on page 31 through 81.

040This document will be for you to feel free to take as many notes as you would like to and please ask a lot of questions and provide as much input as possible and not just for the board but also for our partners who are out in the audience because this will help us with feedback as we are completing this year's LCAP to begin the 2627 school year. Thank you. All right. Are you ready? Thank you. We're excited about this. So, we are going to engage you in two world cafes. Both cafes. The intentionality behind a world cafe is think about it as a conference in one room. When you go to a conference, you go to the opening. So, this is the opening and then you select workshops and you go to these workshops. Well,

041the world cafe each cafe, each table, it's an avid strategy they call it world cafe will engage you in this workshop. It's going to la the first world cafe each workshop will last about 15 minutes. Okay? And so we want you to consider three LCAP goals that you want to engage more in. So that's going to be the first um world cafe. After 15 minutes, let's say you choose goal two and after goal two, you want to go to goal five. So, you're going to be here 15 minutes and then you're going to rotate after and we'll transition you um throughout that. Okay. In in the first world cafe um session, you will have completed three rounds. So, think about the three goals you want to learn. You will uh be allowed to engage individual

042time. So thinking through some of your notes, reflecting things that you're going to hear from the from the cafe hosts and then team time as well. And I will share with with you later on um how team time is going to work. So in our each cafe, we would like at least uh a board member to be in each cafe. We're going to have a CSEA member. We did invite CSA, but they have they did have their chapter meeting today. MVA is on their way. So um they will also participate. We will have one or two district administrators. Um this is in addition to the host. We do have administrators as well here. Um a site administrator and at least one of our parent advisory committee members. Uh so each cafe will have anywhere from

043six to seven participants. Uh we do want our board to have that priority. Um and then we're going to fill the seats. Any participant that did not get a chair will sit behind the participants that are seated. Okay? It's only 15 minutes. We'll rotate. Right? So, at this time in World Cafe number one, I'd like you to for you to find your interactive workbook. So, take out take out just a couple of pages. Um, and I'm going to share with you what pages you you need to take out. So, open your binder and go to um the interactive workbook and you want to take out page four and five and six. So, that's all you are going to need. So these three pages four, five and six of your interactive workbook. So in world cafe

044number one you are going to engage in the four C activity. The first C is celebrations. The second C is concerns. C3 is contributing factors. C4 is corrective actions. as you are engaging in the first cafe and for example you decide um this is the 4C quadrant so this is on page number five at the bottom you see celebrations concerns what you want to do is let's say you go to uh goal number two you're going to hear the presenter and you hear something that you let's say the presenter goes um our chronic absenteeism has actually decreased by 2% and you want that as a celebration you can write that down as a celebration. Not everybody's going to write the same celebration down. It's up to you. Whatever you hear. If you hear a concern,

045because there are going to be concerns that are shared, you want to write those down. If you hear a contributing factor, why do you think the data is the way that it is, good or bad, you want to write that down in the third quadrant. Finally, what are some corrective actions? I really want you to pay attention to this quadrant because that is the feedback. What do you think we need to do differently? More? less in order to correct the data in here and continue to impact student achievement. Okay. So you are going to do that three different times. Now what are you going to choose? So if you go to page four, this is exactly here. Okay. So for example, Miss Clark, you are our president. So Miss Clark, you have dibs on this.

046On the first round, out of the five goals, which goal would you like to visit first as an example? >> Thank you for asking, Dr. RCE. My first goal will be academics. >> Academics. So, under choice A, you will want to put goal one. And you will be visiting table one, which they're all listed for you. And then, and Mr. Via Visencio right there, and Miss Via right there, you can you can wave. they will be your lead. Okay. So, once Miss Clark chooses, then we're going to go to our vice president, our clerk, our members, and then our student members. And then once each of you chooses a different five goals, then the our student members will then um can choose and for example, L, you can go to goal one as well. Does

047that make sense? Okay. And so once you do that, you have your second choice. So, what would be that second choice? And what we want to do is use the the honor system. So as we rotate, we saw we first want to give Miss Clark the opportunity to choose her second goal. So once she sits there, then um we'll go to Miss Luna and then Mr. Williams, etc. Okay? And and I'll guide you guys throughout the entire process. All right? So choose right now. Make your selections there. It seems like you're writing them in. and our cabinet will also rotate with you. I will be walking around and then to all of our parents, um you can also select which goals you want to participate in. And to our principles as well. Okay. >> Dr.

048RC, I have a question. Are you trying to avoid us all being at the same table, though? >> Yes. >> So, don't we need to talk about it out loud? What our goal is? >> Sure. I'm happy to. >> Um so, I since I'm Am I next? >> Yes. >> Okay. Um, I would like to go with learning environment. Goal four. >> Trusty Williams. >> I will go with uh goal three, equity. >> Trusty Jackson. >> My choice B since choice A was taken. I will go with goal five, communication. >> Trusty Lea. Goal two, coalition career. Thank you. >> Trustee, uh, student board member Isabella. >> Um, I would like to pick goal two, college and career. >> Student board member Ellie Hoon. >> I would like to take goal four, um, learning environment.

049>> Thank you. On to round two. My second choice is three, equity. Trustee. My second choice is communication. Goal five. >> Trusty Williams. >> Uh I will choose uh goal two. >> Trusty Jackson. >> I would like to choose goal four learning environment. >> Trusty Lever. >> I would like to choose goal five communication. Student board member Carbelloo. Um, I would like to pick goal three, equity. >> Student board member Healing. >> I would like to choose goal two, college and career. >> Thank you. Moving on to the third choice. My third choice would be um goal four, learning environment. Trustee Luna, >> uh, mine would be college and career. Goal two. >> Trusty Williams, >> communication. Trusty Jackson. >> Goal three, equity. >> Trusty. >> Uh, I will choose um goal four, learning environment.

050>> Uh, I will also choose goal four learning environment. >> Yeah. But [snorts] is there one unrepresented upper >> for round >> three? >> Round two. We don't have anybody in academics. >> And round three, we don't have anyone in academics. >> I'm happy to take academics for um round three. >> Thank you, Trusty Jackson. >> Thank you. >> And for round two, does anybody want to change to academics? >> We have two in communications for round two. >> For round two, yes. >> So that would be who's in who's communication in round two? >> Two. I am um I'll take academics. >> Thank you, Trusty Luna. Trusty Healing. I mean, excuse me, student board member for Healing. >> I would like to choose Goal Five Communication. >> Thank you. I think we're set. Thank

051you. You guys did it even better how than how I envisioned it. Thank you so much. Okay, so uh you've made your choices. Thank you for that. And at this time, we are going to engage in World Cafe number one. I'd like our uh presenters to go to their tables. If we can have our community please stand up and go on the outskirts make a big circle and then we'll have our presenters sit and then our board members take their seats to the selected cafe. Once our board members take a seat, then our community can take a seat. All right, We're starting at exactly 6:05. The 15 minutes begin at 6:05. So, you have 30 seconds. They have to log on. >> So, you have 30 seconds. Once you're ready to go, you can begin.

052We will stop at 620. leads, if I can have your attention, please. If I can have our attention. Cafe leads, uh, our because this is a board study session and it's open to the public, the mics do have to be on. We want you to be very um aware that the mics are on and uh just need you to know that. Thank you. >> So, thank you so much uh for being here uh tonight. We really appreciate any kind of feedback that you have for us so that we can definitely impact is our last but not our least goal. effective communication throughout the district and as you know communication is super important in our schools. I'm Jason RmIrez executive director special education here. >> Thank you everyone for joining us here. >> I think one

053of the most important goals uh that we have is goal number four which is that providing a a safe, welcoming, respectful and rigorous learning environment for every member of the school community. [laughter] Uh goal number three, we're going to go over the metrics actions and then we're going to talk about >> the overarching goal number five is supporting effective communication throughout the district. goals. >> So, what I would like to really focus on is we have four strategic goals in uh goal four, but we're going to really focus on strategic goal one and strategic goal four, which is decreasing suspension rate for foster youth and African-American students by 2% annually, as well as decreasing chronic absenteeism rate for all students%. This is for the LCAP. We'll talk about the metrics. Uh this is our baseline

054where we're at right now and then where we want to go for next year's desired outcome. Okay. So this is two areas. One is talking to parents about >> So in this goal you could see some of the metrics that are are looked at in regards to the welcoming environment which is decreasing high school dropout rates or decreasing middle school dropout rate >> next year 39. See how see how it flows. >> Okay. a little faster for that. Now we got on the bottom there. Um community partnerships. Uh so 150 are basically only 102 right now on our way uh next year. Same same goals. Okay. Uh next is maintaining our parents are bas and having those functioning groups. You can see on the bottom how many each of those You can see we're well

055on our way. CS has three. We already had our third one. Um and then next year is utilizing that social media. with our staff members high school um 180,000 impressions was our baseline the goal there this year and then increasing it to actually said what is impressions mean total number of times content displayed on someone I said what does impressions mean I just realized I didn't know what it meant okay on social media um here's the money so um where we at with the 25 budget and then also We're using this here. On the top right hand corner, you see the type of family engagement opportunities and We provide these engagement opportunities such as evening. So um recently you'll see in one of the photos we like to make sure our students are having that

056experience and opportunity. So you'll see in one of the pictures next steps could potentially be and then also the certific I know about this construction and marketing and sales have an opportunity and that's like an appointment and on the bottom right you see our events workshops meetings you see our dac was talking about book I have a feeling you're going to have to do that every single day our book clubs our de fiesta moella which is our multicultural fest the play on words with Moella soul fest trunk retreat and then just various workshops that we've had new workshops brand new to our center and one of the things I want to bring over to canyon springs um so just some of our certifications you'll see here are highlighted business academy um but our cifications get

057a certification there's different graphic We have computer science and then we also stigmas and you'll see additional workshops on the following [music] slide. But today we've we've spent almost $400,000 special education trainings. So we've taken through a part took her entire to three separate trainings from start to finish answer all the questions about >> so cosmetology as you know district. Last year we had 13 out of our eight passers. So that's a huge highlight for us students with their cificate. And so here I'd like to highlight 21 ambassadors 36 representing 32. Again a lot of certifications that our students can get over at Maria Valley Marina Valley High School. Um so our public safety students can get graphic design. Um our public safety can get guard certification. Um culinary of course have that food handler

058certification. Um and then our welding welding person actually does our welding certifications. And then just to highlight our our CTE students are really involved in USA. every single CT program USA and they just went to their last competition and we'll actually have a students sites now they're centrally located and their way of accessing sites through that we want to make sure we are focusing on we want to grow our programs to get to about we now that we've had some amazing support at our healthy wellness center and then pharmacy through there's there's an interview process we also have great volunteer program oversees our volunteers so as these informal conversations are taking place our parent ambassador is helping us with recruit as well But we do see a need to build capacity of our solutions so

059that they can be better with the best customer service that's included so that they can practice that service that is our district. Here I'm highlighting some workshops. Um this year again our first year our baseline year really it's almost like year zero central workshops. You see all the I'm not going to name them all. I kind of mentioned most of them already capt you know he initially had a smaller picture. >> I'm not kidding. Look at that. 16 new workshops over 250 attendees representing over 300. And I do want to read that quote here in response to one of our workshops. I've really enjoyed this right here. I appreciate having them and the staff is awesome. My favorite sessions which we're really proud that we have this tremendous offering but we do know we need

060to increase it to do the math 8 250 or 16 workshops about a little 15 or so. increase of our work. So we're trying to increase just try and make sure that no stone is left. We also want to respond that we're very intentional with our offerings and so increasing these assessments. So after each workshop providing that survey that will give us additional data and we want to just continue to have them as one because having that central location. Our last highlighted action item is our care. >> Are you able to see that? What I do want is volunteers. And so this year we have over 5,200 almost 5,300. If you look at through the spread, you see that the largest representation of engagement hours are parental meetings that you see there. But you see

061back to school, parent meetings, booster club events, district meetings, IEP, open house, ELAC, parentformational meetings are a big part of that. DACA, AAC, book clubs, parent workshops, the list goes on and on, but it spreads quite a bit across several different opportunities. One of the highlights is that we have this now we want to use it. But this year in our baseline year are with that right now. I got extra scratch my So, it's a it's a website here, but you can get it with a QR code. I'm a parent. I'm going to log into punch in your email last grade level. And this is where we get. >> And so this year, one of the things that we did that we need better It was very nice question because that sounds [snorts] most that

062you saw. I don't know which tab. Wow. You need to get >> My bad. instruction. >> I think we can have some discussion. We'd like to share an aha. Those are some of the strengths. >> Yes, that is the end of our presentation. question. taking the easy shirt. I've never seen as ofch.7% as right Right now it's at 256%. So you could see some >> that is my graphic design. She still think we're doing a great job. What we would really love for you to do I can tell you this. [clears throat] again. They started using That's nice. now. >> Wow. I love that idea. And then for the chair, >> I always >> Okay, at this time every participant if If you can hear me, we're going to do waterfall on 31 23. Waterfall.

063This is individual time. Look at your four quadrants. Individual time. No talking right now. Look at what celebrations you wrote, what concerns you wrote or you haven't written. You're writing right now. What contributing factors and corrective actions. Take about 30 seconds. And when you are done, you will stand up and rotate to the next goal that you're going to engage in for the next 15 minutes. >> Thank you so much all of you for joining us. >> Yeah. Just a just a reminder that our board will sit first and then the rest of the participants. >> So, if we can all stand up, >> our board will go to their next choice and then the rest of the participants. >> Okay. >> Right. Right. Right. But as far as the new implementation like the math

064system is kind of an optional training I could stay with you. >> I know you don't really need to go over this. [laughter] >> Okay. really good that you welcome. >> Hi again. How are you? >> You're distracted. That's probably >> my >> All right, we are beginning in 30 seconds. This is the round two of the World Cafe. Round two. Don't forget to take notes. Everybody should have an interactive workbook. If you do not have one, come get one from me. This is where you take notes or raise your hand and I'll take it with you. All right, that's 30 seconds. You may begin round two. >> They have to have access to our screen. >> Welcome to goal number five is the last but not the executive director. >> Good evening. I'm Rafael

065Garcia, director of center. >> So, as you can see here, we have our strategic welcome. Today we're going to talk about >> [clears throat] >> So as you know 5 is improving effective communication throughout the district. Um there's two strategic goals that this is broken down into. One is really getting our parents to actively access the parent connection portal. Do you guys access that looks like Make sure we get those right next applies to this particular goal basine. So we're measuring against where we're at right now, our future progress and then where we want to grow our desired outcome for the next. Okay. So, the first metric is communicating with the team about goals numbers one through four, right? And um and we want to do how we're measuring this is how they open the

066district-wise newsletter, right? So, 37% right now we're at 34%. We're on our way and then our standard outcome for next year is 39. So we start at 37. Next year we want to right now see how that works. We go faster through the other one so we can see more pictures. Um the one on the bottom there is community partnerships or number of community partners. And you can see um 150 was our baseline. Right now we're down to our back. One of the things we didn't mention but definitely slides that I'm going to cover is if you have any questions or feedback already. >> All right. This one is a parent ambassador. So maintaining them baseline right now and our desired operation 27. Great question. They're not assigned to a specific school, but they are

067we respond via Google and how we're utilizing that data to respond to our multiple. Excellent example that request everyone but really two years ago but they didn't really structure exactly our numbers reducing our numbers and then reinventing now we're utilizing the activities that we're going to support that's driving our numbers. In fact, 27 is on the screen there. We're actually going to get And then you can see and I think that's that's so ambassadors. We want to build capacity and that's going to be in one of our so that they connect them to the right. So um this elaps and okay everybody our baseline you see on the bottom there how many times we met where we are currently see our go may change that if we wanted to social media social design. Here's the

068money. If you add those up and the budget, it's wind up with so you can see that budget. These are a lot of those. >> All right, we want to now share some highlighted actions. This one here you'll see that on the top left hand corner you see our hours of engagement and support. Our parent ambassadors have provided almost 3300 hours since the midyear point of support to all of our schools. And through our care portal we logged in 11,000 hours. One thing I want to highlight here is that we're capturing our department was created in 2022. We didn't we didn't capture this. So now we're capturing this data so that we get our orientation on our support to all our service sites and with our care portal. Last year we had about 330 hours

069when we launched it point this year,000 hours. proud of that type of family engagement opportunities that are offered, parent groups such as >> evening events, weekend events, resource fair, volunteer opportunities. So we utilize surveys, formal and informal conversations that we experience to identify needs and we utilize that for our needs assessments that are driving what types of activities that we need either at the source site or at the district level. Even at walkins at the health and wellness center, we have a sign in sheet and they sign in what they're using, what the purpose of the visit. We utilize that to crosswalk our needs to respond to threats. On the bottom left hand corner you see our expenditures for family engagement that we're using for to cover some salaries but mostly for our resource events

070such as the health and wellness resource expo harvest our which is our multi fest soul fest as well and then last but not least is on the bottom right corner you see our events workshops and parent meetings I won't read all of them I'm sure there's most we will highlight Our CAC has jumped in there. Our CAC has for the first time monthly training. One of those was a threeartess of something for us. efficient marketing, social media, our website, boots on the ground and make sure that they know that their time is being one of the things I want to see that we're having locations I know they have the same space to those. So, we're really proud of that. Do not feel that way. We have plenty of time. Some of them already as

071a correct interaction. One of the suggestions in our last round. I have no love to fix. I think that's a great jam. She's going short. recognition. >> Thank you. Um I want to kind of go a little quicker on these next slides, but you see our parent ambassadors, 21 parent ambassadors, over 36 school sites and departments covering over almost 3,300 hours of support. As we make sure they capture their amazing One of the things I'm very proud of is that we have increased our usage of that request form by over 40%. We just launched it this year and it was it's our principles have access to that and then at first it was very difficult to get them to access that form but now we have all seven sites are actively using that is driving

072our our need to increase our TA workforce ambassador workforce to about 30 that we're working on we're mindful of and we need to continue to build our capacity to help our parent ambassadors better engage our community in the best with the best customer service possible. So we embed strategies for customer service every month. >> Your site the site principal or fills out the Google and then lets us know what type of support. So we have actually different my good buddy here distributed a good distribution of materials and they'll they'll let us know how we support them. Any questions, guys? [clears throat] >> When something is used, For example, sorry. I know that our administration we want to be that view of the concern. I can tell you why that changes to be more intentional. They

073only have 20. They only get up to 20 hours a month. 20 hours goes very quick. So this year we actually were able to get district leadership to approve a second style for a lot of our ambassadors. But Order of the color. What's the order of the color? >> Let's make them all blue. Change it. >> Okay. >> Workshops are great. 16 new workshops. We need to increase our participation. So, we need more folks, but we're happy that we have a centralized location. >> The 15. That's the one where you train with some teachers go and train together awareness increased awareness over 11,000 we know we need to do that one or even have it on the back of a QR All right. At this time, you should find your second set of quadrants and

074hopefully you wrote your celebrations, your concerns, contributing factors, and corrective actions. like by school and by I'm interested in elementary. >> Love the engagement. Waterfall on three. One, two, three. Waterfall. Okay. Now, write the that second quadrant in your interactive worksheet. Take some individual time. Fill it out. 30 seconds if you haven't done so. And then everyone's going to stand up. Our board will go to their table to their last round first and then the community will follow to your last World Cafe round. Thank you. >> Thank you so much for joining us. We appreciate [laughter] >> I know a lot of your Come on down. >> Very excited. Good job interpreting. >> All right, let's transition to our last round. Last round. Transition, transition, transition. >> Just want to highlight that goal one is

075highlighting math. Goal two, CTE programs and dual enrollment, early college. Goal three, athletics and financial literacy. Goal four, we're highlighting attendance specialists and our PBIS program. And goal five, parent workshops and all parent engagement. Hello, welcome, welcome. Thank you. We try our best to to try to uh mirror the energy of our Dr. >> Jason. Are we going to do it? We got it. Third time's a charm. That's right. No, they've all been great. Actually, everybody's given us some great >> Welcome. I remember last time I was messed up. >> Oh, you know what? They don't know until next year. >> We had a lot of fun. Hi, welcome to go three. This the one and only go three. I did that. Wait, you don't know why we did that. >> So, first we want

076to say welcome to equity improving equable opportunities for every student. But before we go, so we can thank you so much. This is go for All right, you may begin. If you can go a little bit on 2x speed, we would really appreciate it. We'll finish in 10 minutes. >> Goal number five. This is our last goal, right? But not the least goal. This is our best join. I'm Jason >> Susan. I'm an NBA rep and work at Landmark here. >> Welcome everyone. I'm >> so thank you for being a part. >> All right. So goal number five is supporting effective communication about the district broken down into two parts. One is one parent to access parents here but last hours. So those are our two areas. So the next few slides are just like

077this. So I want to kind of break it down slowly first. So this is this is our right money. Um it's going to have a metric. So so what we're measuring it's going to have the baseline. So this measuring it right now and then where we want to go next year. So for example the first metric is communication. So one of our goals is communicating with parents the importance of four rules right and how do we measure that by um increasing the rate that people wide you guys see that you get you guys open it I always do everything on it um and so right that's our baseline right now we're at 34% and then where we want to 39% so a little faster for the rest on the bottom there partnerships right community partners

078right now we want to keep that we are going to be if you have questions please let us know and what I'll do is as we get into the highlights we're going to talk about some issues as well kind of corrective concern is on right now and the goal is to get back to group. So we have DAC A not my most important my favorite I run the CAC community. You can see that how many times each committee has met this year for everybody right and we measure that by how many impressions how many people actually looked at it. So 180,000 impressions right now we're already at that next year. This is the money so far and then you can see that expending it. We need kids here. >> And then we have our client.

079Very happy to share the next few slides with you highlighting these actions. Here's family engagement. On the top left box there, you see hours of engagement. And so one of the things we're very proud to share is that we are capturing parent hours and how we are supporting our school sites. You see there, we at a year are almost at 3,300 hours of support. And this is really our true baseline year for the care portal. launched it last year. They we had a couple of hundred hours of hours that were logged. This year we've surpassed 11,000 portal. Now to be perfectly transparent, we know the job. We can do that at our district office, health and wellness center at all events. You can see even QR codes on the back of our parent ambassadors ID

080football games because we know there's a lot of missed opportunities in that course as well. In the top right quadrant, you see types of family engagement opportunities and you see all the different parent groups, evening, evening events, weekend events, resource fairs, volunteer opportunities. We respond to our needs assessments. We do we collect data at resource events fiesta, Moella, our multicultural fest, soul fest, our health and wellness resource expo at all of our workshops. We also have things that walk into the health and wellness center and also um all of our um needs assessments. We crosswalk our data with informal informal conversation talking to a parent and they say we need we're really like immigration support or I get an email from the community you guys offering unemployment that helps us mobilize and bring in additional

081services. So, we're really proud of of how we're utilizing our needs assessments and it's just getting that kind of concept from our community. On the bottom right, you see all our events, workshops, meetings. One thing I want to highlight is that we now have a centralized location, our health and wellness center. Prior to the health and wellness center, it was our old community wellness center. It was a very small space, smaller than the co there in the back where we had our workshops or it was an afterthought. school library or PR that was more restrictive to that school setting that those families that were coming to the school. This is centrally located at the health and wellness center. Um we're going to increase our offerings but you see kind of a menu of of workshops

082there at the last bullet point with diabetes education ands nutrition oral hygiene positive parenting and many more. You'll see a graphic on the next slide that captures that as well. I was waiting. I'm surprised you haven't said that yet. So we provide monthly trainings to our parents of students with special needs. So every single month we actually did various particular portable during the day after school whatever super loved it. That's going to be a corrective action. That's going to be a theme I think for both of us as we share that we [music] know we need to increase amplify that so that we get more workshops. On the bottom left are expenditures which are family engagement and this is money that is spent on salaries mostly our resource events or student summits. Here's a nice

083highlighted action was a parent ambassador program. Um, a few years ago we had 40 parent ambassadors and it was it was a nice program. We did a lot of great work but we didn't go capture their work. It wasn't very intentional. It was communicate and engage communicate with and engage with families but it wasn't done in a focused way. Now with that Google request form we have to centralize our parent ambassador program. We're responding directly to the data. So we have ambassador supporting 36 school sites in our department and we've provided over 3200 hours of support. We're really proud of so much so that this data see we're seeing there are now gaps so unfilled request we can't add that is there before we didn't have that to warrant our workforce. So that's something we're

084proud of. We're building capacity every month um with our parent ambassadors to help them increase communication and engagement. We need to work on having best customer service. All of our families, our students, anyone they engage with feel valued and respected across the district. >> Our next highlighted action is workshops. I mentioned before that we are proud that we have health and wellness center. Raise your hand if you just didn't know. >> Super cool. If I would have asked this question, I think six months ago, more up and we've now presented at over 100 school sites, parents, community organizations since the health center. So, we're trying to drive traffic. Now, we have central location. >> No stress, but two minutes. Two minutes. You see these offerings that are are there in that graphic restorative practices, nutrition,

085stress management, and positive behavior. I want to read this quote here. It says, "I've really enjoyed and learned a lot from the health and wellness center workshops. I appreciate having them all in one place and staff is always welcoming. My favorites are the professional development sessions and the diabetes workshop which were especially informative." And so um we also collaborate with other departments on professional development so that they can bring workshops to the center at no cost. So this year we offered 16 workshops over 24 attendees right now. We do the math there. I'm not the best math person. We need to increase our attendance for that question. increase the sign. >> Our last highlighted actions or last that we have opportunity to present for you is our care portal. I know it's very hard to

086see. I know it's small, but we just wanted to see that show you that all the different engagement opportunities that our families have from back to school to booster clubs to district cyformational meetings, DAX, Apex, parent book clubs, school site council. I mean, there's tons of VAPA, tons of stuff there. Um this year last year we we barely put 200 hours to 300 hours our baseline last year. This is our baseline year. Um almost 5,300 submissions. So 53 unique submissions spanning 37 locations exceeding 11,000 hours. So we're very um happy that the word is getting out. One thing that we know we need to continue to correct and increase is the word get the word out that this exists that we are recognizing families that are that are meeting those five hours of engagement every

087year. So we can do that at the school sites, but we also have our shine community hardwork awards where we created recognize our superstars, right? Young superstars, but I think we still need to work on that's a great question and I think we'll be able to find mbusdare.net. It's a one-stop shop to either report incidents of student community member, but we leveraged it since it was already something we're building that it's also something hours. You're able to see this, right? There's also if you see something in the community, but it's also some places you can log in engagement. punch in your identifying information, grade level, and then down here at the bottom you see the name of the event. So those are the events that I just covered. So it could be like right now

088it would be like a district or board meeting a board study session probably describe and then you would briefly share what was you see right is amazing you know something to that effect and then how many hours did you go so it's a metric something that we use it is the policy but it is something >> all right if we and bring our conversations to a close in five 4 3 2 1 >> waterfall on three. One, two, three, waterfall. >> I like it. Okay, I know. I'm sorry. You guys are engaged and I love it. So, here's the last part. You have completed three rounds, three different goals, right, of the of what you have chosen. At this time, what we want you to do, starting with our board, our board president, we want

089you to choose one of the three goals that you want to work with another a collaborative group. So, you're going to choose one of the three, not all three, only one. Okay? And at this time it's okay that there's a more of a mixture. That's okay. Um but I will uh start with our board president, vice president, etc. because we do want at least one board member in each goal. So I'm going to model. Let's say that our board president, Miss Clark says, I would like to engage further in goal four. So Mr. Peoples, since he was the lead with Miss Harvey, this is your goal four. So, you're going to come in here and what you're going to do is you're going to compare and contrast what all of your uh celebrations, concerns, your

090contributing factors, and corrective actions. And you're going to condense that into one or two agreed upon celebrations, concerns, etc. But here is what we want you to focus on. Corrective actions. what are you all thinking that in order for us to improve in this goal the corrective actions will be and then you write down one or two and it's an agreed upon then once we're going to take about 10 minutes to to consolidate that so even if you don't you can orally talk about these but please write these down because we need to give these to Miss Brown because we will use this for the alcap input then we're going to go around and these are the two that we will read out loud does that make sense Okay, with your mics. Um, Miss Clark,

091which one would you like to engage in from the three goals? >> Four. Miss [clears throat] Luna. >> I'll say where I'm at. Goal two. Goal two. Uh, goal three. >> Goal three. Sorry. All right, Mr. Williams. >> That was my goal. >> Sorry, Mr. Williams. Uh >> I will go to uh goal one. >> Goal one. Okay. And then which is over there. And then we have Miss Leva. >> Um go >> two and Mr. Jackson. >> There you go. Okay. At this time, if we can have the leads transition to your poster and if we can have our board transition to that poster and the rest of our community, you could choose one of the three goals you participated in. One of the three, you have 10 minutes for this activity. 10 minutes.

092Valley, right? I'm staying here with you. All right, I got a One for each chat celebrations. I think the elementary sports is a huge celebration. >> That's a corrective action is that our students be more involved in the actual equity. >> We have 10 minutes to come up with. >> Does anybody else have another >> Oh, we want to each do Well, we have to consolidate so we can talk about it if you want. Okay. for my celebration. >> I really think that's a great attendance. I think celebration >> a lefty. >> Sorry, I have to call some of the elementary schools have started doing their own home visits. >> What are you watching? >> I think that's a corrective action, not a celebration, right? >> That they're not getting that are not >> getting

093accessable. If I can take a moment. >> Yes, that was one of >> it is a concern and corrective action. If I could take a minute to explain what was that you've already >> I think it was one of the first ones. >> Yes. >> Okay. >> So if you look at the first it shows the percentages, right? >> This is my biggest but we need to start like that. the severe population >> not all my son but still doesn't get equable >> the severe population they don't even >> they don't have access the metric was 2% reduced 2% >> right but we met that already >> just including challenged Equitable access for the month is definitely a win >> with the disproportionality. We still have work to do there. But >> well, equitable access

094>> I would do equitable access because without equitable access they're not included. >> [laughter] >> chronic absent life. >> Yes. >> I think it's life skills now is our district terminology. equitable access to inclusive opportunities for our >> success. She's going to go >> or concerns >> either way. Okay. >> We don't. >> So, um we don't the even come to your room. >> No, they don't. They don't even come and ask you, >> but I will let you wheelchair basketball team that our school district enhance your antibias training >> or like you know >> or increase. >> I love that you guys are paying for the CI championship rings. >> That's a huge celebration for this. I'm sorry. Funding caps. >> Yes. >> I absolutely love that you guys are paying for that ring.

095I like that. >> Yeah, it's just easier. >> Thank you. >> I'm very serious. And then um so this is a celebration. It's a contributing factor. >> I know >> it belonging >> and it's just across >> but could you imagine your budget? >> It is a contributing factor to chronic assessment >> and it's a corrective action. need to work on. >> Yes. Celebration. >> We're being we're over budget. >> It's an actual concern we have to consider. >> I just don't want to That's what I was looking at that >> kind of like Yeah. kind of like a squat analysis even though it's >> she's gonna like make it very specific. >> Well, I feel like strength, right? Yeah. >> So, could I expand on the sense of belonging by >> having a metric

096to measure that more frequently instead of the two culture surveys, right? Having a metric to be able to measure that more frequently. address that >> bias lack of funding biases discrimination exclusive sense of belonging >> um abbleism >> a metric belonging >> contributing factor how a longer time to only do it twice we got to do it more often to see where we're at >> we have that coming right now You know, you're doing babysitting. >> Thank you for saying that. >> We get you immediate response. >> I would definitely think student ratios. >> Well, it's crazy, >> but even >> in our Jed are the content. now control. >> So we're building out like training lots of access. >> I agree. Two minutes. Two minutes. >> It's amazing. I know how they winners don't

097need to need to That's one of the requests that supports our survey suggested support. And so with school 30 seconds. 30 seconds. Make sure those corrective actions are clear. >> Corrective actions. One or two corrective actions. 30 seconds. 20 seconds. >> I know you mentioned sense of belonging. Do you want to add anything to that? I know you mentioned the bias. Um talking about disproportionality. There's still room to do that. All right. If we can conclude in five, four, 3, two, one. If I can have everybody's attentf on three. One, two, three. Waterfall. If I can have your attention. At this time, we would like all of our participants to transition to a table. um you will move again but I need you to go to a table except for our hosts. The hosts stay

098where the board is. So if every all the participants just sit at any table that you see open for now. >> Any table that you see open. All right. If I can have the leads be at your in your posters, board of education, if um if I can have your attention to our board of education. At this time, the leads are going to share one or two corrective actions that align or address their goal, starting with goal one. I'm here at the back with goal one. Then we're going to go to goal two, three, four, and five. And then we will engage in our second world cafe. I'm going to turn it over. One lead per goal will talk. Thank you, Dr. Arce. For um academics goal one, one of the corrective actions is to

099be intentional about a math adoption and we are definitely working on that. And then uh one of the board members uh indicated that we should look into hiring reading specialists to reading specialists to work on literacy for all students in particular students with IEPs and other students with high needs. All right. Thank you. Some of these things I want to I want to circle and say, aren't we doing some of this stuff? We're on the track. All right. Goal two, which is college and career. So, some of our celebrations, >> just the corrective actions. >> Oh, just corrective actions. Um, how do we align or adapt our current CTE programs to local labor needs or changes in the workforce? As um, we know some of the jobs that our kids might have aren't even invented.

100Also, how do we increase staff awareness of our CTE programs and opportunities at our high schools? And how do we ensure that students are ready for careers? So embedding those um resumeumés, interview skills and all those things that go into the next step after us. Can I ask um for the leads to be specific on that because as we think about LCAP input, we want to make sure that if that's the direction there there would be training and work. We want to know exactly what that means because that's a really good a good corrective action on that. Goal three. >> All right. For goal three, equity, we discussed providing equitable access inclusion for our students with disabilities uh with an emphasis and focus on our mod severe classrooms. Uh we also discuss the need to

101increase our e reclassification rate. >> Did you guys discuss like uh how to do that? So yes uh with the equitable access what they were saying and sharing is that students with disabilities mod severe they're not as often included in those afterchool activities. So we talked about providing more uh instructional assistance support and after school program so students can participate. And then also one parent shared that when a student with disability is included in the program they have to do so much more. So they should be allowed those opportunities. >> Sounds like a data report to me. >> All right. That's the how. >> And then goal four corrective actions. Thank you so much. So, as you could see from our grid here, sense of belonging is very very important for us. Uh especially when

102we're talking about welcoming a very welcoming uh supportive rigorous learning environment. And so, one of the things of our corrective actions, the how is increase antibbias unconscious bias training uh for all the the staff uh in the district as well as again sense of belonging. You can see it's all capitalized. We're very much stressing the importance of increasing uh the antibbias unconscious bias training as well as our sense of belonging by incorporating a great TK through 12th grade SEAL program and curriculum uh districtwide for our students. >> Gosh, that sounds so familiar. All right, goal five. >> Good evening everyone. We were actually told our goal was great. No, correct. I'm kidding. We have three corrective actions. The first one is to increase our responses for our needs assessments to better respond to the needs

103of the community with our workshops or services at our health and wellness center. Our second corrective action is to clarify the role of our parent ambassadors for our sites so that we can increase their usage across uh the district. And lastly is to increase awareness of services and programs offered at our health and wellness center and our school sites. >> Thank you very much everyone. Um to our board, as you're hearing some of these suggested corrective actions, uh please make note on what you heard that you'd like to maybe hear more of. Where are we at? Are we doing it? Are we intended? That's going to be at the last part of our study session today where you will be able to engage with educational services team and um our partners to answer some of

104your questions. Okay. So, we're gonna Is it okay if we just transition to world cafe number two? So world cafe number two is you heard from the district level. Now we're going to hear at the site level. Are we aligned at the site level? The six sites that the board of education is going to hear from today are sites that have not presented to our board in regular board meetings. So we wanted to invite them and for them to share their data as well. So this is world cafe number two. The biggest focus in world cafe number two is going to be on contributing factors. So, if you go to your workbook now, I know the board's going to be like, "We left our workbook over there." You're going to need now pages, page number

105eight, 9, and 10. 8 9 and 10. Oh, um, to our board, sorry, since you're over there, make sure you grab these three cards as well. You need three of these cards as well. They're in the tab in your corrective C3 activity in the C3 tab. after after this one. >> Yes. Eight, nine, and 10. And then there are three cards that you will need as well. For our participants, you will also need these three cards. We have cards in the back. So, grab three. We also have cards right here. Um, if you raise your hand, if you did not grab three cards, raise your hand and we will pass out three cards for you as well. If we can have our principles transition to your goal. goal table and our directors that are supporting

106to your gold table. Okay, in the interest of time, I'm going to actually present on behalf of the principles the first several slides so that we can focus on what they're doing at their sites that align to the goals. [snorts] So to our board of education and to our participants, pages 8, 9, and 10 have these notes on one side and contributing factors on another. Right? So as you're listening to the schools, you're going to take notes if you want. Take notes. They're going to share with you some data and they're going to share with you some of the last year's data on the practices. Why do they think the data was the way it was last year? Similar to what you've been hearing on the MTSS presentations. So, they're going to talk about what

107are some contributing factors from last year to make their data grow and some of them that they need to work on. Then they're going to they're going to share with you what they're doing this year to impact their data further. As you are hearing the presentations and you're taking notes, when the round is over, you're going to take one of these cards, anonymous, you don't have to put your name, and you're going to write why do you think, positive or negative, their data improved or did not improve. what was a contributing factor? And you want to put a plus or minus on your card so that you can be honest with them. Before you leave, all participants will give this to the director that's co-leading with the principal. And at the end, if there's three

108rounds and there's six people in each round, they should have about 18 cards to get. Okay? So, I'm going to give you an example. Let's say that Miss Kelvin is talking about decreasing chronic absenteeism and she says, "We've decreased chronic absenteeism by 10%." We did that through home visits. We visit homes every single day. And then she talks about other things that they're doing. Well, if you heard that a contributing factor to improve me improving chronic absenteeism was home visits, then you will write in this card home [snorts] visits and you will put a big plus because it's a positive. But let's say that Miss Calvin is saying um you know one of the things we we're kind of stuck in we can't improve chronic absent as a matter of chronic absentee has gone back

109is because we haven't really been paying attention to our ISP process for example and you want to share with Miss Calvin please work on your ISP process and that's a negative that's okay if you want to cut this in half and go I'm going to give her one positive and one negative it's up to you whatever feedback you want to give to our principles okay by so you have three rounds three cards, one round per one card per round. So that's the contributing factor. These are the options that you have. So I know last time we asked each one of our board members, we're going to we're going to allow you to kind of be a little bit more flexible because these are the schools presenting. So we have, for example, goal one align to

110Serrano Elementary. That's Dr. Amanio over there. We have goal two, college and career. Yes, college and career at elementary and middle because it's a an academy at Butterfield Language Academy over there. Then we have goal three equity um and the increase on graduation at Mavoa. And then goal four, we have two schools presenting on goal four. One school presenting specifically on learning environment on reducing suspensions. That's Sugar Hill. That's with Miss Calvin. And then we also have goal four here with um with Miss Sherrod. and she's specifically talking about reducing suspension but spec as it relates to also reducing referrals by almost 73%. And then you have goal five communication that's early learning academy and the work that they do mandated mandated by the state but also aligned to LCAP on home visits and how

111that um aligns to our communication goal. So those are your options. Again, we want our board to first choose before everybody does. And then you're going to rotate. All right. I'm going to go through the first set. So, if I can have someone click that green button that says click here for. Okay. I'm going to go through the first slides so that our presenters don't have to go through these slides. Okay. So, when we're looking at multi-ter, these are the schools that are presenting. uh they're aligned to our vision, mission, portrait of a graduate, our five goals. Um they're going through the claims, evidence, uh and reasoning, and action and accept very similar to the presentations that our board has seen. The claim for all of our schools that overall even though we've made improvements,

112there are areas that we still need to focus on is spec specifically for certain student groups. the evidence to that. Not only does a dashboard tell us that we need to improve in certain areas, even though we are improving overall based on the colors, we've seen a lot more green and blue. Great. But let's focus on also the areas that need to improve from um in the red or orange. As a district, we see that we were in orange in math and now we are um yellow. In suspension rate, we are green. We've continued to be in green. Um chronic absenteeism, it is an area of concern. We were in yellow and now we were in orange. We did regress even though we improve in percentages not enough based on a school district our size.

113College and career first time we are in green. We went from yellow to green. We are making progress. Then we have our particular our individual schools that they're going to be focusing on this data. So each one is a dashboard but they're going to jump into and then we also have the early learning academy which they use a little bit different data points which she will go over. We're going to focus on this slide. This is where our schools are going to start. They're going to go over their data quickly and then they're going to go into their reasonings. What are the reasons why there are areas that needed that glow that were good? They're going to go over that. What are the reasons why they got stuck in certain areas? You've seen these slides.

114Everything that we're doing as a district to improve our data when it comes to instruction, reduce and math, reducing chronic absenteeism. This is our midyear check that we've presented to the board before. And then our schools are going to culminate. What have they been doing? So now what? So as you're listening to their presentations, please take notes and don't forget to give them the contributing factor card. Okay. So we are going to everybody please stand up. Look look at page look at page eight in your workbook. So now we know the drill. We'll do this every time. Mrs. Clark, starting with you. Can you walk over to the table that you want to learn more from? All right, Miss Luna. All right, Mr. Williams. >> Four. We have four here. Sure. Uh, we have Miss

115Sherrod and we have Miss Kelvin over there. >> All right, Miss Lea. You're going to stay there. >> Wherever you want to go. >> Okay. And Mr. Jackson is available. >> Goal three is >> Yeah. Over there. >> Goal two would be Butterfield Language Academy. >> Is that available? >> And we're going to rotate so you can choose it. Yes, that's available right here. >> Okay. Our student board members. >> All right. Okay. The rest of our public, please choose a a cafe to engage in at this time. You can stay where you are or go. If you can go to a cafe, choose a a table to go to. All right. Schools. Get it schools in interest of time. Seven minutes. Seven minutes. >> What are your reading? So learn be helping us. So

116she's trying to Thank you so much. Spurs also graduation. That would be that would be great. to our >> area. Our area that we need to grow. Math 3.3% English language arts and chronic areas that grow our chronic absentism our graduation rate increase and college. Now when we talk about the chronic when we talk about the chronic absent it's really looking at our data creating creating systems to to address the issues that we have and and then implementing and then measuring those systems measuring the effectiveness of those systems and then readjustment. created home we have what's called and very fancy days absent this is how the student responds and this how it is impact leads to our homework where the students come in and they're actually and they complete their work which actuallyates to attendance

117because they're not completing it home environment. I guess that's not Um I know this establish area. Yeah. Yeah. principles. You should probably be on actions or next steps. Actions or next steps. Two more minutes. Can I hear talking about It wasn't the first realiz But also I know that Okay, bring your last thoughts to an end. Participants, board members, please write your contributing factor card and give it to the director facilitating. Good question. All right. Once you've completed the cards, give it to the director facilitating >> at this time. Waterfall on three. One, two, three. Waterfall. Okay. At this time, if we can have everyone stand up except for the leads. So again, we have goal one, two, three, four, four, and five. Board President, where do you want to go next? >> One. >>

118Goal one. She's going to go one. Miss Luna, >> four. You have two fours over here. >> Okay, Mr. Williams. I'll go to >> gold two right in front of you, right across from you. Gold two, >> Miss Leva, please. Thank you. Thank you. >> So, Miss Clark is in goal one. So, you can Yeah. So, you have goal three. Go three. There you go. And Mr. Jackson. >> We have the second four. >> So we have uh college and is no Mr. Williams is in college and career. So you you could choose either one of the fours. >> Okay. >> All right everyone stand up. And now that we have our our student board members can choose wherever you want. >> Nice to see you. >> The rest of the participants please rotate. Make

119sure we leave a seat for one of our board members. Thank you. >> Seven minutes. Seven minutes. >> Good to see you. >> You too. >> How you doing? >> I'm well, thank you. How are you? >> I am good. >> You get in there. >> We are. >> I like it. >> Yes, we are. [laughter] >> We're ready. That's all we need. Ladies and gentlemen, I'd like to thank what number. [laughter] >> If you look at this All right, you may begin round two. Round two. 88.2% college graduation rate. Mathematics. So this slide right here represents our growth and you talked about reason to the different interventions. enhance the same thing in mobile. We're actually going over Yeah, that was a great question and you're 100% correct. Right. >> I did have a question.

120You mentioned professional development a lot which is very much appreciated. Um but it is like a common know theme because we do have our own professional development program. We don't often use outside resources beyond our own professional development such as rce. I do know that rce has come in and started is possibly working on some math strategies recently as recently as two days ago rce was here working on that. But why are we so slow at using those outside like our COE to help with our professional development? Even if they were just training our professional development teams and then our own work with our teachers, we don't utilize a lot of outsour professional development. not like >> I know we use them but like we don't use them like to the extent that others and

121I'm just curious why >> right >> well I just know specifically with their math department RCA has excellent math um administrators and trainers and coaches and stuff we don't ize them as much as maybe we should because our math skills, what we're doing isn't really working across the board. Our math points are not >> making leaps and bounds. >> Our next data piece is that chronic abstitute So um again we survey just to see what is what are the factors because we can increase our implementation of independent studies but that's not the independent study program is going to help us with recovery. So why are they out and um a lot the number one reason was the illness illness a lot of their students either were you know a lot of the times they extend

122their illness you know they don't come right away but um that's one a mental health issues that's another one transportation that's you know housing >> there was a parent that mentioned because your question your question That's another question >> another year. We have We got one more but we started with a four and then they closed that one and they came in and the second and third and then backpally I don't feel like counted in that because I don't think it's fair to them or put it in their health have an independent health plan that their health um doesn't affect the action. >> Can you do that? >> Absolutely. So he doesn't Myself doesn't have um it doesn't negatively impact his attendance like he doesn't get to like at the middle school they have like

123the poly clubs or whatever like where they get the rewards. He has hypogan when he gets the campus a month in a row. So it doesn't negatively impact the school data or his impact. But he still is responsible for learning that >> right their health can absolutely reflect that they have a chronic health issue that will reflect greater. [laughter] So we tried we're planning on different things to do this is remaining of the year and for next year. Uh one of the things is just bringing those parents and bringing people >> that is that is because a lot of times the struggles >> one minute one minute district has provided us that you know of you know having that sense of connecting with our students so they know that we care and that we're missing

124you know to come so that's I know before co we were doing better with a lot of our absent but I think that post like we've seen a bigger decrease like and I feel like maybe it's a fear of like what the cold is but also I think parents became more aware of what the actual rules are it's feverree diarrhe free symptom free for 24 hours. That was our school policy before. So if my kid has a fever of 102 on Monday morning, he has to wait till >> principles. Principles, you should have already covered your areas uh your actions or next steps. So hopefully you got to actions or next steps. >> Okay, 30 seconds. Please fill out your contributing factor card and give it to the lead. >> But I'm pretty sure they

125have especially in those days when they hear something's happening >> or when something happens at another school. So we do see that has negatively impacted and has negatively and I know you know the fear is that they >> all right fill out those contributing factors card and give it to the leads. team. >> I don't answer what they wrote down. That's maybe what they don't know. All right. >> If I can have your attention in three, two, one, waterfall. >> At this time, >> little surprise, I would like our board of education to transition back to the to the das, please. >> Thank you. Thank you. and our leads, if you can please tally and on the big card, write the most popular contributing factor in nice big writing. But don't throw away all those

126cards. We need them for the LCAP feedback. So, please give them to Vene. She'll go around each once you're done and ready. Okay. Am I supposed to sit here? Am I supposed to You still need it. >> Okay. All right. If I can have the attention of our board, >> board of education, uh, as Madame President, as you, um, hopefully saw, uh, and engaged in the 4C activity to all of our board members, you took notes. You also took notes on the contributing factors that you heard from our schools. At this time, we would like you there's um at the end of your workbook, the last page of your workbook, there's blank a blank page. You are welcome to use that blank page. We would like to give you about 10 minutes of alone think

127time to ponder on everything you heard today or everything that you've heard throughout the year. What questions do you have for the team? And they once they're done they will transition back to these seats in front of you. What questions do you have? Anything any thoughts, suggestions, questions, any right now let's focus on questions and then we're going to have a followup is based on all the actions that you've heard from one school or as a district. What is the direction to the board as it pertains to the ALCAP actions that you want us to either start, stop or continue, okay, for next school year? So, two parts. One, do you have any questions for any one of us? And two, based on everything you heard today or all year, what do you want to

128start? Want us to start, stop, or continue? Okay, you'll have 10 minutes of alone think time. Thank you for coming over and join >> me. interest. Question Perfect. >> I guess I am I know. >> What is it? I don't know what MVA had for dinner, but next time you guys need to share. >> There's a lot of excitement over there for being 8 o'clock at night. Um, as we transition to the next section of tonight's meeting, actually the final phase, I want to just first start by thanking our directors and our coordinators for being here and facilitating the roundts, the um cafes and actually our principles as well. So, can we please thank them? I also want to introduce everyone to our incoming student trustees, Andrew Garcia from Vista Andrew, if you want to

129stand up and [applause] not on purpose, just coincidence. And And Andrea Martinez Belletche from Valley View High School. All righty. So, um, board, our team is ready. Not only questions from our directors, but also our principles. Any questions that you have? Anything else? We're going to go ahead and get started. I know some of you are eager to get started. you can still keep thinking on your questions, but if some of you want to get started, we're ready. >> Thank you. I think there a few need a little bit of time, so I'll go first and then I'll just look up and call on you if you have any questions if that's okay. So, um the goal was a start, stop, and continue or questions. And I didn't have a stop, but I have a

130start and a couple of continues um or vice versa. So for my start, one of the things I I would like is that when marketing the FASA, this was brought up at a couple of tables. I think something that would help is saying you need to complete the FASA for the four year, but also saying that it could be helpful um to the CTE pathways like if you want to take a trade. So, let's market to all of our students and on how important the fast is for not only a 4-year institution but trades. Thank you uh Mr. Hansen for that. Uh also, um I would like to modify um our transportation plan to capture more students in the district. And a continue would also be the PLC's and PLN's for mathematics. I thought that

131was really great and I see seem to see a lot of data moving and the commonality is the PLC's and the overall PLN. So, please continue um that. And that's all I have for this area. And I'd like to look up Miss Leva or Oh, Trusty Jackson's mic is hot. So, I'm going to move on to >> President Clark, I just want clarification and apologies, Trusty Jackson. So, >> when when the board had a conversation around modifying the transportation plan, um we presented three different scenarios. So what we'll do is we'll bring that back as a discussion topic so that the board can formally decide which scenario you want us to look at because I think we gave like increasing by half a mile by the mile and a half by two miles and then

132also doing like an equity model because we also not just necessarily increasing but providing transportation in some of our high density areas as well. So we'll bring those forward so the board can give us direction on which one you want us to pursue. >> Thank you Trusty Jackson. Thank you. One area that I saw that we should definitely continue and that we're doing really great at is providing trainings for a lot of the new programs and initiatives that we're looking to implement and have our ed educators um execute those. Um it it really looks good. I loved hearing how we're having those professional development opportunities and supplementing that or you know when we are pulling educators out making sure that they feel comfortable that their students are still going to be supported and you know

133we have a substitute for them and so on and so forth. So let's continue to do that and making sure that we also include our classified folks in that as well. Um and you know whether if it's you know inclusion models, PBIS, math skills, making sure that we have those trainings. It sounds like that's really something that's benefiting. One area that I would say that we can look to accelerate on is once we do start to look to our educators to implement a lot of these new models that we're looking at. What does that feedback from our educators look like? Um what is their first what is their confidence? You know, I would love to see a solic solicitation on their on and feedback on what is their confidence now when they're in the classroom

134to start implementing some of these newer models that we're introducing to them. And secondly on a on a progressive timeline are they seeing the return on their investment? What is now that efficacy? Are they seeing that? So one the confidence they themselves to deliver these new initiatives and then secondly do they see it as you know are they seeing their return on investment? Is it something that's um that that has a high level of efficacy? Thank you. >> Thank you Trusty Jackson. I believe student um Carbalo is next. >> Um so I just wanted to point out to continue um the early learning academy having um interactive activities in the classroom and increased uh studentto student interaction. I noticed that a lot of their improvement came from like being interactive and being there with the

135students. um as well as at Serrano Elementary um mailing notes to families and students with um positive encouragement to continue attending school with um chronic absenteeism. And then um I wanted to suggest um starting to increase staff engagement um to be more positive to decrease absenteeism. And then I just had a general question um um which kind of leads off of what I just said. Um how can we increase staff knowledge on district opportunities >> if anyone? >> Okay. Team, what are some strategies that we can work on to increase staff awareness of the opportunities not only for our staff but also for our community? >> Yeah. >> And are you referring to professional development? >> Um yes. >> Okay. So, we do send out flyers to teams and advertise all of our our trainings.

136We share it in the superintendent's email every week and um we also target groups. So, if we know if it's it's for third grade teachers, then we send it directly to third grade teachers. If it's for secretaries, we send it to that pool as well. >> Okay. And then also for like um counselors, like how are how are we keeping our counselors informed with all the things that we have in our district? So it's definitely something we bring in our counselors. I did so we bring in our counselors um about three times a year altogether and so we could be very intentional on the PD that we provide. So they do understand all the opportunities that exist within the K12 system. So even though they're an elementary or middle school counselor, we can ensure that

137they understand um the CTE programs in the IB programs, AP and including the Raven Early um college academy. >> Okay. Thank you. >> So I'm going to give Anna here a little bit of a chance to gather herself because she wants to share some of the work that we're doing with our communication plan. One of the things that we were I was as we were walking around, we noticed that communication seems to be a big concern district-wide, not just internally, but externally as well. So, I asked the team, "Hey, have we ever considered district mares?" Like, put a marquee right here on Alessandro, put a marquee over at the Paris Operation Center, put a marquee over at Student Services, any of the the sites that face out, put one over at the PDC. And these

138are not school mares but actually district mares where we can advertise to our community because our schools are in hight traffic areas. Can you imagine how much advertising we're capturing by that? So so like something like that is something that we can consider as well. >> I want to follow up on what you say about a marquee the corner uh for Marino Valley on Graham and Cottonwood. If you put a marquee there, it it highlights the M on the the mountain because the one in Paris for Paris High School, I mean, the times I've driven down there, I can sit there and read everything I need to know about the district. But that's where I wanted to have a marquee when I was working over there because you get that angle and you you have

139you run it on both sides, people see it. People will drive down the street to read it. So we can work on that and then bring a proposal to to the district. I just want to have an talk a little bit about the work that you're doing to improve our outward communication. Hi. >> Yes. So thank you for the opportunity. So uh we did a communication survey earlier this year and that went out to all families, staff and students. um a lot of the communications that we do for the most part it is going outwards right um but there's a difference in in ways that we can track it so through parent square for example that's our mass notification system it allows me to see how many people are opening emails how many people are

140actually engaging with our content and so with some of that analytics that we're tracking now which is part of the LCAP uh we are able to see if people are opening, if people are engaging with it. And so we're tracking staff engagement, including families. And one of the additional ways uh to communicate to staff is we have a staff hub, and we haven't made it robust just yet. Um, but that gives an opportunity for staff to see exactly what matters to them. Um, and then our families, there's all kinds of ways that schools communicate with their own communities as well. And so we're tracking and looking at the data there. What did parents say in that survey? What are our administrators doing on their sites? And then just through the tools itself, through parent square,

141for example, when schools send something out, are parents opening it? Are they engaging with it? Are they doing something with it? and if not, why not? And so we already had uh two uh groups of schools that we've already worked with showing them just as an example. Um if we share some kind of flyer, some kind of graphic out and we have a QR code. Um if we're not actually including the button or the link, we're making it harder for parents to engage because you getting that QR code on your phone, then you have to ask someone else, hey, can you scan it? Oh, can you send it to me? So there's little things here and there that we want to make sure that we're uh educating and providing that training to our schools so

142that we can actually increase that engagement. So again, comprehensive communication plan based off of the survey results, but also the tools that we already use um to be able to make those actions moving forward. And I think one of the for me one of the biggest ahas in looking at the data is more communication is actually not always better because if a family's uh getting one for their elementary kiddo they probably have one at Ella one at the middle school one at the high school and they get the district communication that's five and then the teachers are sending communication as well at some point they're just tuning out. So, we need to come up with a system that's more efficient and it may not always mean more, just means better. >> But noted, um, student

143trustee Carvalo, we're definitely going to continue to work on how do we improve the communication of our programs and services. >> Thank you, Trusty Williams. >> Yes. Thank you, um, Miss Clark. Uh I I had a similar question uh more so a comment uh how do we ensure that the students the stakeholders get that information there's so much that we were presented tonight and what I'm thinking is just like we select students for dual enrollment 9 through 12 with a 2.0 you know, how do we kind of put kids into their interests? Uh, K12 and so that our information blog is really tailored to that student or that group of students who have that interest. And to add into what you've just said, um what I saw in a was accreditation. The school had a

144TV program and they did their announcements through the TV and this was in the 90s and it wasn't long. It was sightsp specific and the kids could recite what they saw each day that was of importance on that loop. And like you say, it's not too much information. Um, but it's sight specific. Have kids create um commercials about the programs on their campus. Uh what's working well? Um and the the the other thing is what is the new vision of a graduate after our students engage in the programs that we have because you know we have a portrait of a student but with all these programs what's the new portrait? >> So Dr. >> Thank you. So let me start with the strategic planning process and then I'll turn it over to you. Okay. >>

145So, one of the things that uh I'll bring up at our next board meeting is when we now we need to now begin the process of our strategic plan for the next three years. And I think um in talking to cabinet, what we want to present to the board is first a protocol um an option or different options and protocols for that process so that the board can look at. We can do it with an outside provider. We can do it internally. We can do it through um board study sessions. We can do it through community sessions. Just different options. And then once the board gives a direction on what approach we want to take, facilitator method, methodology, then we can develop a timeline. But part of that timeline would include evaluating our mission and

146our vision. Are they still applicable to our needs, our goals, our portrait of a graduate? not only internally but you know the state's coming out with a statewide portrait of a learner that's coming from the department of education. So is that an opportunity for us to align our portrait of a learner to the state's portrait of a learner? So that's going to come in through the strategic planning process and Dr. >> Thank you Dr. Rakava and to your comment about uh aligning with communication. One of the things that we started uh several years ago was this idea that announcements uh you know getting on the PA it it gets so much but when there's televised announcements and we have students looking at um student leaders like the ASB sometimes it's once a week sometimes it's

147every day I want to highlight um one of the schools that I visit and uh she took on this um several years ago and I'd like uh Miss Sherrod to talk a little bit about her televised announcements and what she does to our students and at the board direction. That is an example of something that we can we can try to do districtwide. Miss Rod, >> thank you. Dr. Arce, we started morning announcements because we felt that sometimes when we did it on the intercom, it was a little overwhelming. there were a lot of things going on and we also felt that the students needed a visual and so we wanted to engage them with sharing things with their families as well and an extension of their learning and what our goals were at the

148school site. And so we do daily ones to make sure that we have a different focus every time and to make sure that they feel included and they understand what the teachers are doing as well because part of it highlights what the teachers are learning in professional development and how they will see it appear in their classrooms. we talk about their objectives and we talk about so there's several components to the point of what are the interests of our students and how can we highlight those interests in different areas throughout the school and so I think that keeping that in mind and seeing some of that success will be beneficial to some of the things that you mentioned >> thank you trusty Um thank you. Something that I um heard you know um by going

149to the different tables. Uh it's that we talk about it was chronic absentism and how that affects our students. I asked you know what is the common factor that the parents have shared with you that their kids are absent and something that we have discussed and Miss Clark has brought it out is transportation. Um, so and I know we're working on that and it was a great idea that that you brought that up, but um, also, you know, I I I wanted to emphasize on that um, how the the students feel disconnected uh, with the schools and how they um, are looking, you know, to have somebody that they can feel support and I know, you know, we have counselors, we have uh, teachers that, you know, can reinforce that to And but something that

150I was asking you know the few students that we had here and the parents is like um mentors. So I really feel that we need to start establishing a mentorship program you know not only for high school students or you know like middle school students but also for elementary sometimes you know that sense of belonging it can be done to that you know having that adult that is not a teacher not a counselor not an administrator so that can feel connected and they can have that trust to you know communicate and say you know I if it's for example if it's a a a family where it's only the mother, you know, being present and the male figure is not there, you know, kind of creates that disconnection or if it's only the father and

151the female figure is not there, you know. So maybe sometimes you know that's what they kind of feel um that they don't have that support and you know I uh we attended the conference for uh um schoolboard members and they were sharing with us when they implemented that their chronic absentism just just changed their academics went up you know so um I really feel that we need to start implementing something like Yeah, >> Mr. Peoples and Mrs. Harvey, did you want to share a little bit about the work that we're going to begin with the Boys and Girls Club? >> Yeah, thank you so much for even mentioning uh that opportunity. Thank you. Uh we just met with uh Big Brothers Big Sisters. Is that one? We just met with um a a community uh

152agency, Big Brothers Big Sisters, um and had a great meeting in regards to an opportunity where they can come into our schools and really support um our kids and really work at the very very foundation level, the elementary level, and and really build that sense of belonging with our students. So, in meeting with them, we I think I met with them a couple times already, just looking at how we can build that out uh into our elementary schools to really build that foundation um so kids have that trusted adult uh that they can go to. Um even beyond that, I think it's it's it's really something also that, you know, we um as the adults uh on the campuses can really uh make sure that we're aware of. Again, we I don't I don't want

153to belabor this this this issue, but it's also uh uh understanding where our kids come from. Um understanding um you know that they might not have um those those people at the house, they might not have food, you know. So, it's it's even a simple greeting uh can really uh build that sense of belonging with the students. So, not only mentors, but it's how we then interact with our students. um uh pays pays uh huge dividends. >> I have a question, Mr. Peoples. When you say um they will be at the schools, they as in the mentors or the the Boys and Girls Club, will it be before, during, or after school? >> We're right now we're looking at building it during the day. >> That is amazing. Thank you. >> But we will make

154sure that that's included in the LCAP as well. >> Yeah. And one last thing um something that I heard here and I have heard you know with different group um group of parents it's like they feel that our parent engagement has gone down that we they don't feel that support anymore. Um something that it was shared when I was uh um with u Mr. U Ramirez and Mr. Garcia from one of the parents was like um yes we still have the parent ambassador program but they felt that the way that it is established right now it has improved in many areas but they feel that there's a disconnection. They don't feel that they have a person to go to to ask questions you know if they have concerns um or if they need guidance of

155who to talk to if there's a situation. So um they um they were uh asking regarding that. So um I don't know what we can do about it so that we can have that support you know towards our parents. >> Absolutely. I know that Mr. Garcia is continuing to work on that model. But one of the things that I I I want to I'm I'm a little worried about sacrificing is still the relationship that needs to exist between our parents and our teachers and the site staff because that's the most important part. If there needs to be a a a very high level of comfort for students and parents to be able to go to their teacher for support, that's the first step, right? Because that relationship is the one that's most important. That's what

156creates that dynamic where kids feel comfortable learning. That's where you develop that meaningful relationship that for example, Trusty Jackson remembers now that he's a board trustee, right? So, and for and our parent engagement specialist or parent ambassadors, I'm sorry. They should be that second, third tier of support when that dynamic is is missing or laps or when a problem arises or when they have difficulties for whatever reasons. But we can definitely look at different models for that. And Mr. Garcia, did you want to share some more? >> Yes. I think it was inherently we we knew it was good to have parent ambassador presence at all of our school sites, but we didn't have the data to capture their work. We didn't have that return on investment that Trusty Jackson alluded to earlier. We didn't

157have the uh information to share with all of you. And so this year, we used it to reimagine their purpose by making it very intentional having a Google form where principles and site staff can request their assistance. And now we're seeing that that uh that their activities are being their support is being uh requested through activities and now it's really driving our response to increase the amount of parent ambassadors that we have in our district. So, we went from 21 to now looking at getting up to 30. And we may [music] go back to a one to sorry about that. We may go back to a oneto one. Um, but we want to make sure it's justified through data and not just because it something it's something that we think might be a good thing

158for our schools that it's something that is warranted for that. >> Thank you. Miss healing. >> Okay. Um, something that I that stood out to me while I was listening to the wellness cent's presentation was like they were talking a lot about like the traffic at the wellness center. And something that I thought about was like thinking like putting myself in someone's shoes who would need to utilize the resource resources at the wellness center. Like I know that a lot of students would feel like or family was would feel a sense of pride and like almost embarrassment and needing to utilize those resources. So I was just like wondering like like what can we do or like what can we like utilize to tell them like it's okay to ask for help or it's okay

159to use utilize those resources and it's not something to be ashamed for. And then something that I liked was when I was listening to Sunny Mute how um they were saying that on their playgrounds they noticed they started to um like monitor where aggression was starting and then from that point they like they thought of a change. So, I noticed I know that she said that they started to use like coloring and like meditation and I feel like that's really helpful and it also um like emphasizes mental health within the youth and I really love that. So, that was fun. >> And if I may, I just want to plus one that last that last point. Um that was remarkable when I heard about that that zone level playing that they have at Camed Elementary

160and I can't wait to see it in person. Thank you. Last but definitely not least, Vice President Luna. >> Thank you. First, I want to thank you all for all your hard work and uh for being here this evening and and presenting especially you Dr. Rese appreciate everything that you do. Um so I have a few things. Um when I was in the learning environment goal 4, we were talking about how we do have decreased suspension rates, but we also acknowledge that there's disproportion in those rates. So I guess my question is and not necessarily have to be answered right now, but what are we doing to address that? Um it's great that our rates went down, but we know that we have student groups where that's not happening and we definitely need to address

161that. >> Absolutely. I think uh the disproportionality is going to go up as a result of the overall numbers going down. That's just a mathematical feature, right? A calculation. But we don't want to focus on that. The focus is on why are we treating two students who are engaging in the same negative behavior differently. >> Absolutely. >> That's the root of what's happening. First of all, what are the supports that are in place or not in place that are leading to that behavior? We're still stuck in a model that's too reactive and we need to change that model to a proactive model. I think that's the first step. Um, and then I'm going to turn it over to Mr. people to talk about some of the OIM work and how we're going to get to

162not only the root cause but a solution for that disproportionality. >> Yeah, thank you so much uh Dr. Rubakaba and this is uh this is also acknowledged uh by uh the IM the independent monitor uh who's who's working with us in regards to this. So, we're we're working really hard right now on um really building up our board policies and admin regul regulations in regards to the services and supports. Um, also building in uh a suspension checklist, making sure that we're actually as we do the investigation and as we we look at the suspension, um, we actually go through a suspension checklist to really kind of make sure that the schools are providing the other means of corrections, those supports before we get to um, a suspension. Our last option uh, should always be suspension

163by providing those other means of corrections first. I think one of the things that we're doing right now also through the DDRC team, our district uh discipline uh review committee is really building out our minors and majors um uh flowchart in regards to the behavior. And I think you're really looking at uh the great work that the teachers are doing in regards to trying to mitigate those behaviors in the classroom uh before it gets to a suspension level. And then finally, one of the things that we're also building is really data chats [snorts] with administrators. Um, and this is going to really build out not just the overall suspension data, but the disproportionality monthly um at each of the school sites so we can identify and respond to it early. And one of the other

164things I really want to highlight is something that I believe you guys you already approved which is a district uh behavior data supervisor. And so one of the things that we come to find out is what we were doing and again this goes to the mindset right one of the things we were doing is really not addressing the elephant in the room which was the disproportionality but if we can identify it daily right identify it daily by looking at the data um and then be able to provide the supports to the teachers to the administrators um that's going to I to me I I think that's going to be huge. Um so with the district uh behavior data supervisor, they're going to be actually looking at that disproportionality and the suspensions um on a daily

165basis. >> If I can add to that, uh we also partner with Riverside County Office of Education. They provided us uh reports that we now our team will be running. The disproportionality happens specifically with our African-American students with disabilities. And so looking at the behavior by disability so that instead of just saying a canned all students with disabilities are getting suspended at a higher rate or all African-American students with disabilities are now we can look at actual behavior. So we recognize is that our students that are emotionally disabled have a higher rate of suspension as an example. And so being that pinpointed helps us guide our principles to provide the resource. Instead of saying this can statement now we can go directly to students with certain disabilities say what supports what training what deescalation model.

166We didn't have that data before a month ago. We used to just it was all canned and and in one group that that's not the way that we should have looked at data. And so we are excited with that new partnership with that with RCOE >> and and I want to continue because you know I could talk about this all night. Um so one of the one of the you know with Dr. with with Dr. RSE um you know mentioning and again thank you so much uh Dr. RSE for everything you do to support us in regards to uh you know uh what we're doing today. Um, I want to commend Jason and his team and Sela u because one of the the things that we've uh updated this year is when a student does

167get removed from a classroom uh twice two or more times or is suspended six or more days there's and the student has an IEP uh there's an automatic IEP review to discuss those uh supports uh update the BIP uh the behavior intervention plan um to really you know rectify u that situation. So, there's no recidivism. And I really want to give a shout out to our middle school and high schools and their OCS, OCI teams um at their school sites as they're building in the supports and the interventions for their students and uh they're seeing a reduction in the recidivism uh of the behavior referrals uh as well. So, and again, our teachers, our staff that are are really building those structures and supports in the classroom. So just so this is the opportunity where

168I get to challenge my team a little bit and talk a little bit about the dynamic that as a board we've talked about which is this reactionary model that we're in. A lot of what the team shared that's great. It's great strategies. They're effective practices that we're going to put in place but they're still reactionary. And I'm reminded of a story that a mentor of mine shared with me when I when I thought about going into administration. And he said, you know, Alex, um I was working with the school who we saw a 300% increase in their order for medical medical um supplies, bandages, peroxide, you know, things like that. So he spoke to the principal and said, "Hey, why are you we seeing a 300% increase in band-aids and all this stuff?" And the

169principal's response is because we have all these kids getting hurt on the playground. And the superintendent's response to the principal was then you shouldn't be worried about the band-aids. You should be worried about why the kids are getting injured. And that's the model that we need to look at. >> So the band-aids solve the problem after it's happened. Looking at why the kids are getting injured in the first place is a proactive model. >> Wow. Thank you. Thank you all for that response. that makes me feel a lot better about the direction we're going in in this subject matter. Um, so, uh, I have a number here, 20 2,275 home visits. My question is, did we ask if any of those, and that was for chronic absenteeism, did we ask any of those students if

170they were involved in anything, any clubs, any sports, uh, you know, in in school? And if we didn't, why not? And maybe that could be another way. I think I've I think I've brought this up in another board meeting. Maybe um that could be another way to get them to school. >> Yeah. And I I think through our presentation we did have that listed as one of the engagement opportunities is them being part of uh some kind of club, a sports uh after school. Um if we don't have that as one of our canned uh questions, we would definitely add that as one of our canned questions when we're uh communicating with our families. >> Great. Also, um I noted that I heard personal calls reduce chronic absenteeism. How do we encourage this practice districtwide?

171It seems so simple. >> Yeah, I think you have quite a few of the principles that really talk highly on the personal phone calls uh that they give. Um, I know that we mentioned earlier before in regards to the communication and how they're receiving so many different communications. Um, and then all a sudden when you you get somebody live, how's Angela doing? >> You know, I I see that she missed three days, you know, can you come in and meet with a counselor or a social worker um so we could provide that support? I think you have a lot of principles that will verify that those personal phone calls um are very important to get the kids in school. So, we could definitely continue to promote the importance of the personal phone calls and then

172also track that data. >> Thank you. Um, a comment I have is, um, I I heard Woodcraft Rangers surveys kids on their interests and that's how they determine what kind of programs they're going to offer them after school. Um, this model of including the kids, empowering the students, um, is something that I've heard over and over again that is very successful. any of the issues that we deal with here in the district. I feel like why don't we bring the the students in? Our two student board members are perfect examples. How many times have they come up with amazing ideas that none of us thought of because they're in it. They're with the students, you know, they're the peers of the students. They overhear students who have the issues. Maybe they know they have, you

173know, um more expertise. So, I just feel like the bringing the students in and helping having them help us develop some of these programs would be a great idea and and maybe maybe you just bring them in, maybe you bring other students, you know, whatever. But I just think we need to make sure we include the students because we're making decisions about them. So, it only makes sense. And I'd like to thank you very much, Miss I'd like to uh Miss Brown, if you can highlight we're going to have our very first eighth grade student summit. Um and so she was actually reminded me reminded me that the last student summit we had that was our sixth student summit that we had at the high school. Um and the stories that you're absolutely right, student

174voice is so critical. As a matter of fact, I learned from both of them when we took the trip Sacramento. They gave a lot of great ideas. So I love it. Um and so highlight what what we've done with student summits but what we've asked our principles to do as they heard the student panel and then bringing student voice as well to give us those ideas. Miss Brown if you want to share. >> So yes uh actually uh some of our principles have provided input that after they attended the midyear leadership summit they actually incorporated student groups where they gather student voice to make decisions on what happens at their school site. I'm an advocate for student voice. I just really believe that um and and I think what really I've always believed in student

175voice, but once we started those student summits and students were allowed the opportunity to speak with passion and to share what their experiences have been in our district, inside the classrooms as it relates to discipline, as it relates to understanding mathematics. that really that that touched the core of my soul and all I could think of was okay we have our kids in here receiving the message but they know the message how do we get this message out to the people who really need to hear it so one of the things when we uh had the student panel at joint leadership the APS were in the room all of the principles were in the room the directors so now we've expanded it and I'm working with Anna E and I told her When we do

176the student summit, I want you to really work with the team. If we could just focus on the student panel so we can get their voices spread districtwide so we can understand. And then one of the things we also want to incorporate is I know we always look at the data and we look at the negativity components of the data but we also want to focus it on the students who are doing really well. What works for them? How are they feeling? Because we do have students who have positive experience. they have trusting and caring adults that they can go to. What does it look like to them? Some people don't know how to show they care, but if a student can say this is what makes me feel like I belong or connected, those

177who really want to get it will get it. And I think it's just uh sharing the word and making student voices count and not just hearing it, but also uh taking action on it. >> Absolutely. Wow. Thank you. getting goosebumps up here. Um, two more things. Sorry. Two more things. I had a lot of a lot of thoughts this evening. One of the things I wanted to mention how successful our elementary sports program is. I feel like we if we're not doing it, we should be measuring the impact of that. Like so if take for example like a student who um you know maybe wasn't too involved before now we have this that they're on a team and maybe their grades shot up like I don't know if we if we're able to measure that

178data but I'm pretty sure we'll see some great improvements in some of those students who are now participating in sports that weren't able to do it before. So, I don't know. I just food for thought there. Like to bring da d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d da right Dr. R say data data lots of data. Um especially if it's going to be show how we're improving. Um and then oh one final thing this is the last thing and I I think I've brought this up in a board meeting before. Have we uh implemented a program where we can provide training on

179Parent Square? cuz I know there's a lot of not techsavvy people out there including myself and uh parent square is very empowering as a parent and a student. So have we have we provided training classes for parents on that? >> So I'll get started and then I'll turn it over to Anahe. So um I think one of the pieces that we need to do is this standardization right uh making sure that we have consistent practices across the district. My my team shared that four or five years ago there was a decision that parent square was the communication tool. That's it. That's what we're using. And over time that's eroded and now we have bunch of different forms of communication. So we need to go back to identifying what's our platform and just making that consistent.

180So I think that's step one. And then Anna on the training. So over the years, parent square has been rolling out different parts of parent square. So now they have something called student square or something. And I just want to mention I'm not the expert in uh parent square. That's actually technology, but we work together. So we've been talking about the way that our system is to have those different groups if they're in different clubs, they're in different sports, to be able to have all of that in parent square. And once we have the staff trained and we have them ready to implement that and everything is working seamlessly, then we can go and provide training to parents saying, "Hey, if you're part of this club, this is how you download the app. This is

181how you navigate between these are the messages sending out being sent out from the school. These are messages specifically about this club." So, there's different groups that you can be involved in. But first, we want to start with the staff training and that implementation, making sure that's smooth before we go there. But there are different schools like um Kenyon Springs, for example, that does a really good job with parent square where their families are very active. >> And we can also probably do a worth knowing on parent square, which is just a one minute >> 60-second. >> That's right. Oh, by the way, kudos on that. Those worth knowings are really cool. I Some of you that have done it, you guys are pros. Wow. >> You know, >> Miss Clark, >> Trusty Williams, >>

182I'd like the floor for a minute. >> Is it in relation to this? The only reason I asked cuz I have a comment specifically about this and then go to you. >> Okay, I'll go after you. >> Thank you so much. So, with [clears throat] um worth knowings, they are they are great with training. I'm just and this is just an aha moment at this very moment. [laughter] I feel like it's an easy way to train people on things. Even if you do it once, you put on YouTube, it's there forever. Parent Square MBUSD YouTube, how to download it. You do it once. It's just like Excel, right? If you want to learn how to do this amazing pivot table and you're like, "Oh, I'm struggling with this VLOOKUP, etc. I'll just go to Excel.

183Oh, I remember it. It's, you know what I mean?" So, we have technology today that's really helpful that helps us, you know, or help can help the community learn really quickly where you don't have to do a parent training over and over and over again. Maybe you do it once, you blast it on YouTube, you send parents the link or you direct them to, you know, you know, just a thought. Yeah. >> Oh, Williams. >> Yes. Um, Miss Luna, you brought up the disproportionate suspension of African-American students. And you know, a comedian once said, "If by age three and you're of color in America and you're not paranoid, something's wrong with you." And see, what we really need to be dealing with is the unconscious bias that people have. Uh the inability of some instructors

184to take on the values of the kids that they're dealing with that they're looking at. And then to be five or six years old in a school and not see anybody that looks like you. So I understand the data piece, but we have to deal with the biases of adults to reduce the suspension because kids don't suspend kids. Adults suspend kids. And so let's let's look at it that way. We need to we need unb unconscious uh uh bias training in this district. You know how many times I've been through it? >> Three times. But you know the people who really need it can opt out. And that's where our problem is. >> I agree with you. This is I agree with you because we've had we as a board we have had these uh

185teachers and principles and assistant principles and and uh Mr. Peoples and everyone come up and do such an amazing job and we have them present the data. We get a weekly report now on the suspension rates. We are monitoring it closely yet it's still happening and it sounds good right it sounds good but actions speak louder than words right I I I do feel like unconscious bias training needs to happen and I think it needs to be mandatory I don't feel that anyone should be able to opt out and perhaps uh there's there does there need to be a AR a board policy on this Dr. Rubakava because I'd like to take this time to say that we need to make it mandatory training. >> That's something that the board has at the discret at

186its discretion to be able to put that into a policy. Um I do want to share just one thought that the the topic now is suspensions or in part how we impart discipline >> but I would say that the biases that exist not not only are on an individual level in our district but they're also at a system level in our district. Our policies our practices our systems because it's not just about suspensions is why don't we have more black students um in our AP courses? Why don't so why don't we have more students with disabilities um in our after school programs in our clubs. So it goes on and on. So it's not just about how we imparting discipline. It's all of our practices in our district so that we're taking away these filters

187that unfortunately are barriers for student students to engage in certain activities or automatically exclude students from certain activities. >> And I agree, but we also need to call it out. You know, Mr. Trusty Jackson, >> President, if I may, just I want to underscore what Trusty Williams is saying and provide myself as an example of that. I spoke and I showed how Miss Crane, she was the first teacher that I had in third and fourth grade teacher. So seeing having a black teacher really was I I probably didn't understand it at the time, but her approach to me was probably a lot more familiar, you know, working with me than what I would get from a different teacher. And then once I left her in fourth grade, I went into the gifted and talented education

188program under Miss Mahar. And I was one of two black students in her entire fifth grade class that was in that program. So it goes to show just the systemic piece of it as well. But I just want to provide myself as an example how it really does make a difference for our students of color, our black students in particular. >> You know, I'd like to add um to that and see, I'm glad you brought up the systemic piece. >> When uh when kids take honors classes in this district, they have a summer program they go to and they get summer work. And when I brought my kids to their high school, the English teachers asked me why my kids were there. They had been in the gate program since third grade and my daughter

189got a perfect score on the gate test. But the English teachers asked me why I was there. That's systemic. So let's let's not let's [clears throat] not sugarcoat it. >> We got a lot of work to do. And I just want to double down on that again. Again, using myself as an example, pardon, but you know, product of the school district. I left fifth grade from the gifted and talented education program. I was removed from the gate program entering into Mountain View and it was my AVID teacher, Miss Jimmerson, who advocated for me to get back into the AVID or into the gifted and talented education program. Um, so it it it really is something that we're that I experienced 15 years ago and we're still seeing it. Philip, you know my daughter, she was

190asked why she was there for the summer program. He wrote a letter so she could get a job at Berkeley. But see, these are the things when you bring it up, people go, "No, that didn't happen." That's why we have a high suspension rate because African-American students are easily identifiable. They have on the wrong bowling shirts. But I I appreciate this I appreciate the support of the board people here and let's if if if somebody doesn't understand what's going on with their kids in their classroom, then we got to get somebody in front of the kids that does understand the kids because a lot of kids are being damaged and they're five and six years old. And the comedian I was referring to was Bill Cosby. He said that in the 60s, if you're three

191years old and you're of color in America and you're not paranoid, something is wrong with you. Go. So, just to wrap this up, I think you you guys get the point. Um, I like to say that, you know, one of the things, if I may, Mr. people is use again as an example um when we were um at some of our what was it World Cup >> world cafe which is really awesome [laughter] when we were doing the world cafe uh Mr. People said adults and everyone but in adults specifically need to change their attitude. He said when a kid comes to school late instead of saying why are you late perhaps we say hey I'm glad you made it. >> How are you doing today? Let's get you back in the game so to

192speak. And I think with that attitude and with that direction boy can we make an impact on the students. and that's what we're all here for. So, thank you kindly for that. >> Thank you, President Clark. Just I want to just put a ribbon on the conversation around the BP. So, Mr. Peoples, the unconscious bias is already part of the actions that we have to implement for the independent monitor. So, that's going to happen no matter what and it's going to be part of our board policy that we're going to be bringing forward. >> Dr. Arce, any Oh. Oh, I'm so sorry. Thank you, Miss Lea. Please forgive me. >> That's okay. I'm so happy you like to make a comment today. >> Um I just you know that's that was something that I have

193written down over here that you know our um absentism you know like um chronic uh the suspension rate it's you know stills continues with our African-American students and brown students. Oh sorry man pause. [laughter] you know, it continues to, you know, even though we have done some progression, we still see that it's, you know, still a big percentage of students who are still being suspended and are chronically absent. And when you talk to students and ask them, you know, it's the same thing. The attitude that sometimes they find at the school sites is because they don't feel welcome. And why they don't feel welcome? because they're accused of like things or they're being uh you know like they're um they're being um like Mr. people said I was sitting with Miss Clark when he was

194sharing there are like questioning instead of like saying like thank you for being here you know how can I help you you know we care about you your love it's like you know it had to be you you know why you're late now you're going to OCI because you're not doing what you're supposed to do and yes we understand that kids need to have you know consequences because of their actions but mainly right now I feel that we need to give that support that is needed for our kids to feel that they can count on us that they can trust us that they can feel that they have a safe place to come learn and learn. If we really think about our students, if all of us think really about our students, um I don't

195think the things you know the situation that we're seeing, you know, um would be happening. I love that we had this opportunity and that you work so hard to present to us and to share with us everything that you do because I know it takes a lot of time and a lot of work. But, you know, hearing that, you know, like we still it's a high percentage of our African-American students to be absent and uh and being suspended and brown kids too. And seeing that um you know, parents are not seeing that the inclusion for our kids are receiving special education, you know, um through the special education program services, you know, in our CTE programs, in our sports programs, in the pre-apprentice, uh you know, programs that we need to include them more. Um

196it's not only your job, but it's our job, too. and we're here to to to see what we can do to better this. And um I don't know, you know, it's I like I was asking our student board members, you know, uh what do you think we can do better? What things uh are we missing? Um I always ask them because like you know one of you guys share what a better person to ask you know this questions that to students that can give us their feedback because like I um you know share with our new um um board member student I I'm sorry I forgot your name >> and okay Andrea um I asked her you know have you asked your your you know like students you know why is it that they don't

197like coming to school and she was sharing with me, you know, and um so I think we need to go into that and and ask our students what can we do better? What changes do we need to make? So um yes and um so that they can feel, you know, that we respect them, that we welcome them, that we care about them. And it takes not just us, it takes more people, teachers, administrators, you know, campus support aids, uh, CSAs, every single person that works at a school site, every single person that works at a district needs to be, you know, into this so that we can start seeing those changes. And one last thing, Arlette, she's an elementary student. Um, she's already fell asleep, but she was so into it. I was like, I

198thought she was going to get bored, but she was she, you know, she commented. She wrote on those um, you know, cards and expressed, you know, what she feels uh, that she like about the, you know, she said that the principal was doing a great job and she was sharing her ideas. So, I want to say thank you to the mom and to her, you know, for being here so late and and participating and and speaking up and sharing what is it that we need to do as board members. Thank you. >> Thank you, Miss Lea. Thank you everybody. Again, thank you all for your very hard work. We do appreciate this study session. I learned a lot. I'm grateful for all the amazing things that that um came through tonight. And with no further

199um business to come before the board, this meeting is adjourned at 9:03 p.m. Wishing you a great evening.