DELAC

001Yes, perfect. If you could please take a minute of your time to look here on the screen and choose one of one or two agreements. Yes, I'll give you a minute. Thank you so much. Today we will see. I choose that they are fully participating. I love you and I am going to choose to be open or listen and learn from other perspectives and ideas. And I will ensure that we are in a safe place where everyone's voice is heard. Does anyone want to comment? If you'd like to share with someone. Let's see who likes to share, shall we, Lorena? Anyone else? One more little person. Fernandez. Hello, good afternoon everyone, thank you for joining us. For me, it would mean being open to listening and learning from other perspectives and ideas. Okay, very good,

002thank you very much. Anyone else? Okay, let's continue. I'm going to go over the list of representatives from each school. I'm going to call each school and if only the representative from each school can speak, and that would be the parent who represents the committee. Yes, MLK is absent. And also, if they introduce you to the representative a little later, please let us know so we can take note and update our information. We do n't have a mother representing Chávez. Chávez absent here present. Thank you so much. Present. He'll be with us in just a few minutes . Thank you. Ó car hace ratoto presente el padre tengo el gusto de conocerity presente. Montera present. Thank you. Barden is absent and Jess G. Sche is currently absent. Thanks a lot . Please, once again, just

003update us or give us a thumbs up to let us know that you are present, that you were able to do your thing today. Let's pass the microphone to the minutes, the minutes. We have the minutes and we're going to review them, excuse me before I get ahead of myself . Ah, in front of you are the notes, the minutes from past months. If you could please take a few minutes, I'll give you about 3 minutes to please review the notes. If you have any comments, questions, or disagreements, please let us know. Thank you so much. And they are in English and Spanish. One in English and one in Spanish. in case they missed the meeting on October 21st. Here is the information. This is Mrs. Nayeli Sand Sandoval; she was the one who gave

004us the minutes. Yes, Neli Sandoval shared the minutes. She took note that day. Currently, as you know, we do not have a representative in the secretariat, but we do have vacancies, we have two vacancies, one for the secretary position and another for the timekeeper position. So, I know there are many who are very motivated to be part of this beautiful, informative table. So we'll talk a little more in- depth later, but if you haven't been nominated yet, I invite you, I encourage you, please. This is very informative and there is a lot of growth in being here as a parent. So, we need you, your support, and we are and will be here guiding you too, okay? Every single step we take. Don't be afraid and don't underestimate your abilities for these positions. Thank you.

005Thanks to the Chávez school, whose representative has already arrived . The school is here, I already added it here too, and we forgot to mention if the school is currently present. Steinbeck has arrived at the school. Steinbeck is present, and so is Chávez. Yes. Already. Okay. That's all. Okay, so, does anyone have any comments or obsessions? I don't know, anything you want to comment on, anything you disagree with regarding the minutes, the notes, no. Okay, so let's try the minutes. If I may please take a vote on this matter, please raise your hand and say nothing more if you agree. Yes, I'll give the first motion and Chávez will also give a motion. Okay. And Alisa too. Very good. Thank you so much. Thanks. Now we'll continue with the agenda. I'm going to pass the

006microphone to Julio. To Julio. So Julio is going to explain the nominations. Yes. So, you should all have this copy on your table; it says form, denomination, interest, D. We put them on all the tables and wanted to explain a little bit about how they work. This form must be submitted today, December 2nd, to our student services department here with Espiana Garcia during this meeting, or with Dr. Fernandez, or with me. We'll be here, and oh, this is the deadline, so the assignments have to be submitted by today. And the district's English learning advisory committee, known as Tila, which is where we are, and the district T. Ah advisory committee, play an important role in advising on programs and services that support all students. We invite parents to participate by nominating someone or expressing interest

007in services. If you want, if you want to nominate yourselves, you can fill out this form. Oh, and for this 2025-2026 school year, which started in August and ends in June, there are two vacancies, two years. It's two years. And this, this, and when it is nominated, and if it is a limited term , the nominees are, ah, it says, for two years with a representative for two years, right? Then they change and maybe they have a few questions, here we are to answer what they like. Ah, the first part is from secretary, secretary. This person records the meeting minutes, so they're taking notes, keeping attendance, so they're the one noting who's present, the representative from each school, oh, yes, the principals from each school came and distributed the information, so the information we give

008back to you in minutes that we approved comes from that same position, and the second position is parliamentary timekeeper, and they make sure the meetings stay on schedule, right? It's the person who says, "Hey, this has been going on for too long, we're just going around in circles, order, order." Oh, and a judge like a judge, right? Like a judge, right? And they make sure we're following the rules, right? Because sometimes we might want to jump to another place, but that's not the correct process or the process that was adopted here, and making sure that all the proper procedures are being followed and the form is easy, right? If you need help, you can help here at the table with the candidate's name , phone number, correct, because we are going to contact you, the

009email address of the school your son or daughter attends and the name of the grade your son or daughter is in . And here on the back page, it will say whether you are nominating yourself or if you are nominating another parent. If someone else is nominated , that person doesn't have to accept it, right? But if they accept, it's a chance to make a big impact here, and there you put your information. Ah, yes, it's another candidate, the relationship to that person and the candidate's declaration that is optional to express the interest and the candidate's signature and the date. And remember that we have those two vacancies there, the secretary specifies them as timekeeping. We need two representatives. This position, which Paloma previously held, is currently vacant as secretary. We need a secretary to

010also help us with the minutes. Nayeli has been helping us lately , but we do need a position. Yes, we need them here. That's why Paloma isn't here, because Paloma's term has already ended. Mrs. Rut, she thought she was nominated the other time, but we don't have a record of that because, well, right? There was a change of director in this position and we don't know where those records ended up. So, that's why we're doing the nominations again so that you who want to be part of the committee here at the table, as you might say, the board of directors of Lila's council here, please complete this very important part. We're going to collect them during the meeting. If you want to stand on your own or just make a series with the little piece

011of paper, I already nominated myself or I nominated so-and-so or so-and-so , please do it. It's a very good position. We meet once a month, well, twice because Julio and I have a meeting with you beforehand to review the store, to see what other ideas we can bring for you. And then later here, as you can see, they are sitting down, listening to ideas. You are the eyes, you are the ears. And they are the voice of other parents who sometimes don't have that voice. It is very important that you participate and feel confident in nominating yourselves. So Julio, let's see if we can get a lot of nominations. Okay, let's grab 50 papers for class. [laughs] Ah, you have questions, you can ask them right now, right? Or they can tell their principal and

012they can't ask the question otherwise. They do n't know what questions to ask, or if the directors have any questions to encourage their parents to be a part of it. Yes. Apart from the one we normally have monthly, there is another additional competition in terms of time spent together, something more. Well, and then at their council. So, yes, there is one more meeting with us and here with Mrs. Lorena and Nayeli. The committee of four already met, then the two of us, and once the director of equity is hired, then we would have the meeting with her. What they do at that meeting is basically discuss and plan the agenda, except on this occasion, because we have had to plan the agenda. I'm just introducing them to you now because we're a little behind on

013things that needed to be done, which is part of title one. That's why I just met with them and presented the agenda. Oh, and then apart from that board they also have the commitment to their school councils with Council and there they also have another separate ILAC board. So, I know some schools have them separated, other schools have them together. Ah, but the representatives from here would also have to go and report to the council to give them information about what is happening here at this meeting, simply so that it reaches other parents who do not attend these meetings. It 's not much, and then we give them bread, coffee, and when they come to meet with us, Julio has tamales with champurrado for them. That's a good thing. We try to be very positive

014too, and we like to listen and grab ideas. Come on, directors, promise them something there, a t- shirt, a school sweatshirt, a cap, something. Please, come on, come on, don't be afraid, we're not going to hurt you. We'll be here to help each other and grow together. We've all learned a lot and there's still room to keep growing and learning more. It's always good to have more parents to have this information from different experiences and different points of view. Sometimes you have certain ideas, but it's also good to get more ideas from other parents, right? Because we shouldn't leave it just for ourselves, right? There is a lot of information that you have that is very helpful, that can be of use to us. So, we're here to support each other and share the information

015we have together, and motivate other parents as well, on how to help these students improve in their reclassifications, for example, and any other challenges, right? especially with students learning English. So there are many challenges and we need more help, more parental involvement, and know that together we can achieve it. I love seeing so many new faces here too. This, cheer up. Cheer up. We already have some slips of paper ready. Nothing more, not quite, but thank you very much. Let's see, we have some nominations here too. Here we also talk about funding, how money moves, and recommendations for programs. So this is a great opportunity where you can participate, and if there's something, for example, that you've seen in some other district, other schools, other states and you want to bring it here, well, maybe

016that's the big change we need. So please, the more people we have with different perspectives, the better the collaborations we can achieve, and you don't have to be physically present to nominate someone, right? The person does not have to be present on the day to nominate someone. So, the important thing right now is this: if you have someone in mind, you can nominate yourselves. But if you have a parent in mind, they can also say, "You know what? I really like how they participate, I like their ideas, how they handle themselves." That person might be interested and could be a part of this too, right? You yourself, you've always wondered, well, how else can I support my student, my child? By participating here. It's an excellent way. Go for it, go for it! Okay. Yes,

017yes. We have a lot of support. So, the plan, once we have the table set up, is also to meet for training so you can really understand what your talent is, right? For example, right now we don't have a secretary, and someone has been a lifesaver here [laughs], taking notes and being a huge help. So, they really need your support. I hope you'll be encouraged to participate. Those of you who have parents, please, if you don't have all their information, But at least the person, please complete this nomination form. Let's hope so. It's a double-sided form if you have all the information complete. The front of the form is basically for the candidate's name. If you don't have a phone number, but you know the school, the more information you have, the better. On the

018back, for example, you can write, "I am nominating myself" or "I am nominating another parent." If you are nominating someone else, then you write there, "I am nominating another parent, right?" And then you complete the information below. For example, if the person isn't present, you can explain why they would be interested in this. You can say something to let us know that I've seen their performance, how they provide good ideas, etc. I think they would be a good candidate for these conditions. And with that, you give it to us, and if possible, we... I think we'll be in charge of contacting those people and interviewing them. Informal interviews, just a brief interview, basically explaining why. No, no, don't be nervous, it's simply, you know what? I'm very interested in learning more as a parent so

019I can support my student, and that's enough. Yes, yes. Thank you very much. And also, a reminder that this criterion is critical in terms of whether the student is an English learner or hasn't been reclassified. Yes, that's also a very important point. Basically, that's what the interview is for, to find out, right? If you know your child's status in school, if they are already an English proficient who was reclassified, or if they are a child who only speaks English and considers themselves an English learner. That's just to know, and how we also need to support you so you also know what classification your children have. Okay. Okay. Now then. We'll move on to Garcia will be presenting on Title I, the presentation, and this parent and family involvement. Thank you very much. Okay. Good afternoon.

020So, are you awake or not? Good afternoon. Good afternoon. Let's hear it louder. Good afternoon. Good afternoon. Otherwise, we won't be bringing coffee because I think coffee makes you sleepy. I just had coffee and it made me very sleepy. So, I'm going to present at the Title I annual meeting. Ah, as you all know, your children attend school here, here in the Alizal Independent School District . And how many of you are new to the district? Raise your hands. New, new. That's right. You're first-timers. Your children just started TK or Kindergarten; you've never had children attend here before. Okay, so you're all pretty much in the know , you know how things work here, right? Yes, yes. Okay, go ahead, next. So, on today's agenda This presentation is somewhat informative; it has a lot of

021information, but I tried to keep it very basic so we can all understand what Title I is, what parents' rights are under Title I, parent involvement, district outcomes, the school plan for student achievement, Title I funding, the Title I Parent Involvement Policy, and the parent-school- district agreement, which is the compact. It's something we urgently need to review so we can have something up-to-date, which we have to review every year because there are new requirements from the state of California each year . So, we have to be compliant with all the education codes. Perfect. Okay, so what is Title I? Oh, I forgot the "I." I just realized I missed the "I," but as I said, it's Title I. So, Title I is a program for grades K- 12 that provides academic support and learning opportunities

022for students attending schools where there is a percentage A large number of students are economically disadvantaged. The intention of the program is to ensure that students meet state academic requirements. So, if the state says all fifth-grade English learners must be reclassified, or they tell us or give us a percentage—not all, but 70% of the children must be reclassified—then the funding is basically what the district will do to achieve that goal, and if it's not being achieved, what additional support will we, as a district, provide to give schools funds so they can implement some kind of intervention to support these children who aren't being reclassified? All of our schools are under Title I because we have a large percentage of children who are economically disadvantaged. We have children who are considered to be living in a

023house, but within that house, they share with two other families. They are economically disadvantaged because sometimes the cost of rent doesn't allow them to have their own home, where nothing is acceptable, and sometimes there's a shortage of food, right? An economic disadvantage, sometimes the mother can't work or sometimes the father, they are disabled or Title I goals, increase student academic achievement. Provide explicit and direct instruction for students. Provide training for teachers. Promote educational workshops for parents. Those are the title goals. Questions about the goals. Parent rights. All the parents who are here. We have characters who are also parents of the document. These are the parents' rights. Ask about meetings and training, review the results of parent involvement, review our school's state results, review and modify the school plan for student achievement, especially in the

024area of parent involvement. Review and modify the parent involvement policy under Title I and the agreement between parents and the school and district. That's why you see these white papers here, because in a little while we are going to ask you for ideas on how you would like to see things in the district that will involve you more, how we are going to give you a voice, how we are going to help you grow as parents, because remember that There's a connection between school and home. We have to be working as a team. Parent involvement. These are just a few examples in the district. This is one way to involve them, through Gila Jack. The district also offers parent trainings, workshops, and the special education department holds meetings for parents at the district level who

025have children with an IT or an Individualized Education Program (IEP). They also have school events; we provide some kind of funding so schools can promote these events. The migrant program also has workshops and training for parents who are part of the program . These are examples. Schools at the district level hold their coffee meetings. How many of you attend the coffee meetings? Great. With the coffee meetings, there are different topics, different things that are presented there. And also, how many of you have attended or are part of the PA or PTC meetings? Okay. And if you don't know what that is... That's where you guys plan events, sales of little things. Sometimes Luisito says, "We don't have to sell nachos," things like that, but we still sell them because we raise funds, right? For the

026school. Oh, that's a parent- teacher club, usually, right? It's with a lot of parents and very few teachers, or sometimes none at all, right? But that's another way schools involve us. There's also the ILA board and the School Site Council, which is the School Site Council . Everyone who hears it is the School Site Council . Okay, so there we go. How many of you are part of the School Site Council? Okay. How many of you aren't part of it, but still go to these meetings? Okay, very good. And those are just ideas, right? Or things I put down. I could add more because there are other ways they get you involved in school. And then there are the student achievement results . All the schools present them to the parents, to the School board,

027to the school staff. Oh, what they do is present and analyze the results of the state and departmental exams. The PACK is the exam that all children who are English learners take. The state exams, all children in grades three through six take that exam. It's the aforementioned extra exam given in May. And then they also analyze the California Dashboard, which we all know as the California Dashboard. And then there are the schools, and then the schools use these results to align the curriculum with state standards, and we work a lot; we use all the state standards and from there we modify the curriculum to be able to meet all the expectations that the state has for that grade. And the schools adjust educational instruction based on California standards and the test results. As we told

028you last time, if 30% of the children are not meeting the reading goal in third grade, and there are 100 children, what is 30% of 100? How many? 30. That's 30 children. 30 children are meeting the standard. And how many aren't meeting it? 70. So we have to see how we're going to adjust that instruction without lowering the level of instruction. It's still about how we're going to maintain that grade level, but we're going to be modifying the way we deliver instruction in the classroom so they can reach that goal. And then there's the school's plan for academic achievement. The principals present this plan to the school boards and basically tell them what the goals are , how the Title I funds are going to be used, and you also receive information on how the

029school is doing. If you also have questions about how your child is doing, you receive the report card and you don't know how to read it, the school can also provide instruction on how to read it, because, as part of the school plan, they can also teach you how to read it. Many of our support teachers, like the coaches, are the ones who guide you on how to read the results. And then, with the Title I funds, schools receive between... 40% plus or minus is 40% more or less of Title I funds so that students who are eligible for the reduced or free meal program , right?, have access to Title I funds. And then the schools in the Alizal Unified School District receive funding depending on the percentage of students enrolled. So, it all

030depends. If Montevella School has 800 children and 80% of those 800 children qualify under Title I, then they receive funding based on the 80% of children who qualify under Title I. If Steinbec School has 20% of children who qualify for Title I, their funding is going to be different because they only have 20% compared to Montevella. It's based on the percentage of students who qualify for Title I. Title I funds are federal funds, not state funds. That's why we have to be very careful how Title I is used. A percentage of school funds, the Title I funds... Title I funds are allocated for parent training and activities. Each school receives an amount—it's not a large amount, it's a relatively small amount. And I want to tell you that because don't think we receive $1,000 there.

031Schools receive anywhere from $100 to maybe $1,000 to provide that. That doesn't mean they can't use other additional funds to provide parent training. Schools also provide teacher training. Those funds are meant to supplement, not replace, district funds. So, it's to supplement, not replace. It doesn't mean I'm going to use Title I and not use my general fund. I have the general fund, and if I have to take from Title I to support children who qualify under Title I, then I'm going to take from it . It all depends on how you have it written in your school plan. So, like, if I want to use funds for a PBAS event to do something for behavior and celebrate that we're meeting our goals, I'm not going to use Title I; I'm going to use other funds

032because all of that falls under that category. We have to be very careful with Title I. How is it used and how do we write it in the school plan? Okay. So, we can use the general fund, but if we run out of the general fund, which is very little, then we have to use Title I funds, but I have to be very careful not to run out of the general fund because Title I has a lot of restrictions. For example, at the beginning of the school year, to approve the funds, they have to be pre-allocated. Every time they're going to make a move, they have to bring it back to the table for approval. Yes. Okay. Excuse me, because you're making a change. Exactly. Now, my other question is , for example, if they

033buy library books through Title I funds or any other fund, can they be charged for it? For example, if they set aside money to buy books for the library, can that be charged as if the child lost the book, but the parent can be charged for it, or can it be charged to their parent as Title I funds? We shouldn't, because that's why each school receives a certain amount for library funds, and that's to be used to replace books that are, right, lost. The question was how If I, as the principal, use Title I funds and buy $1,000 worth of books, and one of my books goes missing, can I charge the parent for that book? The answer is no. We shouldn't because we have additional funds to use to replace the cost of that

034book. Not under Title I, but there's an amount that each school receives, but whether or not the parent has to pay for it . It's not required to pay for it. It would be if parents came and said, "Oh, my child lost the book, I want to replace it." That's fine, but I can't go and say, "You have to pay for the book." I've had more than three parents, like myself, who have paid for more than three books at school. Again, where did the money come from? Oh, I don't know if it came from the school your child is attending. What we can do is talk to you later and see how we can handle that, what the parents' rights are, and what we can do to support them so they're covering so many book

035costs. Books, because we know that children sometimes misplace books, right? Yes, because there are sometimes books that are 7 or 13, until it's on camera so it can be heard. There are sometimes books that the teacher loses, and the cost of the lost book is [amount missing] per book. So there are library books and then there are books from inside the classroom, right? Every school, every classroom has a library. What we can do is see what rules or policies or expectations the school has when it comes to books inside the classroom. Oh, but when it 's library books inside the school, then we, the district, give money to the schools separately so they can use these funds to replace those. No, yes, that's why the library book is missing, that's why I paid for the

036books. Right. So, we can talk after the meeting to see how we can support you. Okay. And this is the district budget, remember it looks like a lot of money, and yes, it is a lot of money. But when you divide it among 13 schools, because we have two schools from kindergarten through sixth grade, and then we have the small school where the early learning program is, which is all the preschool children. So, that title one, the funds we receive, who can say that number? Let's see, I think I missed something. I put the period. I put the period, I put the... What? The comma, the comma or the period. Period. It would be 77,197.21 . It was 21 cents. So, that's 21 cents, uh, the 21... I added some extra zeros there, I don't

037know why. Oh, and as you can see, it's a little bit messed up, right? Trying to mess up, but there, yes, I'll correct it here. Take that away. So, it's... it's one million 657,197.21. Yes, I said it correctly in Spanish. Yes. Okay. That money is divided among two other schools, What? Preschool. And preschool doesn't have many children, but it does have children who qualify under Title I. And then we have $28,851 that we're given for parent education. See how it changes? This is federal funding. We don't really decide how we're going to spend it , how we're going to divide the money. That's why the schools receive very little money when it comes to parent education and involvement, because there are only 28. If we divide it between three schools, it's like $2,000, right? And

038in reality, if that, it's $2,000, it all depends. There are some schools that receive almost $1,000, they don't even receive $1,000. So, that's just to give you an idea. Yes, it looks like a lot of money, but in reality, the schools receive very little , because everything, just like our rent goes up, so does the cost of teachers, the cost of interventions, but not the cost of materials. And then, those are the goals. of the district under title one. The first one, well, I'm not going to read it all. The first goal is that the Alizal district will implement a structured professional learning community model . So, basically, the teachers of each grade have a meeting once or twice a month. They get together, talk about how they're doing, how instruction is going. The principals

039are part of those meetings, they plan instruction, look at all their results, and share ideas on how They improve instruction among themselves, sharing ideas and strategies. The number two goal is that the AISAL district focuses on the success of students learning English. So that goal focuses on English learners. Goal number three, the Alizal district will focus on social-emotional learning. All that, almost all that there, that goal, that is me. I'm the one who handles everything emotional and mental health-related. That's why I'm so sleepy, because I've given a lot of mental health [laughs] today. And goal number four, the Alizal district will focus on strengthening the capacity for recruiting and retaining highly qualified personnel. So, we need to make sure that when we're hiring teachers, they're qualified to be teachers, right? And that's why we also

040give them support; they have a mentor who also helps them strengthen their registration. Goal number five is early childhood learning. The Alizal district will provide the best initial literacy instruction. All of that has to do with everything that is preschool, everything that is transitional kindergarten and then kindergarten. Questions about goals. Yes. You departments carry departments of each one, well, I only because of socio-emotional issues, but I'm not the only one. There are other departments that also, but yes, like Dr. Álvarez, she focused a lot on English learners when she was here. Capacity building. This is a combination, it is also the director Mary Decluye, the staff also includes the directors, the directors. Ah, how are we going to strengthen your leadership? And then the other one, the younger one, is Mrs. Garcia Elia, and then

041everything related to P is also a combination. Ms. Jy Fansin, who is the director, is currently working in that area, but she was also the director of equity. And there are other things there, as you can see, I also come in there because I am also part of all of us, we are part of the whole, which is what is multiple levels of support, because there it focuses on socio-emotional and academic behavior. Okay. And then there's the parental involvement policy. Each school in the district under title one, in collaboration with parents, must establish a parent involvement plan . So, when they have their meetings, if they have already had their meetings or are going to have them for Title One, they will present to you how they involve you, how they, how you can participate

042and have a voice within the schools. And then there's the agreement between parents and district, which is essentially the agreement between home and district. This is an agreement between parents and teachers, isn't it? parents, school, and district, where it describes the responsibilities that the school has, and that's what I just told you , the responsibilities that the school has, the responsibilities that you have as parents, and the responsibilities that the student has as well. And the parent-district agreement basically describes the responsibilities across the school, the student's parents, and the collaboration between parents, teachers, and students. It is reviewed periodically, it is recommended that the compacts be related to educational standards and then it is based on the parental involvement policy. And now what we're going to do is take a little time to review our

043district home compact, not that we're going to review it, but rather that you're going to have time to collaborate. We have two questions on each wall. We have three walls here, this wall, that wall and that wall. And we're basically going to divide them. This side is going to come this way. These schools are going to go back and these schools are going to go here and what they are going to do is answer these two questions. They will have about 7 minutes for the first question, which asks, "How can the Avisal district increase the involvement or participation of PAS?" What can we do to get involved, to get them involved within the schools and within the district, because the school is one thing, but in the district it's how we can. The second question

044is, how did Alex's district create a capacity for parents? How can we equip you to support your children academically, emotionally, and in behavioral areas? How can we give them those tools they need to help us as districts work together, in collaboration, always keeping the student's well-being in mind? Because well-being isn't just about them being emotionally and physically well and fed, it also has to do with academics, that they also feel welcome at school and know how to behave, right? Because we know that some of our children don't know how to make good decisions, and it's not due to a lack of parental responsibility. Sometimes our children simply don't know how to make bad decisions, and how we can work in groups so that they know how to make those decisions, and that's how we can

045give them those tools. Okay. Okay. Ready? Yes. Ready? Okay. So, these four schools here, as I was saying, excuse me for interrupting, just one clarification regarding the question. How can the Alesal district create the capacity for payments? What does he mean? Ah, I just explained it now, Loren. Training. Yes. Yes, training. No, we didn't understand. Okay. How will we be able to give you the tools so that you can provide support at home? Okay. Yes. Training. Okay. I asked Claudia about her capacity. It was fine. [laughs] Well, he wants ability. Well, that's it . [laughter] Training. Thank you for correcting us. Okay. Okay. Now it's ready here. He's going back there . These schools here are going back there and these schools here are coming over here. And let's begin. No matter which question they

046start with, Margarita Camacho will simply come and take notes that she will grab because this group sent them back. Stop and you have markers. You have markers. All tables have scoreboards. If you can't find any goal markers right here, you can take them. Yes. Thank you very much. I'm going to set the timer for 7 minutes. Begin. Yeah. Well, we have something, uh, in terms of how we can bring in parental involvement, if parents know the why, informing parents of the importance of why, why you stop attending, right? Why is it good to attend the meeting? That 's clear. Thank you so much. Thank you. Now let's go here with the other group. The microphone is over there. Okay. Let's see, here's an idea of ​​how they're going to create training for parents. Ah, one

047of the moms commented that she thinks functional support for parents is important. We give functional support to children at school, but they think that they, as parents, also specify through emotional support. OK thanks. Very good, very good idea. Okay, now here in the group where Mismina was, one way the Arizal district can increase parent involvement and participation. Give calendar for is the calendar for the whole year of all the meetings with advance notice and that is that calendar for the next for what is coming from January to May we are working. We don't want to set fixed dates, but we're going to have to do it so that when the new director comes in they know what the designated dates are , but they also didn't know how we were going to handle the hiring

048for this position. Julio and I created a, what's the word? A draft, a rough idea to get a general idea, but we already have them. Stronger. Boras, right? They go like the one Alexa is with, the cheetah that's next to her and we have them together every Thursday or every other time, once every Thursday a month or twice a Thursday. Okay. They have the time plan. Well, that works for us too. OK thanks. Okay, now then, thank you very much for your participation and your ideas. We'll leave them there. Before you go home, you can stop by and give us more ideas, or simply read the other ideas you gave. Let's sit down to continue with the next presentation. Mar, thank you very much for giving us suggestions. It is very important to hear from

049you how we can use the funds, although they were already mentioned from title one, to provide you with training opportunities and also to see what areas you see as most needed, and one of those areas is the state achievement measures that were discussed in the California dashboard. We're going to give you a presentation on how we did as a district in the different areas, and with me is Mrs. P, who is one of my directors as well. So, she's going to give them information, she's going to say it in English, God is going to repeat it to them in Spanish and maybe give them a little more detail. So, welcome these are scores for this year on the California dashboard. Next slide, please. Oh, wait. Now I have to read it in English, too. So,

050we're going to go ahead and we're going to describe the California State dashboard. We're going to look at what talks about our state and local measures. And what we really want to focus on is that every measure that we get really measures the growth that's happening within our district. So rather than just looking at for achievement scores, we are measuring that we're moving in the right direction. Uh because that's what's most important as leads us to where we need next slide. All right. I believe most of us have seen this table. This is the color the California dashboard is based on. If you look down the left hand side that is those are our achievement scores. Uh the higher the score or the higher up we are, the more the higher achievements our students have

051performed on CAS, math and language and then when we go left to right across the top it's the amount of throw that we achieve. This dashboard shows how the state measures academic performance or how we are doing as a district. On the left side, as you can see, we have very high, high, medium, low, or very low. And then in the line above you can look at the different rankings. As districts, we want to be in the blue zone, as much as possible, significantly increasing attendance in almost all areas except for chronic absenteeism and suspensions. We want those two areas to be low, to be decreasing and not increasing, but we want to be increasing the other areas, and those other areas are the academic areas and other areas that include other areas that we

052will be giving more information about. reading language arts this year you will see overall we scored orange what I do want to point out and I'm going to walk up to the street here is we are 55.6 six points below standard. We want to be at above standard we are below standard which helped us score that orange. However, you'll see we maintain remember I told you we have that growth or that achievement where growth we maintained which kept our score in orange but we didn't go down. So I think that is what we really want to focus on. We're not regressing like we've seen that yoyo up and down. The important thing here is to draw attention to this; it represents how we did it, as described in the English language arts, and you can

053look at the different colors. We're in orange, sorry. And one thing to note is that we are 55.6 6 below the standard level. We want to be at or above zero of the standard level . Ah, so we didn't do very well there because we're below 5.6 points, however, another thing to emphasize is that we maintained the same level with a little bit of help, which was the 0.8 points that helped us stay in orange and not drop to red. 73.3 points below standard but again we maintained at 1.6 points we did grow but because the points are only at 1.6 it does as maintaining and not moving and here you can see how we did in the area of ​​mathematics and again one thing to emphasize is that we did or are 73.3 three

054points below the standard level. Ah, so that's not a good thing, however, we did maintain the 1.6 points which helped us to stay in the orange zone and not drop to red. Our goal is that every student moves up one level uh each year and you can see that we have maintained our progress in past years. This is then weve increased and then weve significantly decreased. So we have leveled out, maintaining our progress with 44.9%. What we have noticed in this area of progress and support for English learners is that we have varied quite a bit over the last few years . Sometimes we go down significantly, sometimes we go up a little. This year 44.9% of our students are making progress, which is good. We've been able to hold our ground, but again we

055want to keep moving to the right to grab a color that represents a more significant increase for our students. 43.1 one point of science points that is a totally different conversation computation and calculation than every other district or dashbard calculation. It's almost like a percentage the way that they run the size points. Um, but we increased significantly, uh, with 2.8. For the first time, the state of California is taking into account the science area, and this year, or the year in which this was reported, we ended up in the color shown there, and we have been able to maintain it, and in fact, we did quite well compared to other districts, which we were not expecting, but we had 43.1 points above the standard level. All of this is reported a little differently than in

056the areas of mathematics and language arts, but as I mentioned, we are in a good area and hope to continue increasing. This area is different from the previous ones; this is an area that I mentioned we want to see decrease, not increase. However, this year it did increase by 1.3% to 3% with a total of 16% of students with chronic absenteeism. So, it's an area we're focusing on, where we need to do more work. In previous years we did better, this most recent one let's say it increased again; this is an area where we want it to go down, not up. And for suspensions again we like to see this score decrease. We scored green this year with the only 1.3% green and in the percentage of suspensions and school climate we did quite well.

0571.1% 1% of students were suspended for at least one day and this is an area where we want it to decrease and we did decrease it a little there. We're in a good area there and hopefully we can reach the blue color. Okay, and in front of you you have a document that explains the progression, and I know this will be with you, but it does go through how we scored and 202. On the sheet you have with the different colors, it shows you the state measurements of the other again. Here on this sheet, you have the difference for years 23, 24, and 25. The first area is language arts, then mathematics. Auki is the performance of our English students and learners. Suspensions and chronic absenteeism are the next areas that we mentioned are reported

058on the California dashboard. And this sheet, apart from having this information, can also be viewed by school. So for each school they can look at the different colors and how they did this in these state measures. Some schools, as you can see, improved in certain areas, while others declined. And this is what we use to be more intentional and focus more on the work we have to do to take the next steps. Again, this helps us to be able to say, here we are doing well, here we need to improve and use this information which in a way also helps us in how we allocate our money as title one, to know what the areas of need are and to be able to use that money in the best way, the intervention for our students.

059But again, you have the information here; depending on each school, you can see how your school did it. If you have any questions that need a little more clarification, we are here to help you with that. But this is a very good sheet with information that helps them again to clearly see where schools increased and where they decreased in the different areas as indicated on the tablet. So, what were they in this information? What were the strengths in the areas where we did very well? The progress of our English students remained the same. We didn't increase, but we didn't decrease either. That's a positive thing. More students moved up a level in what is again the state measure for English learners, and fewer moved down a level or stayed at the same level, while more

060students moved up to the next level. Science scores also improved, and we mentioned again that this is the first time the State has taken them into account as a measure. And the climate and culture regarding suspensions not only remained, but is improving. Now, the areas for improvement in our next steps are how we are going to increase academic performance in the areas of language arts for our students and mathematics, and also our student engagement, how we are interacting and participating with our students so that they are really focused and involved in their learning. And finally, the profile of the English student and their academic experience. These are the positive areas and the following areas where we need to improve. So, the question is, what now, right? So, again, we use the reports, the state report,

061to determine which are the areas we are doing very well, but also, more importantly, where we need to improve and consequently also where we need to allocate our funds, being more intentional and strategic in what we need to do to help our students. And part of helping students is also involving you as parents so that you have the information and hopefully the skills to be able to help your students at home. The training and responsibility of the school leader, that refers to our principals in the schools and assistant principals, supporting them, focused training, data-driven accountability, making decisions based on information, on the data we have from the state, and having an instructional focus. When they are training teachers, they should also get involved and be part of this training. And finally, one sentence here. Every

062system is perfectly designed to achieve the result it produces. If we want better results, we have to change something, something that will benefit our students and not keep repeating the same thing, knowing that the results are not what we expect. questions or comments. about mathematics. Right now I have little knowledge because I studied here, but different studies. Mathematics is very different. Now, couldn't they have something to help parents so that students can continue to be free? Because I understand the answer well, but the way they teach them about honor is very different. It's something I've noticed that many students struggle with, and they don't take math as a whole because what we teach is different; what you're teaching isn't very demanding. Yes of course. Previously, the focus was on how we arrived at the correct

063answer. Now with the for standards, it's more about the process and logic that students are using to arrive at the correct answer, and there are different ways to get that answer. Part of what we try to do today when we ask for your suggestions is what kind of training you feel would be necessary to help your students. And part of that is that you also have what I mentioned, that understanding of how the students are being taught in the classroom so you can help them at home, because, well, the children, right?, get discouraged because they say, "No, it's just that you don't know why my teacher teaches me a certain way in my class, I ask you for help and you don't teach me that way and they don't want to do it anymore." It

064is important that you know and have that training as well, so that it is like a second part, an extension of what you are already learning in the classroom. Anyone else? My question is, okay, because with math I also learned different topics and formulas. Ah, I have one who turned out to be really good at math, but he was n't taught it, but he did the results in his head and it was difficult for him to give the answer to the aeropa right now. What I'm saying is that reading is currently mathematical. He was referring to reading because it was about putting on paper the answer he was making in the law, I don't know if it's the same as if it could be explained a lot or to see how important reading is or

065how reading supports mathematics. But I, with the idea that they would give me a sheet of paper and I would finish the ring because I did everything thematically, but when they wanted to show the work, it was a struggle, interesting, was n't it? Yes. And part of learning math and teaching math is understanding that students have different abilities and ways of learning it. And again, it's not so much the focus on how we arrive at the correct answer—not that it isn't important, we want the correct answer—but also that each student recognizes that each student has their own abilities and takes off. And now many math problems are not just about computing numbers, but about reading a problem where there are many words, and if they ca n't do that easily because maybe reading is difficult

066for them, then that's like one more thing, one more obstacle, right? So, it's important that reading does go hand in hand with mathematics, but it's also important to give you as parents that training on how to do the same thing that's done with students: how to take a math problem that has a lot of writing and be able to work it out for the students, breaking it down into little pieces so they can understand it. So, that's a good point to consider in workshops to offer to parents. please. In someone else. Okay, well, we're getting close to the end, but again, thank you very much for joining us and for giving us your suggestions. This is what we want to see: that you come to our meetings and let us know what obstacles you are

067having at home with your students or how we can better support you. And hopefully we'll have a good number of nominations so that at the next meeting we can have more representation and fill those vacancies we have. And thanks to Milpax who is also joining us tonight at this DAC meeting. Thanks to my directors, thanks to the Dyan team and to all the directors and assistant directors at the schools who are here with us. I know it's almost the latest day, but at the end of the day it's very important that you're here. So, thank you for that. Before we go, good night. I am Claudia Meléndez. This is the district's public information officer, and I have two very brief announcements. First, we would like to invite you to come to an event, a talk

068with Superintendent Monica Ansu. Here's a flyer, please join us, it's going to be on Monday, December 15th at 6 pm. In addition . We're going to have these snacks and God's care, and it's going to be an interesting talk where you'll be able to speak directly with the superintendent to tell her, I mean, she's going to talk about what we're doing well in the district, right? Because of what's happening in the district, not only in the educational aspect, but also in the buildings, how the schools are being maintained, the schools that are influencing and all that, and also there will be an opportunity for you to tell the superintendent, "We would like to see this, this is not going well." So please come. This is going to be a very important opportunity for you to

069talk about the superintendent directly. And the second is that we are conducting a very important survey so that you can tell us how you prefer to receive information from the district and the schools. There are parents who prefer texts, there are parents who prefer calls, there are parents who don't want calls, there are parents who want texts. So, we want to know what you prefer. There's a link, the link is here on the tables. If you want to use the QR code, it's here on the tables. We have the flyer, each table has one, you can scan it or there's a link on our website if you want, or I also have some printed copies. If you want copies for businesses, I can give you one, or if you prefer, your family course center can

070also help you. If you have any questions, you see us, right? Well, I think that's all. This, Mr. Caso, my Mr. Caso wants to say goodbye or the board president and our vice president are going to shut it down. thank you so much for those ads. I hope you can attend. There is still time to complete nomination forms. They're still not going to leave us. This one, yes, only this one is important, right? Regarding goals, some of the obstacles that have been present for both parents and students include nutrition, the importance of nutrition, neurodiversity in the structure, tutoring for parents, training so that we can help children, historians, promoting reading, and the importance of reading comprehension. If they don't understand the reading, they can't understand. Mathematics is very difficult to understand . Everything goes hand

071in hand. Thank you very much. See you at the next meeting. Right now I don't think we have a date for January, it seems to me, right? But we're going to put it on in January. We will keep you informed. We will have the update on the district's page. So, in January, please, if you can, connect to this district page, and that's all for today. Thanks a lot. Thank you very much for your attendance. We will close at 7:35 . Thank you all so much for being here, and thanks to the presence of Anis Vipas, right? one of our board members . Thank you very much, have a good night, have a happy waking life, and grab your bread!