001Wow, thank you. John Steinbeck, we have a John Steinbeck representative. Yes, we do have them. Thank you Bviní, thank you. And Mar Luther Kini. OK thanks. Very well, thank you very much. We are taking a roll call of the representatives of the Dilac table. Lorena Mendoza is absent. Nayeli Sandoval present. Ruth, at the same time, the one who brought us the tamales. A round of applause, please. Many thanks to Rut and Paloma Valdés. Thank you. We have enough to continue with the meeting. Forward. Thank you. Very good. We move on to the review of agreements with the community. We've now moved on to reviewing our agreements. Please make sure to read them and choose one, and discuss them. one [Music] minute. Does anyone want to share? Does anyone want to share an agreement they've chosen?
002Does nobody want to share? Or do we choose a school at random? Very good. Does nobody want to share? Okay. Very good. Alis community. Who's up for it? Can you choose an agreement and share them with us, please? Transparency. Very good. Would anyone else like to share with us, or should we choose another school? Alazar. [Music] Participate fully. Thank you so much. Would anyone else like to share one more with us? No. Okay. Mm. Collaborating and staying on topic would also be an important point, I think. Very [Music] good. Very good. So, can we continue with the meeting? Everyone is in favor of the agreements. Yes. You already did it, the agenda was already approved. The agenda. Okay. We have approval of the agenda. Everyone has an agenda in front of them, they should ask.
003Could you please review the agenda so we can approve it? Little pieces of paper, everyone has them on their desk. Thank you. Questions. Any questions? No. Okay. Approve. We all approved the agenda. Very good. None of them find it. No, thanks. So, we move on. I would like to invite Mrs. Anzo and Miss Alvarez. They have a presentation about the draft of the draft of Elc. please. I stop. Good afternoon. The deputy superintendent. I am here today to present, alongside Dr. Álvarez, the draft of the. What it leaves is the local plan that we are in. The state gives us the money, but there are requirements for that money, and that money needs the voice of the parents, the teachers, the students, the colleagues who participate in the actions for the plan. The plan has
004to be written according to eight priorities that the state has. So the eight priorities we are focused on are basic needs, implementation of state academic standards, access to the curriculum, access to classes, access to quality teachers, student improvement, parental involvement, student enrollment in these schools, and then the school climate. How are we doing this, and are we addressing it in schools? These are the eight priorities on which we need to write this plan. The plan is written in three cycles. So, the plan was made a year ago. At the end of the year we were writing the plan for the three cycles. Every year, by law, we have to review what worked in the plan and perhaps what we need to improve in the plan. which is where we love your voice. So, we are
005finishing the first year, the first cycle of this 3-year plan, and we are going to start the second cycle on July 1, 2025. But in order to get to that point, there are also requirements that the State has. One is that on June 4th, with the board of directors, he has to go to a public hearing. There will be a time on the agenda, a section where it says, "Okay, we're open to public hearings, and the public can go to the microphone and speak about the group, make suggestions, say thank you for what's being done, anything." That's what this period during the board meeting is for, so that everyone in the community can listen, right? And we're all listening. We have to respond to those needs or change some things in the plan, or whatever
006is said during this hearing. By June 25th, which is the next board meeting, the plan has to be submitted for approval by the board. By law, it has to be done before July 1st. As soon as it's approved, we send it to the Monterey County Department of Education , where they review it, and if there are any problems, they hold us accountable and tell us, "Okay, you have to change this, you have to do this because if the county offices don't approve the plan, they won't approve our budget." Therefore, it is very important that we are attentive and search for the necessary ones if they exist. Aside from the eight priorities, the state two years ago also included other requirements that must be included in the plan. We need to have an action for each
007of the lines that there are. If we have 30 or more English learners, we have to receive a share for our students. We have an enrollment of 700 students, 65% more or less, about 4500 students are preferable. So, from our action, if we have 15 or 15 or more long-term English learners , we call it. These are the children who enter as identified English learners in kindergarten and have not been declassified when they reach fifth or sixth grade. It depends, it has to be five years or more. That's a category of students, those of us who have those abstentions. Decí es que tenemos que se ... The third success is if we are in technical assistance. The district is not in technical assistance, so we don't have to inject. schools in the district with at
008least one red indicator. We have several schools that have a red indicator in what we call the for dash in Ah, the plan also has a boredom. It's like when schools used to give report cards; the plan also has a report card that is the dashboard. There the state says, you said you were going to do all these actions on this building and we are going to review some of those points. Ah, number five, the group of students in the district that is also the red indicator. In my opinion, we have study groups that are in the red zone. And we also have clients within the schools in the district with red indicators, and we will have actions in place for all of that. What if you see it and I know you've seen it,
009very small, that thing that identifies it as coming from what we call the California dashboard. Dr. Alvarez called it the California dashboard, but if you search for " California dashboard" in English, it's public information, so that's where it's identified. It has all five colors. Blue is the tallest, then comes green, yellow, orange, and red. Here in this table that you have, we have here you can see it from 6 years ago. It starts in 2017 and we're finishing in the last one we have in 2024. What are the indicators? The first thing Ela mentions is English. When students take the exam they are currently taking, then the state exams are where it will be reported on the report card. Then mathematics and all of these have to do with the eight priorities of the meat
010at the beginning. Then there is the development of English. Suspensions have to do with school conhectina. Then chonic eh chronic absence. That has to do with how we are connecting with clients, how they are coming to the school. What remains are the local indicators . For that, a report must also be given to the board on June 25th, and it includes the basic needs, whether the students have access to state standards, and how the university is linking them. pass a two and then how is this corner. So you're seeing how in some years we go down, but it's going up in all areas of this report. So, if you look at autumn 2024 there, it doesn't look so bad, does it? We're in yellow and we're not in red anymore. That's if we just look
011at it this way, we see that we're doing well, right? Now we're going to look more deeply into each school. That's at the district level. Already. Yes. See the next page. We are looking at the level of each school. It's here again, compared to the most two years. The first line is 2023-2024 and 2025. And here you have all the indicators, all the areas, the priorities in which we have to be rated. Once again, the first category is literacy. It can be compared to schools. Remember that yellow is where we want to be, green or blue, because the requirement of each school is being measured. It comes after mathematics. And the development of English continues. They just added science this year . That's why science is in the first row, in gray, because we didn't
012have this indicator in academics on the dash. They just fixed it this year. Next year we'll see a comparison, so there's going to be some color. Next comes chronic absence, which is how we are linking the children, and from there follows the school climate and is measured by suspension. Okay. That was at the level of each school. What we're seeing here now are groups of students. When we talk about equity, we are separating what all students are doing now. Students who are Hispanic, students who speak English, students who are long-term English learners , foster you, those who are young people who are in tutoring. Ah, the homeless students, the students who are low- income, the students who are in special education, the African American students, the students who are native to America, whom we call
013Americans, or those who are from Alaska, Filipinos, Hispanics, or native to Hawaii, from the Pacific Islands, and then white students or from two or more dreadlocks or two or more technical groups. So you see that we no longer have the responsibility to see all the students, but all these groups of students have different needs and we have the responsibility to ensure that they have the school to know what those needs are. Okay. You can see the ones that are circled in the district. We need to pay attention to our English learners. We also need to pay attention to our long- term English learners in the academic areas of English deculturation and English mathematics. We also need to pay attention to our homeless children in the necro-writing area. And then to the group of two or
014more groups, two or more ethnic groups, we have to pay attention to the school climate that is identified here with suspension. The third, the sixth, of the requirements we had closed is that now we have to go deeper. Now we need to find out which students are in the wolf indicator by school. What he just showed you was in the district, pray for school. So if where it says L in the school it's from last year at the school it was in the year where it says you learned English, ML is no longer there on that list, but we added, we had to add other schools to the Lizard Pay Sanchez Montevela school. He improved, but as a district, we didn't improve here because there were schools that went down in numbers, since students were
015developing in the language and were no longer ranked higher, but the church's development levels grew. [Music] Okay, so let's go over the English language proficiency indicator. So, as a district, we're currently in the red, and the reason we're in the red is because the state says a child has to make a year of progress; it doesn't matter if they're at the bottom of a one, they have to move up to a lower two. So, for next year, two lows has to go up to two higher. So, if you look here in 2023, we want to look at Colorado. Last year we were at a percentage of 54.8, Eight, which is very good. Most of our students were making a year's progress. Green means that the children did not progress down or up, they stayed the
016same. We don't want to see that. The United States looks down on that. Ah, there is a very low percentage where it says point two and point one. Those are kids who got a four and have already been reclassified. So, if you can look, we've already closed that. All the children who get four, we already have a system to classify them. That's why the percentage is low. If you look here at the pink color, we went up. That means we were at 12.9 percent last year and we went up to 15.7 percent. That means that instead of making a year of progress, the children made a year of going backwards. Yes. So if you look from 2023 to 2024, is the purple color still the same or has it changed? It changed to green, then
017more children stayed behind , they didn't progress, that's why we're in red. Questions about that. Yes, you know what? When we 're finished, we can come here to ask questions. [Music] Okay. So, the schools, as Mrs. Anson said, that have already come down, are here. Here you can view the California school panel . Right now, for English drivers, we're in the red for the reason I already explained. So, as a district, we went down 10.2 points . These are the schools and the percentages that decreased. So, as you can see, Noya dropped 39.4 percentage. The Alizal community 29.4 percentage, Montevia 22.2, 15.6 and Sánchez 11%. What I want to clarify right now is that we are showing you this. We had already spoken to you once about how the schools were progressing in the development
018of English, but we want you to know that the school principals were preparing because last year around this time the results of the exam that is done every year for English learners were being made public. So they already had a general idea of how they were going to conduct the studies in the exam. So around this time, around July, they already had the [Music] grades when they came back, when they made their plan, when we returned from vacation, they started, they really put themselves into action and had different strategies to be able to improve that. The California school panel, the Dashford, didn't make it public until December, but it was in December that they realized , okay, were we right or not. Yes, we went up. What I'm telling you, and the reason I'm telling
019you this, is that we may be sharing this with you now, but they already knew and put strategies in place to help the students. No, we didn't want to do it sooner, but it wasn't that late. And I want to add that the data we have right now, the exams that the children just took in EL, we are already seeing that the schools that were very low are rising, so that is something to celebrate. Okay. So, in the plan for the second year there are two changes. For 25-26 we added a goal for independent studies. So, children who may have to leave or who are sick can come and ask for a package deal to get credit for coming to school. So, that's a goal you're going to look at in goal three, the Alizal
020virtual academy goal. We're not going to have virtual classes anymore, so we removed that goal for the reason that we only have 28 students and the money we were spending was much more. So, that's why there was n't as much need for that anymore. So, by next year it will already be closing this year. Okay. So, there are two changes. All the goals we had set for this year will continue because the plan is for how many years, 3 years. We ca n't make changes right now, we're just seeing how we're doing and the community can give us suggestions because sometimes it doesn't have to be in the plan, it's something we can organize ourselves a little differently with the same goal. Okay. Now, some good news. Ah, after the second provisional tax reports, we
021had a change in amount. If you went to the school boards, the amount was less. So I'm happy that this year we have 34,484,960 in the plan. And that's something to celebrate because if you look at last year we had less. So this additional year we have 79944. So something I also want to say in the middle, you look where it says 32,232,535. That's for staff. We as a district heard from parents who wanted more help. There it is. Almost all of the money is going to people who are helping in schools. Applause. Already. So, right now at goal number one, right now we're going to do a sort of car-carrying circuit around and there's someone there who can check each goal. So, goal number one is here and goal number one is about improvement.
022Improving the professional learning community is where teachers have time during the day six or seven times a year to plan. So, we have substitutes who come with the plans and the teachers can plan on the banners. So, that's what it's about. It's very academic in goal number one. Second , the goal is to help English learners. If you look there, Alvarez, that's my goal where I live. So I'll be there to explain in a little more detail if you have any questions. And one of those helpers is we have six English-speaking specialists and we have one here, Mr. Mancera. Then if you can help me there. In goal number two, you can explain a little bit about what you do. Goal number three is well-being. If you look there, there are many shares below Mrs.
023Garcia's department and also the extended school, Mr. Fausto. So it's goal number three. Goal number four. Mrs. Anzo will be there. That's to help foster a culture of professional learning for the community that works here in Alizal. And goal number five is about early learning apprentices. So we as a district think this is a very important area, and we have a specific goal for it. So goal number five is back there. Okay. Now there are other funds that the state is mentioning. When we had COVID, all schools received a learning recovery grant. We have 3,490,542. that we still need to spend on transparency. The state is saying, you have to show the community how you 're spending this money, and that's where it's at, and we can talk about that. So, if you look at
024goal number one, there are five actions there. Many of the shares are already there, it already has a share. The only one that's new is number five. Oh, I see . four and five. What we were doing to ensure that it was aligned with the plan, if you remember what Dr. Álvarez told you, is that many of the funds being used are for personnel, so that means that sometimes there was no money to provide services or buy new materials because most of it was being used for personnel. What we did was align it with the El clan so that we could have services from these funds. We are not hiring staff because it was money that we call a one-signature. It's a scholarship; when it ends, it's over, and we don't want to tell people
025there's no more work because there isn't. Okay. So if you see the same colors, it's because it's aligned to the plan. So, in goal number 1, two and three there was already a goal and number four and five are new to support the classes and also the tutorial services that we have called paper. We are paying for learning recovery. In goal number two, there is no money that we put there. In goal number three there are three actions. There's one number four and you can see the total there. So, right now what we're going to do is divide ourselves up so you can ask questions, look closely, and there's a piece of paper next to each goal to ask questions or make suggestions. Okay, so let's split up. So, Creide and Loya schools can begin
026with goal number one. The [Music] Mr. Okay, goal number two, we can have the Alizar school. Goal number 3, and with the [Music] lady goal number five is behind. Let's start with BRB. And Jessie Sanchez and Monte Bella will be here with me. Okay, I told everyone, I already said, let's say, okay, if you can go to your own place and I'll tell you when we switch. So, the people who are helping, there's a pen down there, they can write down if you can start with the goal, read it and then they can talk about the different actions below. [Music] when it stops, it's separate, all 12 of it. Yes. One more minute. We're going to change. [Music] But now Okay, we're going to change. We are changing. So, number cu for c number cco
027goes with me. Number one. Bye bye . Number three. Salt flats. Let's see. Exit for [Music] in for [Music] Then one more minute, if you can finish your thought and we'll continue. Ha. Not at all. Okay, we're changing it now, please. Ah, the one [Music] and other people. trainers [Music] for everyone, one more minute. We are already changing. Okay. Here, please. One of the things is, time is already flying by, so I'm going to leave this here. After we finish, you can continue in the notebooks. I'm going to pass the microphone now so our leader can explain what we have back here . Hello, good afternoon. My name is Marven Martinez. Ah, I am a school teacher at the school. Today I am here with the extended learning program to introduce you to the planetarium
028that we have been using in the After School program and also in the NASA programs and the Saturday programs. Ah, the students loved it. Ah, that's the Starlin Planetarium. Ah, now you can follow me inside, we're going in so you can see a small demonstration of what our students see in here. [Music] Ah, I'm going to go here, the sun to planet Earth. Okay. And when we have more time with the students we go about the planets from the sun and we talk about details of the planets. I'm only going here to planet Earth because I also want to teach you about the constellations. This is usually something I do with students from fourth to sixth grade [Music]. Mariano, please close your eyes. We're going to [Music] and something that the students will see is
029a mobile telescope. Ah, everything a telescope does, this computer does here. Ah, it's scheduled to have the programs it needs, just like this project we have here. I'm going to show you the [Music] conspiracies right now. That's how the considerations are, right? Ah, sometimes the younger students don't recognize the constellations, and I like that we can also show them some cute illustrations that they recognize. The names so that if they recognize them, in a few moments I'm going to take a little bit from here so that it turns around. We can see other [Music] constellations, this is one of the things I love to do when we're watching right now what's going to be on, which is about the grace of the moment. [Music] Yes. Thank you. [Music] So, I want to thank everyone who
030came today. Here are the dates for the meetings that we're going to start on August 19th. So, we'll see you in the fall. Have a wonderful summer and don't forget to send your children to summer school which starts on June 9th. Thank you. Another round of applause. And thanks again to the lady who brought some delicious tamales. Thank you. Thank you. And also to the directors, thank you for all the work you do every day and also for being consistent in coming to these meetings in Jos. Thank you. Together the 738.