001Okay, before we start with the local monitoring and accountability plan, I'd like you to take this paper that looks like this and put it on your table. Talk about how many surveys you have per school. [Laughter] Who's winning? Let's ask Aal what second, third, and other schools are doing. So, I need your help. Right now, the thing I'd like to do is give you time to talk as a team at each school about some ideas we can do in the schools to motivate and encourage parents to take the survey. Because last year we had almost 2,000, 340 something like that, and right now we only have 900, 80 something like that. So we need to improve, and the winner is going to get something special. So I moved the date to April 2nd so that
002parents... So we have two more weeks to see what we can do. So, if there aren't any parents at your table, please find partners so you can share what you're doing to motivate. And we're going to share, and everyone is going to need to share one thing at each different school. Okay, so you have seven minutes to do that. I have to look at that. So, that's one idea. So, if you can... Write your ideas on a sticky note. Then I can do like, " Ah, oh, good idea. Uh-huh." Okay, in English or Spanish. One of the things I'm talking about is that the surveys are very low right now. So, the thing I 'm asking in groups right now is if you can, with your classmates or among parents, come up with ideas about
003what we can do to motivate parents to come and answer the survey. And the school that has the most surveys on April 2nd will be recognized. So right now, Alizal, I don't know what they're doing, but they're winning almost 100. So, right now I'm going to give 7 minutes in groups if you can speak, and each school is going to share one thing they can do to motivate parents. Okay, once again, [Music] think of a representative from your school. If you don't have anyone, you have to represent, please. One group, see. Okay, so the thing we're going to do is, you can't repeat something that someone said. You can say, "Your school and their idea is..." and our idea is that the children show us that... The parents took the and Perfect then she wants
004someone to be there to help her take the survey thank you Voy Air And thank you you can sit down now Thank you very much thank you very much the Star card card to take the time in the classrooms talk to the students and here is this survey that we need your help for your parents to complete it and the students who complete the survey take a screenshot and have the opportunity to win good afternoon I am a representative of the I had a question I think that so that the children [Music] this so that the children tell their parents, " Dad," all the children tell their parents how they can do it and also I think that you can also help the school, I also think it's good if the people who are in
005office stand outside so that when the parents are going into the school, three or four people stand at the entrance and tell them if they don't know how to do it, we can help them. She says there are two things: you can take the survey, the children can help the parents do the survey, that was the first one, right? And If they do, they can grab a c Ice. Oh, and the second thing is that someone, the people in the office, if they can be there when the parents are coming in, to motivate and encourage the parents who are filling out the survey. In the office, and help them. I didn't talk about it with my group, but I'm thinking for the kids who are in the after- school program. Many times the parents come
006between 10 and 5:45 to pick them up, or that someone there with them so that while they wait, their kids can do the survey on their phones. Okay, part of the secret was creating QR codes. I put them on a page, like eight of them, reported them, and passed them on to the kids in the after-school program. That's one thing, and the other [Music] secret is also mentioning the other school, that the teachers assign [Music] an option to record with their voice [Music]. Many families are giving their ideas and information. We talked about what we're going to do with the parents, and oh, the thing I'm going to do because we're going back on April 1st, I'm going to leave the survey open until April 4th so that you have the week, but also during
007the spring break. They can also encourage it by sending the QR code. I like competition, so I think putting it on the sign and saying which school is winning and the numbers, and then changing the numbers every time to get an update to let parents know. Also, have as many teachers or support staff as possible go out with the QR code. The idea is that she loves the competition. So, the thing is, in front of each school there's a sign that says "announcements," and she's going to be announcing the winning school because Stein's parents aren't going to like that. So hopefully, they'll be motivated by that, and also, every day she'll be checking if they're improving. Okay, thank you. Yes, good afternoon. We also thought about using the people who visit the parents to have
008them do a survey and offer them schools. When the parent finishes the survey, they send a screenshot via email to the teacher. And I don't know right now, I also mentioned competition, maybe an internal competition to see which teacher in the school has a Master's degree. And try to create a competition, like there are other types of competitions. of attendance or different things already in the schools, it could also be Sánchez's idea is that we're going to have a school event, like a movie night or even during the day, a similar event to what we have here. And the entrance could be... we thought about making posts with information about the importance of DEA, and we also thought about having Volari tables at the entrance in the morning and afternoon. [Music] Day 4, perfect. Thank
009you. Day 4. Oh, you already have another idea that you're going to share. So you already have many ideas. Hopefully, we'll reach 2,000 and maybe 3,000. We'll see. Thank you for participating in that. So I didn't want to do the presentation again because many of you already participated in your schools. So what I'm going to do is review some things that I think are very important, and then if you look on the walls, we've had two meetings, one in the morning and one in the afternoon, and these are things that parents think they want to see in the ELC. So in a few moments, you'll be able to... Go read it, and if there's anything you see that you want to add there, please do it today, okay? So the LC is a tool for
010local education agencies. We have goals and actions to leverage resources to meet those goals for the children. So this is for academic, emotional, and social development, and how we're going to involve parents. So if we look at the development of the LC because they go together, the thing we do as a district is we look at the results of the assessment data, the feedback from education administrators, and also the data from surveys of students, families, and staff. I think it's very important when we're reviewing the LC that we 're looking at the data on how the children are doing. So every December in California, the points come out on December 1st. So I'm going to go over that now. So if you look there at each one... Oh, I forgot something. How many colors are
011there? Five. So what color do we want to be in? Blue? Blue means we're outstanding. Green means we're doing very well. We want to see green and blue. Yellow is... like this. Orange is... Ah, and red is... Oh my God! Yes, so you can come here. I'm Valente Manera, and I'm one of the teacher support staff at Frank... Chavez, one of six specialists in English training for teachers on strategies to better develop students, told the parents of the FR (Family Resources) that when we explained this scale, I told them, so that those who have attended school in Mexico or another Spanish-speaking country would better understand, that grades are from 1 to 10, with 9 and 10 being the best. Blue is equivalent to a 9, green to an 8, yellow to a 7, orange to
012a 7, and red to a C. This is to give you a better idea of what these colors mean in relation to the grades at the School District level. [Music] Thank you. So, when we look at the data, this is how we 're doing as a district in terms of grades. I want you to look closely at the areas where our grades are. If we look up here, what color are we in? Yellow for absences, green for suspension; English proficiency, red for English reading, yellow for math; and yellow for math. I mean, these are for children in third, fourth, fifth, and sixth grade. Okay, they take a test every year for language arts and math, so in May they're going to start again. So with a partner, if you can talk about what the colors
013are... Okay, take a moment to talk with someone. What do you think they're going to remind you is at the district level, school by school? This is like, district, not school level right now. Let's go over that. We've made progress here and in autism. [Music] Okay, let's go back. Is there anyone who wants to share something, or should I continue? Okay, I think it's very important to look at the progress, not just this year, but also to look at how we've progressed for 5 years. So if you look up here, it's fall 2017, 2018, 2019, 2020, and 2021. We don't have it because it was COVID time. Fall 2022, 2023, and 2024, and what does reading mean in English? We see that in fall 2017, we were orange, yellow, yellow, yellow, yellow, and when COVID
014started, we went back. What happened? We went down to orange for 2 years and went up again. We're the same as in 2017. Now, math, in 2017 we were orange, yellow, yellow, orange, yellow, yellow. So we've had progress there too, and the children who are classified as English speakers... English learners. Sorry, in 2017 we were green, in 2018, 2019, and 2022 we went down to yellow. Last year we went up to green, and now this year we had a 10% drop, and I'm going to explain that. In 2017 we were blue, then yellow, green, orange, orange, green. So we've been going like this with suspension and chronic fatigue. Ah, you can see that after the pandemic we went down to red, but you can see that we've made progress, we 're already in yellow again.
015Okay, so there's an area where we have to concentrate, which is English learners. And I'm going to explain that right now. So if you look here at English language development, we're in English reading, we're in yellow, and we're no longer giving the percentage as before, the percentage of children who are reaching the standard. We're doing the data differently now. So if you look here we have 56.4 points below the standard. We have almost 100 children, there are 56.4 points below the standard, and you can see the number of children who took the exam. In mathematics, we are 75 points below the standard. Standard, and you can see it's almost the same number of students who took the exam. We increased four points in English reading, we increased five points in math. In which area are
016we doing better? Math, remember? They... This is... We're doing better because we want to see more zero. We're doing this number is less. So we're doing better in English reading because we're further from zero here, okay? And with English learners, we're down 10.2 percentage points, that's why we're in the red, and I put this here because I think it's very important. In Science, it does n't have a color yet, but next year we're going to look at a color. So it's very important to include that because we're going to have to concentrate a little more on Science so that when it comes out, we want to see green or blue. So right now we're 23.6 points below standard. Okay, as a district, so here, now you can look at English writing, and this is by
017group. Which group is doing best in our district? Yes, there are 36 children who are classified as female, so they're having a lot of success. They're 4.9 points below standard. Which group is having the most socio-emotional difficulty? Students with disabilities? Yes So here's the number of children who are classified with this, and there are children who have two or three qualifications. And where it says two or more, there are 20 children there. But look here, who are the children here? These are children who are English speakers who have been in the system since kindergarten and who have n't been reclassified yet. We have 50 here, and they are in the red on that. So that's an area where we have to look. And also, what are the services that we're going to put there to
018help that group because they need those supports. Here's math. They look almost the same, right? But we're not doing [Music] doing better English writing, results of data assessment, district assessment, and English learner assessment. And I want to explain that because I think this is very, very important. How can we help the children, or how can they be helped so that they can be qualified to get to school and to school? Good question. And now I'm going to say something, but I'm going to say something that maybe some people won't think the same way, but the state, for many years, has been focusing on reclassification. That's very important, but more important than that The thing is, the children are progressing one year each year because if they're being reclassified every year, what's going to happen? They'll
019be reclassified. But often we focus on reclassification, and with that, maybe we want to rush English, and we're not maintaining the language or giving them time to grasp and learn. Because we want English, English, English! So this is very important. These are data from 2029, 2022, 2023, and 2024. The pink ones are children who dropped a year. We want to see that. So when they took the test, they dropped a year. The green ones are children who maintained their level; they didn't move up or down, they stayed the same. That's good, isn't it? The state counts that. That's bad. If you look at the blue part, those are children who got a four and have already been reclassified. So if you look at our ALAL system, if they got a four, almost all of them
020have already been reclassified. So we've improved in that. And the purple ones are children who advance a year, and to have that, there are different levels. If a child enters with a one, for the next year they have to have advanced a year; they have to move. Instead of a one, they have to be in a two. We're down here, down next year instead of two, we advance two more, three down, three up. So you can see there's progress. The reason we're in the red is here. Last year we had 54.8 kids who advanced a year. Yes. What happened this year? That year many of our students stayed put, they didn't move. And that put us... It's not that they dropped a lot, they just maintained their level, they didn't progress a year. 10% of
021the kids dropped and stayed put, and some dropped here, look, 12.9, almost two percentage points. That's why we're in the red. So in schools, instead of focusing so much on reclassification, which is important, we have to focus on progress each year. Because if a child is going to progress each year, they're going to reach the level to reclassify. Talk to someone next to you to see if they understand. Okay, yes, they understood. The same goes for the kids who need reclassification. These are kids who need reclassification, but the thing is, the state is looking at them making progress. So we want to see all this purple, to say that we're doing our job, and if they do that each year, then they're going to... Reaching level four would be a long-term goal, yes. Okay, let's
022go back. There are questions about this because this is very important. We were talking about 2025. What do we want? What color? We want to see everything purple. No, not purple. We want to see everything purple because that means the children are having a year of progress. So when we see everything purple, that's success. Yes, you understand? Okay, so it looks bad. Oh, we're in red. It's not so bad. If you look, many of the children have just dropped. So we hope that this year, with all the resources we have, we're going to have that progress. But it's very important, with the story they're telling in the schools, reclassification is important, but more important is that the children are having progress each year. Okay, here's science. So I want to review the ELC timeline. Right
023now, we're in the first step of ELC 2024. And we started on July 1st. So right now, we're marking that on June 4th, we'll have the new plan. One thing that's very important is the plan we have right now. When you have a plan, you're going to take everything away and start again, right? The plan that We have the goals and the actions. We have to stick with those actions; we can't change them because the plan is for three years. But right now is the time to look at how we're doing with the actions. We need to change something, but we're not going to scrap everything. We're not going to start with a new plan. Right now, we're just reviewing, looking, and talking because many times it's not that the action needs to change; maybe
024we need to do something different between those actions. Okay, and on June 25th is when I'm going to present the final plan for cycle two with Ms. Anzo. Okay, there are questions about that. So, there are eight. The state has eight PRIs. Oh yes, yes, it's something from the state that I have to do here. So, for next time, I'm going to talk about what they said at each school. What we're saying here, then, as a group of principals, we're going to be talking and we're going to say, this came up, and these are the most important points for the district. For April and May, I'm going to present the changes. One thing I can say is that we have to cut the money a little bit because we're not going to take... I don't
025know exactly; I don't want to say numbers. Right now, but I do know we have to cut back a little, so in May I'm going to present the new plan. But it's very important when we go here that we do have many resources, and I want to give you time. We have 15 minutes. So I'm going to review that very quickly. That's just data per school. Now I'm going to say the school, and you're going to tell me where they need to improve. Alizal English learners. That means that the children in Alizal didn't progress one year; maybe they stayed the same or went back a year. B went up, blue, but they have to maintain that. So that's an area they need to focus on. CZ English learners. Cri English learners. English learners. Something very
026interesting with Freemat is that for two years, congratulations, the systems they have in Freemat have been in the green for two years. That means they're in the green for two years. So it's a pattern what they're doing. That means the children in Freemat have been having success, moving up a year each year. But look what's happening in Con. Ah, in English, they're not connecting yet. So they need help with that, English learners in reading, and also they went from red to green. So they need to stay green, my beautiful English learners, Sanchez, English learners, and also English reading, Steinbeck suspension. Yes, in [Laughter] VB, I can't look, no, I can't change this. Okay, so right now, the thing we're going to do is we're going to be looking at the survey data, and right now
027I want to take some time so you can look at the responses from the meetings we 've had by district. We've looked at the strengths, the opportunities, and where we can improve. If there's anything, like I said, some things that came up here, we don't need to write them in the chart. It's something systemic in the school. So, right now we're going to divide up. Here's academic, there's emotional, social, well-being, and back is how we're going to involve parents. Those are the three questions. Okay, so right now, these four schools, if you can get together, there are pencils down here if anyone can help reading what came up, and if there's anything else you want to put on the papers, you can do that. So, M and FR are going to be here, here in
028the middle, they're going to go back, they're going to Talk about how we can involve parents, what we can do back. And you four here are going to be social, emotional, physical well-being, and what resources. Maybe [Music] Oh, how about you? Because you can talk about what to do in. Yeah, some of them, some, or all of them might know that. Just but it's going to go out. It's 10% or more of you know what I'm going to do. 18 or more days out of school, I'll bring it to the next one because I think that's an important part of it. A big factor that contributes to the academic success of a student is being present. Yes, that's true, and that goes for it. You will see it reflected in all the categories. If [Music]
029not... So you can put a star if you agree with something. You can put more ideas, but if you agree with something, put a star on this. That's very important too. I felt like I liked yelling at it. Okay, how many more minutes do you need? Are you ready to change? Okay, we're going to... this group is going to... parents... you're going to come over here... academic... we're going to change... we're going to change... you're going to... We're not going to be able to. B qu [Music] sa we have to because there's no [Music] suf no ha per al Okay, we're going to switch to the last pap B [Music] disc kas que k Oh tak Okay, we're leaving now. We don't have time to finish the third rotation, but I'm going to stay or
030you can put it in the poll. So, like I said, I'm going to come back in April to talk about the polls and talk about things that came up, and right now I want to invite you to extended learning. Our time is up, but I'll include a presentation. Here's the video that will start next Monday in March. The video is in English and then in Spanish. The Union School Expedition Program is taking place March 24-28 from 8 a.m. to 5 p.m. Student activities include robotics, tutoring for students in need, and theater. For students to participate in dance and physical education [Music]. The Union School District's extended learning program is having a spring break. This will take place from March 24 to 28 from 8 a.m. to 5 p.m. Student activities include robotics, tutoring for students
031in need, and theater. For students to participate in dance and physical education [Music]. Needed theater, dance, and physical education. Bard Oscar and Virginia Ron will be the three host sites, each of which will host students from the following schools. Transportation will be provided from the host schools. If you are interested, please submit your application. [Music] Now, before the video starts, I want to share that after the week of April, we also have Saturdays. We're going to have a full day offered to students. It's three Saturdays: April 5th, 12th, and 26th. Each day we're going to have classes from 8 a.m. to 5 p.m., and they are Saturday classes. So this video explains a little more. On three Saturdays, April 5th, April 12th, and April 26th, students of all grades, kindergarten to sixth grade, will be
032able to participate in a variety of activities. Activities include Camp Rally, math, arts and crafts, steam, Legos, and much more. Students will receive all meals of the day, getting breakfast at 8 a.m. Lunch from 11:15 to 1:00 depending on grade level and dinner from 2:00 to 3:45 depending on grade level. Students will also be provided [Music]. Please, the Alisal Union School District Extended Learning Program presents an opportunity for students on three Saturdays: April 5, April 12, and April 26. Students of all grades, from kindergarten to sixth grade, will be able to participate in a variety of activities. Activities include camp meetings, math, arts and crafts, a Lego bar, and much more. Students will receive all meals of the day: breakfast at 8:00 a.m., lunch from 11:00 to 1:00 depending on grade level, and dinner from
0332:00 to 3:45 depending on grade level. Students will also have recess, a lunch bar, outdoor time. Here is the schedule for the Saturdays in April. If you are interested, please submit your application now. Information about the programs we have is posted under this department: after-school classes, everything in blue, it says, leads to the applications, and the applications have all the details of each group. We have drums, banners, and colored flags, right? We have Folkloric Academy for children in grades four through six who want a little more. Ah, how do you say the highest level, right? Of the Folkloric Aztec Dance program, and those videos are just announcements for each program. [Music] The link to see the videos, but they are videos that include photos and voices of our students who have participated in our programs
034this year. If you have any questions, I'm here after the meeting, and we're finished. Do you want to finish thinking? Thank you very much. Thank you very much. Please don't forget to fill out your surveys. It's very important. We're going to see which school will take the initiative next week. Uh, we're adjourning this meeting at 7:46. Thank you very much for coming. You can tell the next meeting. The next meeting is on April 29, 2025. Thank you. [Music] Yeah, but it's percent. Last I did it. Al al al al al al Leonardo, do you hear me? Leonardo, do you hear me? Leonardo, do you hear me? [ Music] [Music] to B [Music] B