001All right. Okay. Let do me a favor. Let's fill up some of these seats up here. We're a community, so let's get closer to our our community members. If everyone can stand, let's not have anyone sit in the back five rows and just move up to the front. Let's move up to the front and let's be a community. Fill it in. Fill it up. All right. Thank you everyone. If we can move up, we appreciate it. Thank you. Thank you. Bring it up. Bring it up. Lacy shot text. Yep. Yep. All right. Okay. We're going to go ahead and get started, guys. Uh hello everyone. How we doing? Good. How many days are we away from the end of the school year? Who knows the answer? 20. 20. Are we really? Are we at 20?
002My name is Robert Salivar. I'm the executive director of uh AUHSD supporting our ed services and our all of our school sites, programs, administrators. very proud to be here and just really want to thank everyone for taking the time to join us for our final convening here for our ALCAP uh season. This is the fifth and final one. So, it's it's it's been a journey, a three-month journey. Um, we want to get first and foremost started with some some housekeeping items. We have our restrooms for those of you um who maybe are not here all the time, but over if you my right down to my right, there's going to be a hall. You head down that hall, make a left at um at your first left, and there's a few restroom options there. Okay.
003Also, um we have our interpretation folks um in needs, um over here to the back. So, if you need uh interpretation for Spanish, um Korean, uh Vietnamese, we have it all right back here. So, hopefully we have our devices and and we're ready to go. But if not, we can head to the back and and our folks are there to help. All right. Okay. We're going to start off with some who's who in the room. So, first and foremost, we want to acknowledge some of our our dignitaries. Um we have some folks in the house we'd like to say hello to. So, and thank them for being here. We're going to start with uh one of our very own board members, Mr. Ron Hosshi. Okay. And and if I miss anyone, please let me know.
004We're trying to uh see who was walking in as we're um as we're all funneling in. We also have um Lauren Clasker, who's a board member for Fton Joint Union High School District. Lauren, there you are, Lauren. All right. Okay. We have some of our our union presidents. Um, for ASA, we have Jeff Morgensston. I saw him earlier. Where are you at, Jeff? There you are. [Applause] Right. For CSEA, I know I saw Heather. Heather. Heather, where are you? There you are, Heather Hutner. Thank you. Okay. And and I believe somewhere I I know Lacy and Britney um our APGA co-presidents are here as well, but they might have stepped away for a bit so they might be back in a bit. Am I missing anyone else? Dr. Alta. Dr. Sipher Alta. There you are,
005Dr. Casai. Thank you for being here. Awesome. All right. All right. Um and we also I mean obviously there's a lot of folks that have been a part of um of our journey um this year and as we again we I mentioned earlier this is three months in the making right it's a three-month journey and we'll look at that timeline in a bit but we want to start when we call um the group that you represent please please stand and and be acknowledged for all of your work all of your support um you know so I'm going to start with our from our educational partners all of our all of our directors and district administrators please please um stand up and be acknowledged. Thank you for all of facilitating groups, steering committee members, everything. Thank
006you so much. We appreciate it. Anyone from our steering committee who was meeting um before each and every one of our OKCAP gatherings, please stand up. If you're a part of the steering committee, please stand. All of you, everyone, students, we have students who are a part of it. Thank you, Eric. Some of our district folks, thank you. Right. Um, do we have Oko here yet? Has Oo arrived? Yes, Oko. All right, Oko. Oko's been a big part of our parent workshops and and and our our um our onboarding as well. So, thank you to Oko. And then we have how about I'm not sure if they're here if they stayed for um for for this part of the night, but our entertainment um our groupo Ftoricico and Rymo Inc. and our and our um
007Mariachi as well that just performed out there. How about giving a big round of applause for them as well? I know that a lot of the students were representing schools across our district. We heard South, we heard Anaheim, we heard Kennedy's all over the place, right? Um, okay. What about our transportation services? If you're a part of that team, thank you right for coordinating all the drop offs and pickups and and all the all the things that go behind the scenes. We appreciate you. And then from our steering committee, you know, we we um we'll come back to the steering committee actually in a bit, but we also want to recognize um our ed division. Anyone who is a part of ed division, please stand up and be recognized. Ed division, everyone, thank you so
008much. They were always supporting with the facilitation of um a lot of the work that we did um you know, the groups, the uh vetting the slide decks, helping with the scripts. Um, so again, uh, thanks to to Dr. Sadu and her lead and all the support from our ed division. Um, anyone from HR? Anyone from HR, please stand up. Human resources, come on, HR, where are you? Don't hide. All right. I know they're here somewhere, but we're there. We want to thank them as well for their support. How about our IT department, Eric Greenwood and your team. Thank you. Appreciate you all all the support, the work um with with the setup. We also want to make sure at the same time we acknowledge John Batista over here off to my left for helping
009with the streaming. Um I know we have we have our student support services uh department and our special youth services and our superintendent's office. Please stand up all three of you. Yes. Thank you. Okay. There's a lot of work that be that goes on behind the scenes and uh I know I wanted to acknowledge Dr. Freed who's our assistant. Oh, there you are. Our assistant soup of uh of educational services who um is always supportive of all the work that is going on from from our teams and so so thank you Dr. Freed for always being there supporting us and also providing guidance as well. Now behind the scenes we have a lot going on too. So, we want to start first and foremost with let's acknowledge all of our ladies in the back who
010are part of the logistical planning setting these things up from. Thank you to all please raise your hands because a lot of you are standing up. So, Violet, Teresa, where are you guys? Um Tanya, um Teresa, everyone. So, so when you please when you see them, they're the ones in the white tops and the black in the black coats. please give them a big thank you for for all the support that they provide. Um from some from setting up a lot of the catering and the entertainment to the messaging um and just making sure that that that you know we're we're um we're staying on top of everything that we need to do all of our responsibilities. Um we also have again M where's our M team? The setup here, the setup outside. Thank you
011for all of your support. And then last but not least, I hope we haven't forgotten anybody, our interpretation services. Thank you. Right. And with that said, we have a couple of groups that we'd like to um just extend an extra um just appreciation and gratitude for um not only being a part of every one of our sessions. They attended each and every one of our sessions. Um but this first group also supported us with um all of our onboarding um for our parents. Um the debriefs, they had a a debrief um after each and every one of our sessions. They held a a a parent debrief here at the district that they organized, they planned um they sent the messaging out. They they invited the parents back to the district to do the debriefs and
012answer additional questions and provide more clarity so that they could be more engaged in this process. So, we want to bring up at this time we'd like to bring up um Marissa Benmues up to the front. Marissa who's a part of um our OK team and all if we could have all of our OO parents stand up again please. Our oo parents, thank you for all of your help. We appreciate it. Thank you. So, we know that takes a lot of work and a lot of time, a lot of commitment, a lot of volunteer work. So, we appreciate all of your all of your support. Um, and please extend our thank you to Miguel Ernnandez as well, okay? Um, our your executive director. And then we also want to acknowledge and bring up another group,
013and we're going to bring them up um all at the same time, our student ambassadors. So we could have them come up now. So we'll have you guys right up over here just facing facing our our um our folks here. And I know not all of them are here, but we're going to acknowledge all of them and read out their names. And then for the ones that are here, we have a a certificate for you as well of recognition. So just a little bit about what they do. Um they're at every single LCAP session, right? There's five of them. They're some of them are part of the uh steering committee. Um they also help in supporting our student onboarding workshop just like Oko does the parent onboarding workshop. The this is all volunteer work, right?
014They spend extra additional hours under the uh you know the guidance and leadership of um of Hill Devasquez if you could stand up please. And and Jennifer Brown if if you guys are here and uh thank you. Thank you. Right. um and just you know just a lot of extra time. So so we are really they also do a lot of the recruiting back at the sites to encourage the students to come right. So so they're in they're they have their hands in everything in terms of the behind the scenes work. So we're going to definitely um acknowledge them. So okay sounds good. So if you I know some of them are missing. So if you hear your name just come right over here and we'll we'll give you your certificate. Okay. So, from Catella
015High School, we have Evelyn Aguilar Ramos. Big round of applause for Evelyn Aguilar Ramos. Right. And if they're not here, we'll get this to their administrative team. I know there's members from the team here and they could acknowledge it back at the site. From Hope, we have Jasine Carrasco from CVA. Iana Garcia from Kennedy. We have Joanna [Applause] Kim. Hold on. Wait. I think this might be a mixup here. So, okay. So we have from Savannah, Kaina Fong. Okay. from Western. Muhammad Kowalde from Anaheim. We have Maya [Applause] Isabel from Magnolia. Ailen Ramirez Ruiz from Laura Jose Sana Sanchez and we have from Cyprus we have Erin Beckin and from Gilbert we have Belmari Gilbert not here. And then I might have that might have been a mistake too. From from Cypress we have Jackson
016Houston. Jackson's not here. Okay. So once again a big round of applause. We appreciate you guys. Okay. Thank you. Okay. You guys can definitely take uh take take a picture, right? got a picture. Okay, perfect. And some of them are going to come up a little bit later in the agenda as well and provide a testimony. So, we're looking forward to that as well. Okay. All right. It is now my pleasure to introduce our uh superintendent who is now in his 11th year as our superintendent and is nationally recognized for um his 21st century uh as recognized as a 21st century educational leader and for all of his work in the area of innovation, entrepreneurship and compassion. So here is Mr. Michael Matsuda. Thanks Robert. Let's give it up for uh Robert Salibar. Thank you.
017Wow. So, thank you to everybody uh for being here. I had the pleasure of having uh dinner with a parent, a grandparent uh Mary Via Viamore. Mary, there you are. Um yes, she deserves a round of applause. Mary and her 12 siblings went to Magnolia High School. And Mary's favorite counselor was none other than Mr. Frerieded, Dr. Frereded's father over at Magnolia. Uh and uh her daughter went to Modern Day and then her granddaughter goes to Savannah, right? And she had shared I you know I had a chance to meet with a very active parent about this whole process right and she said that this is an awesome process because everybody has a voice and then she told me all about the five C's and the focus on careers and she's so proud of Savannah
018High School in this district. Um, I couldn't have written a better speech because she said it all. Um, and that she would uh not hesitate to send any of her other future grandchildren to Savannah over modern day. So, that deserves a round of applause. So, I'd also like to uh put a shout out to uh Carlos and the steering committee for our community school visit last week. Um amazing work uh collective work of teachers on the front lines. Uh all of our staff are principles and um they visited last week. You had 180 people visit Ball and Loera and were blown away by what they saw in the classrooms. Amazing teaching and learning. And uh we did have a group from Kentucky uh who were blown away with what they saw in Anaheim. And the
019president of the NEA, Becky Pringle. So the uh and she's the president of the most powerful union in the United States. and she said, she told me that this has been the best therapy for her because you can imagine what it's been like uh in Washington DC over the past several weeks with um all kinds of stuff going on. But uh she also said she was proud of the teachers on the front line for teaching the five Cs. She said this is one of the few districts that's really focused on whole child on you the students and the parents children and grandchildren the 5C. She goes I've never seen anything like that across America and she's probably been in thousands of schools but she wanted to uh ex uh express her appreciation to the teachers
020on the front line who are really taking the time to make education more relevant. uh having students focus on problem solving and uh on this whole uh endeavor and it's not easy. She said it's not easy to teach emotional intelligence called the five Cs. So congratulations to all of you who really affirm that process through the ALCAP and through the CPSF. Uh over the years u this process is really one of affirmation. I know folks ask a lot of questions and have a lot of uh inquiry about our uh teaching u our our northstar called the CPSF. But this is truly a democratic process to allow all of our stakeholders a voice. Uh it's we we're the first ones to say it's not perfect. You know, democracy is messy. Sometimes it's hard to build consensus,
021but when we have visitors from outside who affirm the good work of the teachers and the staff on the front lines and most importantly she was blown away by you students, the students that they saw at Ball in Law and you could say that at any of our schools, the kindness, the smiling faces, the culture of the the students and she said you cannot fake that at our schools, you know, especially um you you know, large public schools um with all kinds of diversity. So, shout out to all of you and thank you so much for affirming uh the work that we do on the front lines. Thank you so much. Perfect. Thank you so much, Mike. Um you know, again, it's not perfect, right? Okay. And I think that's the whole purpose of this
022that each year we come together to ensure that we know we're never going to get to perfection that we continue to strive towards that continuous improvement and progress to continue to support our students. So with this plan that brings everything together. Um so with that said we are um going to reflect on our vision and mission here. And when we reflect on our vision and mission, just take a few seconds to think about um some of those key uh words or phrases within that vision or mission that you can ground yourself in um for the purpose of of this final um gathering for uh for our ALCAP as as we prepare to to look at the recommendations from each group and and obviously um make suggestions to which ones are our top our top three,
023right? And move that forward to um to cabinet and to the board. Um so again what when we when we went through the five the the three months that we went through where did we see this reflected in the work of the alcap as you reflected on data on student experiences um you know so again just take a few seconds here to ground yourself within our vision and mission and do we see this happening at each and every one of our sites is this work is this work real and again we're not perfect there's always room for improvement um and and and we we're well aware of that. Okay, with that said, we also have our our core values which help to ensure that our vision and mission is real, right? Um, so these core
024values are beliefs that we have that come from the consensus of our of our stakeholders within our district from a few years back from all of the different um, you know, u revisioning days that we've had across our district. Um and the data that was collected, the street data that was collected from our parents, from our students, from our staff members, from district folks, from community members, and this is what would the themes that would um you know that that we would take away from that data, the you know, the themes that came from that data. Again, the the core values that we have here, reflect on those and and let's also ground ourselves maybe by thinking of one or two of these of these core values to help ground ourselves for the purpose of
025today's meeting. And as we reflect on this, I'm hoping that you see connections to the LCAP, that they also um are are live and real in the LCAP, not only from the one that we looked at for last year, but the one that we're putting together for this coming year. And then we have our framework. Um so with our framework, you know, this is the this is the how, right? This is what we do to ensure that our vision, mission, and core values um are happening are are are part of the student experience. That as a staff, as a district staff, as a school staff, as a community, um we are using our framework as that vehicle to ensure that our our our values and our our vision and mission are alive and real in
026in our in our student experiences. So all of the work that goes into the into this framework um from you know the PTAs and capstone experiences which a lot of you are are are a part of now um to the civic engagement you know to the voice and agency from our students the 5C's that um our superintendent just alluded to um and making those connections so that when our students leave us when they graduate they're truly college career and life ready. All right, our goals, our LCAP goals. These are these are our new LCAP goals that are guiding our work this year and for the next uh two additional years. So a total of three years. Um for those of you that were part of this process last year, if you recall, um we reflected
027on our LCAP goals from the last three years, right? We for lack of a better terms, our old LCAP goals. Um, and we we uh we provided some input on on how we would like to see them um you know continue to to change and evolve so that they're they continue to align better to our vision, mission, and core values and our framework. Um so here are the three new LCAP goals that have guided our work this year and will continue to guide our work for the next two years. Again, this is for for a period of three years. Um and as we reflect on these goals, we hope that what resonates with you is that convergence between um our vision, our mission, our core values, our framework um and and the LCAP um as
028to help fulfill these goals and all the work that's happening not only here at the district level but back at our sites to to support all students, but in particular those at the margins, right? our um all of our our dy identified students, our sped, our English language learners, our foster youth um um you know um and and all of those that are low income, right? We have the journey that we took over the past three months going back to January the 21st that launched um ALCAP season. We had our first um our our parent workshop back on the 21st. Again, going back to OKO and the support that they provide. Uh on that evening, they they hosted our our parents across the district and did a parent orientation. Um a a couple of nights
029later, it was uh our student workshop that was hosted by again our our our group of ambassadors. Um and then we kicked off our first official LCAP season or LCAP gathering on February the 6th. And now we're here on the 24th, right? Five sessions later, three months later, um here we are. Um so, so as we reflect on on our journey for the past three months, um let's continue to to think about how do we continue to that improvement, right? That we're we're always going to aim for perfection. And we know we won't get there, but that hard work, that intentional work of creating that cohesion by uh with all of the things that we have in place to ensure that we're doing the best job that we can to support our students and families
030and our staff back at the sites. We also have a reminder here of what you know what is um what is our engagement process. So it's about building consensus right it's it's it's it comes down to building consensus on what on what we think is important as a community right what we think is important to help improve or increase services for our students. Um these actions or services are recommendations. Um the recommendations that will help establish our priorities for our district for this coming year. um it's these actions and services in the LCAP do not take the place of our ne negotiations or bargaining process but they are again recommendations right and and and so we hope that at the end of this night um and heading into our our June board meeting where we
031were present our our alcap to our board for approval is that we we're going to see the collective work of everyone's um um uh thoughts and ideas and and and uh suggestions in this document again for the purpose of supporting our students and our families back at the sites. And then the purpose, the purpose is to address, you know, to address and reduce disparities and opportunities and outcomes between student groups. Going back to our core values, right? One of the core values that we if we go back to that slide, it's about moving that needle, right, towards equity and justice. So reducing those disparities. Um also allocating resources to meet this the the needs of our students and the needs of our community based on data, right? um and and looking at different types of
032data from satellite um to to map data um to to street data. Um and then also improving making sure that we're improving services for our low-income students, our foster youth, our English uh learners, our pluralingual students. Um so being more intentional with all of that work um as as we continue to strive to ensure that our our our our vision, mission, and core values are being achieved. Okay. Are we ready? Yes. Okay. So, what I'm gonna what we're going to do now is I'm going to ask group one. So, this is the part in the uh agenda where we present the top three recommendations for each of our groups. So, we have four groups, right? The first group uh group number one, we're going to ask uh Jose Sana, a 12th grader at Loera and
033is also their student ambassador. So, here's Jose one more time. And then we also have Elana Garcia, 12th grader at CVA and also their student ambassador, right, to present. And they're going to present the top recommendations uh for group one. All right. So, let me get you. Okay. All right, you guys ready? The other one. Okay, there we go. He's the boss. Okay, so focus group number one for conditions of learning and for priorities one, two, and seven. You see them here on the screen, right? It's uh the priority one has to do with our basic services. Priority two, implementation of state standards and priority three or I'm sorry, priority seven, course access. So, I'm going to hand it off um to Jose and Indiana. Okay. Uh for group one um we have integrate ELD
034and CTA instruction to AHSD will expand the collaboration between English learning CTA teacher and curriculum especially to entering careers computer in English lang language development EL courses providing EL English learners opportunities to develop language and workspace readiness skills. Currently, [Applause] the next two our facilities modernization oversight. The facilities department will ensure measure K bond projects are managed with transparency and fidelity in collaboration with the citizens oversight committee supporting sale safe and modern learning environments for all students. Counselor access expansion. AHSD will increase the number of school counselors across sites to ensure equitability equip okay equitable personalized academic career and social emotional guidance with a focus on dual enrollment resources work-based learning internships and CTE pathways for all students with Pacific attention to lowincome foster youth and English learners. Okay. Thank you to Jose and Elana.
035And you will see these again when you uh when we get to the part in the agenda where you there's going to be a QR code for you that you're going to scan and you're going to cast your selection for your top three of the 12. You'll see these again. Okay. All right. Moving on. We're gonna move on now. We're gonna ask group two. So, we're going to ask Elizabeth Wyn from Western High School so to come up as she's going to be presenting group two and she's an 11th grader at Western High School and Viv and Vivian Vu also from Western High School who's also an 11th grader. Come right on up. Okay, let get you guys set up here. Okay, so Elizabeth and Vivian, they're going to be presenting their the top three
036recommendations for group number two uh on student outcomes and connected to priorities four and eight, which are uh pupil achievement and other pupil outcomes, priority eight. All right, there you go. Thank you. Hello everyone. My name is Elizabeth. Hi guys, my name is Vivian. And we'll be presenting for focus group two. I think it's okay. Sure. Okay. Yeah. Okay. Uh the first one is site and district leaders will provide professional development on the English learners roadmap, utilize the English learners road map toolkits districtwide, increase bilingual instructional aid support and facilitate belief modules training for teachers and support staff to stren strengthen instructional and improve academic achievement for English learners/ pluralingual scholars. The second proposal we have is the district education division will work with school site leadership teams to provide more flexible and non-traditional opportunities
037for all students, especially English learners, foster youth, students with disabilities, and low-income students to ensure equitable access to programs and enrichment that can provide extra support for academic, personal, and socio emotional needs. And our last proposal is school sites, districts will support low lower student adult ratios in terms of class size and counselor case loads and increase bilingual instructional aid/pair educator support to improve educational success across all classes with emphasis on core classes measuring measured by smart goals reviewed by quarterly by English learners task force and reported out to site and refined as needed and pushed out through relevant PD for all teachers for English learners/ students. students with disabilities populations because our long-term English learners need more support in math, English, and science measured by the dashboard [Applause] data. Okay. Thank you, Elizabeth and
038Vivian. All right. Okay. So, now we're gonna have group three. Okay. Okay, so group three, we're going to ask Nicolas Sanchez Mota, an 11th grader at Catella High School, to come right on up. Nicholas. All right, anybody? Okay, so group three, our focus group number three is on engagement. Um, and they're connected to priority three, which is uh parental involvement. All right, and class, it's all yours. Hello, my name is Nicholas as you mentioned and uh our proposals are family engagement plan. AHSD will develop and implement a family and engagement plan offering events at v varied times and formats to ensure equitable access and participation with a focus on the needs of families and students with disability English learners foster youth and lowincome students. Parent education programs, family and community engagement specialist will coordinate cultural
039culturally responsive parent education programs on academic achievement, homeschool communication, ethnic studies and supports for students with disabilities, foster youth, English learners, low-income students. Restorative family voice spaces. AHSD staff will provide safe spaces for families and students to voice needs and strengthen relationships through restorative practice and community partnerships, improving school climate, communication, and trust. [Applause] All right. All right. Thank you, Nicholas. Okay. Okay. And now last but not least, we're going to ask group four to come up. Okay. And that's going to be we have uh Ailen Ramirez Reyes from Magnolia High School. And we also have uh M Reyes from Anaheim High School. Okay. Um let's see here. We have Eileen is a 12th grader, right? And then um and then M's a 10th grader. All right. All right. And group four, they're uh our
040focus group four is on engagement and they're connect connected to priorities five and six which are people engagement and then priority six is school climate. So I'm going to hand it off to Eileen and Mate. Hello. Okay, so we're going to start off with expanding counseling services. So the district will hire additional counselors to provide services and academic progress, college and career guidance as well as targeting support for social emotional learning for all students with so with special attention to marginalized subgroups such as foster youth, mechanation to the district is strengthen strengthened relationship building systems. Each school site in partnership with this community will strengthen systems that promote relationship building and social emotional support to ensure all students especially those at the margins such as low-income English learners, pluraling students, and foster youth are connected
041and supported improving attendance, engagement, and lifelong learning. Our final suggestion is a whole student mental health plan. Each school site will implement a comprehensive mental health support plan that incorporates mindfulness practices, smallroup evidence-based interventions, and community partnerships to foster student well-being and build a strong, caring school climate for all students. Thank [Applause] you. All right, another big round of applause for our four groups and our students who presented. Awesome. Okay. So, here we go. So, we're going to scan this QR code with your phone to access the Google form. We're going to input the fivedigit passcode that has been given to you. This was this was given to you when you when you checked in. So, if you haven't checked in, we're going to need to head to the back, right? And and get um
042get make sure you get your five fivedigit passcode. Oh, I'm sorry. Is it a four-digit passcode? four. That's a typo. Okay, that's my fault. Fourdigit passcode. All right. And then you're going to click your selections and make your selections and click submit. Okay. So, we're going to give you guys a few minutes to do that. So, again, you could review all 12 of the recommendations, right? And then and then um think about the the the three selections that you want to that you want to move forward. All right. So, we're going to give you guys um about three minutes to re Three to five minutes. So, we'll check in in a few minutes, see where you guys are at. I'm sure some of you going to want to review all 12 again. Okay. in your
043student. You got to log in with your student. So for students, you have to log in with your student uh uh school email or else it might say that your code is invalid. All right. Did you log in with your Okay, Charles, we have a couple of students up here that are saying their codes are not valid. Okay, we have a few that are not working. Okay, give us a second, guys. We have a few that are not working. Okay, give us a second. We're I think they're looking into it. your top your top three selections. Yes. So, we're we're voting for our top three selections to move forward and then we we'll see the live data a little bit later, but I know we have some folks that are their their codes are not
044valid. So, we're working on that. So, just hang tight for a bit. Okay. Yeah. So, if your code is not valid, we're going to reset it and then we'll have you try it again in a bit. So, just hang tight for for a few minutes. They can't vote for the same recommendation twice. So, they have to choose three different ones. I don't know if you guys knew that. So, another another little suggestion. So, again, you're v you're you're selecting your top three, but you cannot select one more than more than once. So, it's got to be three different um recommendations to move forward. Not Not yet. Okay, hold on. I think he's one of our guys is trying to reset. Okay. So, if your code was not valid, reload and try it again or refresh.
045Refresh and try again. Nicholas, try it again. Refresh and try again. Refresh. Did it work? Perfect. So, some of them are starting to work. Awesome. Sir, did yours You did it. Does anyone need any assistance? Okay, so looks like we're good. Yes. Anyone need more time? So, we're going to do uh from zero from zero to three. Zero means you know need no time. One one finger for one minute. Two fingers for two minutes. Three fingers for three minutes. Show us what you need. Okay, I see three minutes. So, we're going to go three more minutes. Awesome. So, can we Someone keep track of time? Three minutes. Got it. Okay. graduation. Yep. Yep. Oh, yeah. What do you mean? Never mind. Okay. Yes. Do you guys need water? Water. All right. Anyone still need more
046time? Okay. Okay. I'm gonna introduce you. Sorry. Okay. Yeah. Yeah. Okay. I got you. I'll introduce you right now. Okay. So again, we're not perfect. Technical difficulties. Thank you guys for being patient. We appreciate it. Okay. So now it's my distinct pleasure to call up to the podium here our director of learning and development, Dr. Sema Sudu, to continue our our uh journey here with our LCAP season. Let me get you to your right page. Dr. Sidu got it. You got it. I have a new uh found uh respect for for like religious clergy, pastors, priests. When they're up there, they know what page to go to exactly. I'm over here fumbling through pages and like where are we supposed to be? Oh my gosh. Okay, you're good. You got it. Dr. Sidoo, everyone. Thank
047you, Mr. Seldear. Okay, at this point in our meeting, we're going to take a moment to spotlight the voices that truly bring the LCAP to life, our students and our families. One of the most powerful aspects of the ELCAP process is that it is not just written for our community, but it's written with our community. Thank you. It's about your voice and the partnership that we have together. It's about making sure that the programs and supports, the services we invest in are actually felt and experienced by those we serve. Our first speaker is one of our own AUHS parents who has been an active participant in the LCAP engagement process. Her voice reflects so many families in our district who have shared ideas, who have asked the important questions and reminded us of what matters
048most. Mrs. Jenkovich is a former Walker Junior High School and current Kennedy High School parent. Please join me in welcoming Mrs. Jenovich. Wow, look at all of us. Participating in the AUHSD LCAP process was amazing. I hadn't done it before this year in this district. And when I did it 15 years ago, it was much different, much smaller. This was a massive labor, but as a participant, I never felt overwhelmed. I could see how the sequence of meetings was connected. But I was surprised and impressed by how much we did and how quickly we moved through. We had one meeting to look at data, one meeting to notice what went what what is going well and what might need fine-tuning, and then one meeting to create priorities and actions. In a couple of instances, I
049wasn't quite sure what I was supposed to be doing, but the group helped each other. That was that was great. I saw the strength of crowdsourcing our review and recommendations. I felt part of a powerful group, but I also saw how my individual responses were recorded and I could see the the thoughts and the responses of others. I really appreciated the guided process to focus and organize our efforts. The organization designed by the meeting planners harnessed the potential of this large unwieldy group to collect the insights of our many experiences and perspectives. I saw a refinement in the process. ideals are stars to steer by, not sticks to beat ourselves with, and the the non-perfections. I saw how they were addressed as much as possible moving forward. I met students, parents, administrators, and community members,
050and there was an energy in participating together. The meeting planners and facilitators respected our time and that maintained my enthusiasm and energy because I knew that I could attend the meeting and I would be able to leave when I needed to. I appreciate so much the re the yeah the resources of effort and things that the school district dedicated to this process to create it and carry it out. I feel so pleased to have this opportunity to participate in this in this process and so glad to live in a district that offers it. Thank you. [Music] Thank you so much. [Applause] This one. Okay. Got it. Okay. All right, I got kicked off the mic already. Okay, I'm just kidding. Okay, so next we have Mrs. Lasano. Mrs. Lasano has been an active participant in
051the LCAP engagement process and she is a proud Sycamore Junior High School and Gilbert High School parent. Please welcome Mrs. Lasano. Thank you. Gilbert High School. Familasia po particip. The name particip. person. [Applause] Gracias. That was Miss Blanca Lasano. She is a mother of two students, one at Gilbert and one at Sycamore. This is her second year here at the process. And she can honestly say that this year she felt more prepared with greater knowledge and greater confidence. she was able to connect the data and the information that was shared with the supports um with the supports that the students, families, teachers, and school staff need that helped her better understand the process and contribute to the suggestions with more meaning and the recommendations that can truly make a difference. What made a big difference
052for her this year was the support of OKO. The debrief sessions that offered helped helped her and helped all of them understand the language, the topics and the why behind each part of the process. Thanks to that, she was able to participate pay more actively and feel that her time in these meetings were truly worthwhile. for her being part of this process not only about being here as a parent. It also is about representing her school and her community. Many times parents are the minority in these spaces, but that doesn't mean that they don't have something of value to offer. On the contrary, this is this was their opportunity to be the voice of many other families who can't always be present. We are truly fortunate to have the support of organizations like OKO who
053work with partnership with the district and are there to support parents, students and caregivers, making sure that the parents feel welcome and that their voices are included in the development of a more just and equitable educational plan. She also really appreciated being placed in the groups with diverse participants that gave her the chance to hear new perspectives, build connections and enrich her participation by understanding the different points of view. One challenge that we face that parents faced last year was the interpretation during the meetings. We raised that as a concern and this year the district listened. that gives us hope and shows us that the positive changes are possible when we raise our voices and work together as a team. I trust that this new cycle will continue to improve and that more parents, youth,
054school staff, and community members will join the process. That's the only way we can build a plan that truly opens up opportunities for our children so they are ready for college and their careers and an unlimited you future. [Applause] Wow. Thank you so much. Thank you to our parents, all of the parents that took the time out of their schedule to come and participate in this process. And I urge you that if you were part of the process to continue to attend and also encourage others that have not attended to attend our LCAP education engagement process. Okay. Now we are going to hear from the heart of our LCAP work. Our students, some of them have been a part of the LCAP process this year, showing up, sharing their perspectives, helping us shape our priorities,
055engaging in meaningful discussion and dialogue. They will speak to the impact of the services, opportunities, and support that are reflected in our LCAP. As you listen to them, I invite you to think of these voices as living proof that the LCAP isn't just a plan, but it's our commitment. And these stories are how that commitment is being fulfilled every day across every single one of our schools in AUHSD. Our first student is Maya Isabelle Galveson, a senior at Anaheim High School and Anaheim student ambassador. Please welcome Maya. Are you okay holding it? [Applause] Hello everyone. My name is Maya Galvazan and I am the student ambassador of Anaheim High School. I've lived in Anaheim for almost the entirety of my life. I went to Edison Elementary, Sycamore Junior High School, and now Anaheim High School.
056Throughout my K through2 experience, I've watched not only myself and others grow, but I've seen the effort in our district to continually grow as a democracy district. I was never conf this confident before, and I'll say that. But learning about the opportunities at Anaheim and the sense of student culture and excellence motivated me to become more involved. Having a voice when it comes to our education is a gift. Being able to speak in a classroom where we feel safe and understood is just as important as our interactions with others. Teachers aren't the ones learning. We are. Not only that, but each student has different needs, different talents, and different experiences. Being able to take control of my education and using my voice has been one of my greatest achievements. Being a part of the LCAP
057process and AUHSD ambassadorship this year has given me the opportunity to continue taking charge of my education. And because of these opportunities, I will continue to do so at UC Berkeley where I'll be studying political science. Thank you. Thank you. Good. Amazing. Thank you so much, Maya. Next we are going to have Eileen Ramirez Reyes. She is a senior at Magnolia High School and Magnolia Student Ambassador. Please welcome Eileen. Good evening everyone. Um I will say my name up there's a typo but no worries. Mine it happens to the best of us. I know even all it's been a long year. Don't worry. But let me formally reintroduce myself. My name is Ailen Ramirez Ruiz. I am Magnolia High School student ambassador and for the past let's see six years. I have been a student
058in the of the Anaheim Union High School District. I went to Dell Junior High School and my now I but I graduated from Magnolia High School. And in these past six years, I've never fully appreciated how much our district puts an emphasis on student voice and agency. Uh this is my second year being a part of the LCAP process and I can say that both years I have never felt more heard when it came to my opinions. Especially sitting, you know, elbowto elbow with district officials, teachers, administrators, and other community members. I have never felt more heard and more encouraged to be there. When I looked across their faces, I used to feel like worried and scared. I was like, "Well, I'm just a little 11th grader. They're not going to listen to me." But
059they did. And it's the LCAT process has hold a lot has held a lot of truth, especially in this past year. At Magnolia High School, uh we have recently started implementing a new program called Neutral Ground, which aims to help connect with students at the margins who may be facing different difficulties. And as I was reading through the LCAP packets on the first and second meetings, I realized how true all of those statements were and how much these programs that are funded actually affect all of our high school students. And as I will now graduate high school, I can only hope that more students will step up and be a part of these LCAP processes because it is their voice that guides them. You know, our teachers, like Maya mentioned, our teachers and our district
060officials, they got their degrees, they graduated, they, you know, they're going to the world of career like of different careers prepared. and it is clear that they want the same for their students. So, thank you guys. Sorry about that title. Thank you so much. These are truly amazing students and I feel like they do represent the voice of other students um who are not here with us tonight. So, thank you for doing this for us so that we can hear from you. Um Jose Sana is next. Laera High School student ambassador, senior. Good evening everyone. My name is Jose Salana. I'm a student ambassador at Laura High School. I'm a senior and a student ambassador. When I started high school, I was a student. I didn't know any English on my first year. Every day
061was very hard. I didn't understand any of my classes or any of my homework. I remember looking at the assignment and I don't have idea how to do it or how understand it. But my bilingual I helped me help me a lot. She explained me everything um helped me to survive my first year. Now that I have part of the ALA process, I know that's a thank for this recommendation that I've was able to have the support and I'm thankful because all all of me to be here today speaking to you. It was in regular to re realize students can be a can have a real voice in the decision that shape our schools. I usually think the only adults made those choice and learn student important matters. It can make difference throughout the LCAP
062was powerful opportunity to speak up to share our ideas and help improve our education. Our voices help get a positive change and that's something I'm proud to be part of. One of the change I really like are some of the electric courses in the district offering. One time I was in B junior high because my I'm the only one in the family. My sister was in that school too. So I've been there and I'm the older brother. So in that moment I have to be the the light for them and show even if we come to the different place we always have to opportunity to share uh all experience being part of the ELA process showing me the students speak things can change we know that it's missing because we experience every day that's Why
063it's important for students to have voice to make sure our students to our schools giving us what we really need. Thank you. Thank you, Jose. Okay, next we have Nicholas Sanchez Motan from Catella High School and he is a junior. Please welcome Nicholas. [Applause] Good evening everyone. My name is Nicholas Sanchez and I am a junior at Catella High School. I think it's really important for students to have a voice in the decisions in decisions school make uh because we are the ones who are learning here every day. We know what helps us and what doesn't. Uh when students speak up and adults actually listen, schools can do a better job on helping us succeed. To me, student voice means more than just sharing our opinion. It means being a part of the conversation. It
064means that we can it means that we that what we say matters and can lead to real changes. That's why the LCAP process is so important. It gives the students a chance to speak up about what we need at school and it gives schools a chance to use our ideas to make things better. There are still things that we need. Some students need more help with mental health, homework, or other resources. These are the kinds of things LCAP can fix if we speak up and share what we're experiencing. Being part of the LCAP process has helped me see how school decisions are made and it makes me feel more confident about about speaking up and not just for myself but for others but other students too. When school listens to students, we all win. Thank
065you so much. Thank you, Nicholas. And last but not least, we have Leah Garcia. Leah is from Kennedy High School and she is a junior. Welcome, [Applause] Hi everyone. Thank you so much for being here. Thank you so much for caring honestly for taking the time out of your day to come here and learn more about things you might have never known. Well, first of all, I want to tell you that I came to my LCAP meeting genuinely had no idea about the demographic of our school. I came here and I found out the large percentage of our school is minority. How many students really need help? How many students could fall through the cracks without a moment's notice? And I want to tell you that throughout the LCAP meetings that I've attended, I've met
066so many new people and so many people who are working so hard to help every single student. And not only are these just promises, these aren't just words that come out of our mouth saying, "We promise you the best future. We promise you we're going to do everything we can." That these words, these things that we promise are really in action. In at Kennedy specifically, the money that LCAP sends to our schools through LCFF goes directly to our IB program, the international balorate, where students like me and like our ambassador Kton are able to expand our knowledge through research, writing 4,000word papers, being ready for college, like exploring topics that really interest us. Through these programs, we get a one-of-a-kind opportunity to continue to be the best version of ourselves. Not only this, but our
067students get to go to field trips to Warner Bro Studios, to UCI Mind to dissect lamb brains, to dissect eyes, dissect cats, and they're amazed. Honestly, I talked to my friends. I'm like, what was your best favorite part of anatomy? They're like, I love dissecting that cat. And I was like, well, what's something you want in the future? She's like, I would really like to just dissect a lung. And just seeing that, you can see how much students are truly enjoying the money that goes into our school. And through these LCAP meetings, students, teachers, parents, so many people are giving direct input into how we're going to spend that money. And overall, we're they're preparing us to have a better future, to be able to go off and be the best version of ourselves. So,
068thank you again for caring so much. And we hope that you guys have one of our friends. Okay. Wow. Powerful. Super powerful. Can we have all of you stand up one more time and face our community for another round of applause? Please stand up. Big round of applause. Thank you guys. We we um just obviously a lot of things I'm sure are going through each of your minds just what things that are resonating and it it really what it takes me back to our our community school approach and and the emphasis on whole child, right? And we heard a lot about the importance of student voice, real change, you know, ensuring that our students are being listened to, heard, that the topics that they're learning, the experiences in the classroom are things that they care
069about that matter. Um, and really that's what the whole child approach is about. So, thank you again to each and every one of you. You guys did an awesome job and thank you for sharing your story. And to our parents who also shared another round of applause to our parents, thank you. Please stand up mas one more time. Thank you. Thank you. Powerful. Powerful. So, what does that mean? That means two things. One, everyone is going to sign up tonight to be back next year for all of our sessions. Okay? So, before you leave, you're signing up again. Okay? You're you're committing. Even to our seniors, you're coming back. You're going to tell your colleges, "I'm coming back. I got to be at AUSD for ALCAP." And two, it's time to share our live results.
070How about a big round of applause to Where's Charles Coup? Charles, raise your hand. he's back there. Thank you, Charles, for working on our live results and um putting together the data. Just, you know, we're going to preface this with um this can change, okay? Because we're still going to send to those that were a part of our LCAP process, attended our our most of our sessions, but weren't able to be here today, right? Um we're going to send instructions on on how to vote. We're going to send them their four-digit code, and then they're going to have a window to vote. um or not to vote to cast their their um their selections, right? To in terms of recommendations for moving forward. So, in a second here, I'm going to I'm going to project
071our top three, but again, this can change. Okay, so as it's as from today's uh selection process, we see that we have um focus group one, recommendation number three, as one of our um leaders. We have Yes. Focus group four recommendation number one as one of our leaders. Yes. Yes. Okay. Round of applause. And then group one recommendation number one. So what? So let's look at here's the language for each of those. Focus group one, recommendation number three, counselor access expansion. Focus group four. Recommendation number one, expanded counseling service and focus focus group one. Recommendation number one, integrated EL and CTE [Applause] instruction. All right. And again, we we will be sending um instructions to those that weren't able to make it tonight for them to cast their selection and and recommend their top three.
072We'll provide a window. And then what's next, okay, is on June 5th, we will have our LCAP presentation at our June 5th board meeting. And then at the June 12th board meeting, the adoption, okay? So you guys can all tune in if you can't make it. Um, you know, thanks thanks to our live stream service. So you tune in or you can come and join us for either one of those. All right. Okay. So to our launch. So before we get to our launch, we just want to um again take this opportunity to thank each and every one of you for being a part of this. As you heard from our, you know, um our testimonies from our parents and students, just the um you know, the importance of being engaged, the importance of not
073only sharing your ideas and your suggestions and and and making sure that your voice is heard, but then for us it's it's making it real, right? What we do back at the sites as a district to support. Um we want to take an opportunity right now to also thank um some of our other folks. We talked about the folks that were behind the scenes earlier, right? But then we also have a lot of folks that were a part of the process as well that were supporting um um whether it was behind the scenes or in front of the scenes, but they were doing a lot of work to support as well. Um so we want to acknowledge our site admin teams. If you could please stand. Huge round of applause to our site admin teams.
074Principles, APS, please rise. Thank you to all of you. for not only being here and making the commitment um but encouraging your staff and students and parents and community to be involved as well. All of our certificated certificated staff, teachers, counselors, school sites, everyone that's certificated, please stand um for for being here and also making the commitment. Come on, teachers. Sean, stand up. Sean, come on guys. There's more. Come on. counselors, everyone for our social workers, anyone that fits under falls under certificated staff for making the commitment as well. And then what about our classified staff, faces, community school coordinators, all of our folks that fall under classified? Thank you for being here. Front office support. Thank you so much. And then we have community members. How about our community members? If you're a community
075member, stand up. Thank you for also committing. Yes. Thank you for also committing and taking the time to volunteer and be here on countless nights. Um, and what about our parents and guardians and family members? Thank you. Right. All of our parents and guardians and family members also for the commitment and the time. And last but not least, this is who we do for our students. All students, please stand up. All of you. All of our students. Okay. Thank you so much. We appreciate each and every one of you and just know that all of this work is for you guys and and we know you are the future. Um our f our future's in your hands and so we need to continue to invest um and continue to make sure that it's real, right?
076As Nicolas said that the change is real. Um and to our launch, we wanted to remind us with graduation around the corner, the importance of this work, as you heard from our our parent and student testimonies and just from the reflecting of of this journey, the importance of this work as it connects back to graduation. It connects to attendance, to engagement, right, to our A throughGs. um ensuring that students not only graduate but also pass with the C or better because that ensures most more post-secary options ensures more hope a better experience a more fruitful experience so here we are at the culmination of our fifth and final ACAP session or gathering and we want to launch you with a quote from Pedro Nogera that says that's at the core of equity understanding who your
077kids are and how to meet their needs needs. You are still focused on outcomes, but the path to get there may not be the same for each one as we heard from themselves, our students and our parents. Thank you everyone for all of your support. We'll see you on June 5th and June 12th.