001[Music] supper time [Music] thank you [Music] thank you [Music] [Applause] [Music] thank you [Music] thank you [Music] stop the time [Music] foreign [Music] let's go [Music] [Applause] [Music] talk about time [Music] [Applause] [Music] [Applause] [Music] do do stop the time [Music] [Applause] [Music] thank you [Music] foreign [Music] [Applause] twice ah that actually works wow okay so this is gonna help again we'd love to end uh start on time and end on time so out of respect of everyone's time I just want to get us going we do have an overflow room it's in the Buena Park room so for those of you that are standing if you prefer to sit okay if you could head uh Behind These partitions someone will guide you to the Buena Park room of our staff you know from our
002district and our sites can can help anyone that's looking for the for the Buena Park room that would be great all right so if you need any interpretation Services we have that as well behind this set of partitions here we have interpretation services in Spanish Korean and Vietnamese okay so coupons services all right okay we're going to give it a few seconds as we have some people transitioning over to the Overflow room [Music] foreign [Music] okay we're gonna get started again so I think we have everyone in the Overflow room so again if you hear me clap once if you can hear me clap twice awesome my name is Robert Saldivar I'm the executive director of our district here it's a true pleasure to to be facilitating tonight's um uh gathering for our outcap and
003really just on behalf of our Board of Trustees and members of cabinet we want to thank everyone for taking the time out of your very busy day to be here it's truly um an honor and and we're very grateful for that before we have our uh superintendent Mr Mike matsuda come up and and do a formal welcome um we want to definitely recognize some some of our folks in the crowd we have a board members from other districts that have joined us so we want to make sure we recognize we have two from our neighboring our main feeder District here and I'm Elementary we have Ryan Rellis and Juan Alvarez if you want to just all right we have thank you I saw it Ryan and then we have carrot Mark oh we have marks
004and she's as well from uh Anaheim elementary Mark and we have Carolyn Torres from Santa Ana Unified I I believe she went to the Overflow room and then I believe we have Jeff Dr Jeff Kim as well from Irvine unified and he might have gone to the old flooring as well and then we have Lauren class klatzker from Fullerton join you see her as well yeah all right did we miss anyone okay I think we're good all right so again welcome um and again thank you for being here I want to at this point turn it over to our very own superintendent Mr Mike Machuda for a formal welcome thank you yeah thank you so much Robert salty bar Anaheim High School grad welcome and you know what this I think this is one of
005our largest lcap Gatherings ever so congratulations awesome so let's hear it for who's in the house we'll start with the most we're all you guys are all important but the most important are our students let's hear it up let's give it up for our students foreign s and our teachers all of our classified folks our social workers our counselors [Applause] our site administrators all of our district administrators and our cabinet and a special shout out to the leaders of our associations let's give it up for them and my and our Collective bosses are bored our Board of Trustees in fact we have one here are one of our newest board member and definitely our youngest and also an Anaheim grad and I'm a high school grad Jessica Guerrero [Applause] so we are so very proud
006of this process we at auhsd believe more than ever the importance of our student and our community voices in helping to prioritize and recommend what matters what's important for you in your education we are so proud that we've been able to over the years to really be able to um hear you and respond in terms of prioritizing our pledge to you in fact that big sign right there says the Anaheim Union educational pledge which involved a promise from all of our partners UC Irvine Cal State Fullerton Fullerton College Cypress College the city of Anaheim and really now over 90 corporate and non-profit partners who believe in your future we're so proud that we are probably the first district to teach Beyond test scores and we call this the five C's probably the most important life
007skills that you will ever have and we are committed to your not just your success in education but your success in careers and your success in life we are committed to you young people becoming adults so you can participate as healthy parents healthy neighbors healthy uncles and aunts healthy and caring and empathetic and kind Americans we need kindness more than ever in this country if we are going to heal from all of the divisiveness that's out there we are determined to ensure that every child is loved with compassion and comes out of awhsd a caring and committed adult so that we together can lead this country toward the unlimited you thank you very much now I'd like to once again turn it over to Mr Robert salibar thank you all right thank you Mr matuta
008we appreciate that and I know we've already acknowledged a lot of our folks but um let's let's actually see let's just kind of gauge how many folks are actually here from some of the groups that we mentioned earlier so if you're a certificated member please stand up and if you're along the back walls just raise your hand let's kind of get a certificated member please stand up okay on any of our sites okay so we have counselors teachers social workers [Applause] um okay perfect awesome thank you big round of applause for you guys again if you are certificated I'm sorry if you are classified members of any of our site at any of our sites or District please stand up or raise your hand thank you for being here if you are a Community member
009please stand up or raise your hand awesome thank you thank you for being here if you are a parent or guardian or member of a student's family please stand up or raise your hand awesome thank you and if you are a student please stand up awesome that's awesome well thank you again um and obviously everything we're doing today and everything we do on a day-to-day basis is for our students and our community um if we could go to our next slide please and just bear patience with us as we go from one side to another so we'd like to start all of our Gatherings and meetings at our sites and at the district level with a reflection on our mission and vision and our core values as you can see he here on the screens
010behind me our mission and our and our vision here the Anaheim Union High School District in partnership with the Greater Community will graduate socially aware civic-minded students who are life ready by cultivating the soft and hard skills as our superintendent referred to the five C's and our vision to create a better world through unlimited you our core values if you go to the next slide here are district core values that we believe in these values will help us achieve our vision and our mission and ensure that we are doing what is best for our students and families please take a moment to review our core values keeping in mind the importance of the lcap process and let's think of a core value that resonates with you and how it might align to the work we
011are about to engage in through this process give you a few seconds to review those core values and you also have them in your your spiral notebook that we had we gave you foreign with that core value in mind let's go ahead and go on to the next slide so as as our superintendent Mr matsuda mentioned earlier we've moved away from traditional ways of teaching and that's teaching to the test and we're focusing now and we've been focusing our instructional priorities on skill based education the 5c's voice purpose and the technical skills the our what we call our cpsf the career preparing assistance framework helps us make good on our promise to our students and our families and that you see on the screen again the promise to provide thoughtful relevant and engaging experiences that
012prepare students for Meaningful and purposeful lives next slide please so the lcap okay so here at our district we see the lcap development process as an opportunity to tell our story to highlight our accomplishments to gain comprehensive insights from you and our all of our educational partners that are here in the room this is year two of three in their in our alcat process so what's the purpose of the lcap right that's the question what's what's the purpose our purpose for the lcap this year is to assess and evaluate last year's priorities and based on our most current data that you will be exposed to and you'll get to to assess and review and reflect on we will con we will come to a consensus to maintain existing priorities and or make changes to them
013this is a time to dream big and make recommendations based on our needs during the focus groups we will be looking at different types of district-wide data both satellite and map data recommendations that come from these focus groups will then be considered and implemented as our budget allows us to now let's keep in mind that we are in declining enrollment and there are other factors like one-time monies attendance and Ada that can also impact our budget the lcap development organization and planning is a unifying process that involves significant and purposeful engagement with our educational partners if we go to the next slide please so when having our conversations around the data that we will be looking at and making recommendations let's keep in mind our important student groups that are that our alcop calls out
014our social socioeconomically disadvantaged students our English Learners our students with disabilities our homeless Youth and our foster youth when looking at these groups what auhsd core value comes to mind for you and why comes to mind to you and why so again thinking of that of the core values so we could go to the next slide back to the core values so the groups that we just talked about what core value comes to mind and why so we're going to do a think a quick think pair share activity so we're going to give you about 30 seconds to think about the core value that comes to mind when thinking of our students at the lcap the student groups at the lcap calls out and why does that come to mind and then with your partner
015you will have a conversation about which core value comes to mind and why okay 30 seconds to think and then we'll pair share okay with the partner to your right or to your left or in groups of three let's have a conversation foreign [Music] okay we're gonna take about 20 more seconds it starts finishing our thoughts up okay so we'd like to have just a couple of share outs so would anyone like to share out and just what core value came to mind and we could put the student groups back on on the slide and what what core value came to mind and why anyone that would like to show I will summarize what was said any volunteers yes we have a student right up here they can't really temples so thank you for that
016so you said number three acid-based instructional approach focused on our marketing strengths potential in particular you talked about our English language Learners thank you one more can we have one more show yes thank you another one of our students and number four and moving the needle towards equity and Justice and in particular you talked about our students who are Foster youth homeless students with disabilities right and making sure they have the same opportunities as everyone else so thank you for that thank you for sharing that okay we could go to the next slide please okay so here what we have what we have here in our our three um alcap our lcap goals these are the goals that we came up with through this process a few years back that are aligned to the eight
017State priorities our district vision our district Mission and core values every year we like to take a moment to revisit them and ensure that they continue to represent our district vision mission and core values so what we're going to ask is uh we'll read each one of them okay and then we'll do a thumbs up for consensus to maintain or a neutral thumb for anyone who has a recommendation any recommendations for any of the three lcap goals we will obviously document and then we will bring that back to our steering committee um and and and revisit the recommendations that were made tonight so lcap goal number one and just because of the mic and we and this is being live streamed I'm going to go ahead and read them out instead of having volunteers do
018it so all students will demonstrate college career and life Readiness and Success Through implementation of the five C's that's our cap goal number one so as we think about that goal are we going to give it a thumbs up and continue with the exact same goal or do we want to you know give it a neutral thumb and and make a recommendation for us to consider okay so on the count of three let's see a thumbs up or neutral thumbs one two three okay we could help scan the room for any neutral thumbs do we see any one that wants to give we do we see one somewhere okay yes we go ahead so the recommendation is for to revisit this goal and think about um in terms of the the work being done the
019workload and the Stress and Anxiety it may cause and if there's another way to incorporate that or at least address that through the goals okay all right thank you for that and I think that was the only one correct okay all right so moving on to lcap goal number two provide meaningful educational engagement opportunities for all parents and families to advocate for all students that is our cap goal number two as we think about number two is it are we going to uphold it with the thumbs up are we going to make a recommendation with the neutral thumb okay on the count three one two and three help us scan the room I think we're good one sideways yes correct outside of eight to five hours which I'm sure are difficult because right okay thank
020you so the recommendation is we have many working parents at each of our sites um typically working from you know hours like eight to five so providing more options more flexible options for parents to be involved and as we are planning these events and then we have another thank you is that correct that okay another neutral thumb okay so I'm sorry after hours so again on on the topic of after hours we have events that happen at our at our you know partner higher ed partner schools like Cal State Fullerton you know Fulton College Cypress College and UCI who are all part of the anion collaborative um and those typically take place during the day for our parents it's it's parent workshops so maybe bringing those to the campus instead and having um after working
021hours options okay so thank you for the recommendation okay was was there any other yes our principal principled meetings or the background also I'd like to see more Workshop in I know it might be tough right but we do only speaks back right so more flexible more virtual options right is what I'm hearing and then also considering um the uh for our Spanish-speaking folks or folks that speak uh language other than English and it's a it's a you know any site to have more options for them as well in their native language okay perfect thank you and then I think I saw one more over here okay foreign so the recommendation also considers Saturday academies as days to hold these some of these workshops and parent events okay thank you we will bring that all
022that back to the steering committee as well all right and then our our third lcap goal is provide and nurture a safe reflective responsive and positive School culture so that's our third El Cap goal again as we think about that goal are we going to give it a thumbs up maintain or a neutral thumb and have some some recommendations okay on the count of three one two and three okay I I think I see some neutral thumbs so we're going to start on this side one yep so if I heard so bring back the um set again so add culturally responsive to the goal thank you okay and then did I see another one over here yes okay so recommendations to revisit open enrollment to honors classes and classes like that and and consider uh
023students that may be um seem to be more a little more challenging for them and what can we do to better support those students and including the students that are in their um you know trying to be successful does that summarize it okay thank you we have one here so something that calls out their emotional well-being or social emotional well-being okay we got that down thank you okay um we have another one back here so yeah so that's that's the question is how how are we going to go about achieving this goal and that's what the next um three sessions are about right the focus group sessions that's where we'll dive deeper into how what does that look like okay and what previous recommendations have been made all right and we have one here foreign
024okay so recommendation is to you know focus more on on campus safety as a part of this goal okay and I'm pretty sure that's something we'll dive into in the in the sessions as well okay okay we have another one so recommend a recommendation to consider adding the word restorative somewhere in the restorative practices processes okay got that thank you anything else we have uh two here so we'll go here first and then we'll head over there yes so so again dealing with mental health which I know that was a recommendation and then that that will definitely we'll dive into that much deeper in the focus group areas but definitely the we hear the mental health piece so we'll see how we could have it more reflected in the goal and the last one right
025yes absolutely okay maintain we have uh facilities being maintained updated and then I see that we have one more from from a student foreign initiatives so the recommendation for more student driven initiatives to help keep our schools safe okay all right all right so thank you for that awesome okay so we're going to go ahead and move on to the next slide okay so some of the data so over the next um three sessions we will be diving into some data data that as you see on this slide here it's different types of data from satellite data to map data Street data is is is what you see here right this is Street data data that we call Street data our interviews Gatherings where we get we just collected some Street data some feedback from
026you folks right um so that will be an ongoing process but it's more formalized when we talk about more formalized data we're talking about looking at Satellite data and some map data so satellite data would be in the form of for example some of our traditional markers like our graduation rates our district graduation rates our district a through G rates and things like that attendance where map data might be more surveys right that we give district-wide now in terms of site specific data a lot of our sites have been doing that now we are we are we we had a parent lcap orientation for a parent that were new to the process a few weeks ago and we heard loud and clear that they want to see more of that at the sites so we
027did bring that up with our principals and we do have a plan to not only Implement that for this year where our principals during the month of March are going to be inviting parents to to look at more site-specific data right but also moving forward how we can do that consistently on a year-to-year basis um and and so you'll see more of that for our staff I know that all of our sites look at site-specific data already so this is some of the data that we we will be looking at and again you know the the the emphasis being that the data highlights obviously some of the things that we're doing well but also asking the questions what what's what's missing right or or what is it that we can do better right so when
028you look at this data from that let from that you know from an inquiry um lens what what asks those questions that we should be asking of the data okay um moving on to our next slide so our learner progress so again we're we're um we're look we're taking the opportunity here to tell our story going back to one of the previous slides highlight our accomplishments and gain comprehensive insights from you our educational Partners through the lcap process we want to identify our priorities based on more on on our most recent data so here's some recent data this is a time to dream big okay so we're talking now about when you go into these focus group sessions over the next three meetings this is a time to dream big and make recommendations based on
029our needs the needs of our district and in particular the groups that are outcap is is calling out right the the um you know the yells and the SP and our students with IEPs and our foster Youth and so the five groups that we talked about right during the focus groups we will be looking at different types of District wide data both satellite and map data recommendations that come from these focus groups will then be considered and implemented as our budget allows us to as we as we talked about before okay so again we have some satellite data here as we see we have data from five years ago and then our most recent data we see our graduation rates district-wide from five years ago and then five years later right this past year a3g
030completion rates so on and so forth so as you scan this data what comes to mind right what questions comes to mind what celebrations do we see what are the questions that we need to be asking okay so I'm sure a lot of and if we were to make this a session where we had tables and we're doing table talks we would give you time to have that discussion amongst you guys right which is what we do a lot at our a lot of our workshops and in the classroom and things like that right so questions that have come up in the past is well I want to see more site relevant data what about the school the community that I live in what does that look like for the community that I live in
031well and then you break that down even further right you disaggregate it even further well what about our El students how are they graduating are students with disabilities what are their rates their a through G rates right so you break that down even further right um some people might ask well how do we compare to other districts like that's that's great to see that we're moving in the right direction but how do we compare to other districts to just neighboring districts if we go to the next slide um here's some some other data in regards to from our our higher ed Partners so they also track our students through the Anaheim collaborative which a lot of you are aware of or or know know a lot about it we have a partnership with UCI Cal
032State Fullerton Fullerton College and Cypress College where they're tracking our Co our students that are coming to them so some recent data that they have shared with us is the average UCI student retention rate from students that don't belong to auhsd that are at UCI is 86 to 88 for our auhsd students it's 95 to 99 right so that's something to celebrate our students that go to UCI from our district are having more success than students that go to UCI from other districts and we're talking about one of the top UCS in not only in the state but in in our in our country right okay moving on to the next one so here's some more relevant data in terms of how do we compare to other districts so you see again five years ago
033our graduation I'm sorry our a through G rates right you see where the ones that are highlighted in yellow so you see Anaheim Union at the top and then the ones are the highlighted in yellow are the district that we're the districts that we are ahead of when it comes to a through G rates we weren't ahead of too many just a couple of districts five years later through the work that we've done um through the lcap process all the hard work that goes on at our sites with our teachers counselors you know sir uh classified staff everyone involved right our parents um through the Anaheim collaborative five years later we've surpassed so many districts when it comes to a through G data but again what questions can we ask of this data yes definitely
034something to celebrate okay but as we continue to push ourselves as we continue to you know put positive tension on our organization because at the end of the day we're happy with this data but we want to continue to do better for our students and our families and our community what questions can we ask of this data right how about we break it down further let's look at our students what students are we talking about that are succeeding are they succeeding at the same rates when you compare when you talk about you know a student that might be foster youth versus a student that isn't Foster youth right things like that if we go to the next slide our graduation rates very similar in 2017 we were ahead of just a couple of districts okay
035five years later through all the work that we just talked about all the hard work going on in our district you know thinking of our framework cpsf the instrument the focus on instruction in the classroom our community service model that we're well that we've been implementing in our district now we are ahead of many many districts that are our neighboring districts okay but again what questions can we ask of this data okay all right moving on to the next slide okay so now we are very fortunate and humbled to have Dr Jose Moreno as one of our educational Partners joining us this evening um to to help us through the next 20 minutes so Dr Moreno is an associate professor of Latino education and policy studies and past share of the Chicano Latina Latino studies
036department at California State University of Long Beach Dr Moreno recently served two terms as a city council member in Anaheim having served as mayor Pro tem in 2018. he also served two terms on the board of education for the for the Anaheim City School District at the time Anaheim City now Anaheim elementary Dr Moreno currently serves as president of Los Amigos of Orange County a 44 year old Grassroots group that meets weekly to help people through the most difficult of situations Los Amigos is also one of auhsd auhsd's educational partners that sits on the Community Schools steering committee Dr Moreno is also a father of four beautiful intelligent young women with the with the three older girls haven't attended all actually all of his girls haven't attended Sycamore Junior High in Anaheim high school three
037of them currently um in college and one currently attending Anaheim High School Dr Moreno is here to support us in contextualizing our data he will push our thinking and encourage dialogue and inquiry that will help guide our conversations ask the right questions and sometimes ask difficult questions of our data as we go through the lcap process so a warm welcome to Dr Jose Moreno thank you all right when I noticed I don't think I've ever been this nervous for reals too many familiar people that know what what did you just say what'd you say how are you I have almost how many of you are feeling stressed how many of you feel stressed at this point wherever your life is you're feeling stressed so I asked this a student to Cal State Long Beach and
038I'll tell you it's a trip the first day of classes I asked students that and all hands go up and I asked them what are you stressed about school first day of school what are you stressed about what's going to happen okay but you don't know what's going to happen yet what are you stressed about what happened last time what happened last time so the the the the learning that is really difficult for us is an education systems is how to remember to be human how to remember to reclaim and sustain our Humanity which is why I'm proud to be an auhsd dad because that's what we're talking about we're talking about how do we work best together to sustain one another as people as youth in our roles as parents in our roles as
039teachers who are also parents in our roles classified who are also residents and parents and our roles as Leaders presumably to share voices and express concerns and hope to others I'd be remiss however if I didn't just start this conversation for me with you with a land acknowledgment that Anaheim is built on the ancestral land of the Gabrielino and the tongva people the indigenous people of the region and we are appreciative of their stewardship and their caretaking of this land to whom we owe much to and too much to whom we must restore the ethics by which they took care of this land and its people [Applause] um yeah let's let's go let's go um all right there is it a presentation remote is it on presentation mode all right well uh is it PDF
040ah ah okay who is that right who doesn't know who doesn't speak Spanish and knows who he is all right here's what I'm curious about those of you who stand up if you don't speak Spanish [Applause] all right I need I need one volunteer I need I need one volunteer somebody tell me how do you say his name no really San Benito so is it bad bunny is it bad bunny is it about boonie right or as we've come to know him and love him in my household right the Bad Bunny uh if we could go to the next slide so we're all VIPs right and so I have a question for you all and actually that's what I was hoping with some of the slides is the Grammys here's the most controversial question happening
041at Cal State Long Beach Chicago Studies classes this week was Bad Bunny robbed should it have been Beyonce raise your hand it should have been Beyonce Queen B raise your hand if it should have been Bad Bunny raise your hand if you're like yeah Harry Styles I feel you all right all right uh go to the next slide so so the thing that I've been asked to share with you and talk with you a little about through the multiple experiences and hats that I've had a chance to wear continue to try to wear uh is is a Perpetual idea that we push at the University that you're pushing that we're pushing one another here at auhsd that the elementary districts are pushing if we're doing good education and that is critical inquiry is how do
042you know how do you know what you know how do we know what we know so if you believe that Beyonce should have got the Grammy and deserved it based on what how do you know she was the top person Harry Styles how do we know Bad Bunny how do we know how do we know how to say his name how do we say his name who's correct right and how do we decide that so how do we decide and that's the critical element of what the lcap means and I just want to remind you all well I love the district and for those of you who reap Paulo Freddy those of you who've taken some good courses at education he talks about the idea of false generosity and what happens in systems that have
043been built unfortunately on waves of marginality that is for a few that what happens is when those systems are then asked to turn around and serve those who didn't serve it often does so in a very select and Marginal Way where if you don't become like them then you don't get served prove yourself that you're like us and that we serve you it's an assimilation this policy not simply cultural racial but assimilation is to integrating to us and auhsd is now saying we're here to serve you you're not here to serve us powerful powerful sentiment to change but how do we know that that's true and that's why the lcap is so important and while the district is saying come join us and we'll give you tacos we'll give you Tacos No Other District does
044that I think they serve like packaged food right if they serve at all and they tell you they invite you and follow Freddy reminds us and cautions us be careful system leaders that you don't turn into false generosity that you're only inviting people to share with you what they think when you've already decided what you want to do so the beauty of what the state of California has done for us our legislators is they said and this lcap we're going to recognize that some districts because of your context of your cities and your region and your history have more struggle with certain systems we're going to provide more resources but for you to get those resources we need to know how you're going to use them and you're going to use a community process and
045you're required to involve parents you're required to involve teachers so by law you're here by law I say that again not because auhsd doesn't want to do it but there's one thing to do it because it's by law as other districts do it we often call it malicious compliance they just do it because they have to and then there's districts like ours who are embracing it saying come challenge us do you be you let us know what we need to be doing and that's our task and our responsibility to do as people because then later when things don't play out the way we like it we didn't participate what can we do there's a process for this work so if we go to the next slide so I'm going to share with you something happened
046in another District some of you have uh that are in our schools have taken your students to Cal State Long Beach with me to visit me in classrooms at Cal State Long Beach it's pretty cool how many of you have done that any teachers in here counselors have done that a few a few of you it's pretty cool they come and they sit in class so another District came they brought over 100 students and over 50 staff members and asked me to go and walk them into the campus and say look Latinos can do it too and they smile right and be a role model so I started to talk with these students in these communities and I started showing them data which was not expected because in that we were doing some research on
047that District so you won't really be able to see it from where you are but what I decided to do is what we call intersectional data and some people will try to scare you about that term intersectionality is we looked at they knew they had racial ethnic gaps on a through G completions they knew that the question was was it because there's some racial stuff happening in the district or as most people said it's because of class it's because we have so many poor students and poor families in this area that it's class so we disaggregated the data in this intersectional way and I showed it to that community of folks from that District 100 students 50 staff members counselors principals a couple of Trustees and I showed them look I'll just show you really
048quick all students at the very left 24 of students who have free reduced lunch in that District completed a through G 37 percent of kids who are not on free reduced lunch so neither is doing well but there's a gap and then by race we look at African-American students 22 percent of students completed a through G who were not free and reduced lunch and about 16 15 percent who were so I showed them this data and I asked them why do you think this is why do we see these gaps across racial groups and then within racial groups class it's not just race it's not just class there's a mix because when you look African-American students 22 percent who are not on pre-induced lunch completing a through G that is actually lower than white students
049who are poor and are free reduced lunch why would that be if poor white students are doing better on a through G than African-American students why would that be it was an accusatory it's an inquiry why would we see that because if we don't ask why we can't attack it we can't discuss it and dialogue in it so I shared this and immediately what do you think happens when you share data with District people and teachers and others in the room what do you think the students did this is a hard space to ask questions um somebody just yell it out what do you think the students did they're like sitting there they're just like yeah that's what they were doing I said they were doing until I said hey man why is it black
050kids are like this all of a sudden they're like what hey how come white kids are like this all of a sudden they start waking up you start naming it they start waking up oh what's going on it's going to get crazy in here it's gonna get crazy they want to see something and when I would do that the teachers the principals and the councils would get a little nervous like we don't talk about Bruno here we don't talk about Bruto you know what I mean so so I said well the the teachers get up the counselors get up a few of them and the administrators they say well that's because in our city we're highly segregated our school system is highly segregated so what you're seeing in this data is the impact of segregation
051in our city so it's not that the school district is doing this or doesn't care it's that certain schools are in a more difficult part of town in other districts other schools in a different part of town so we're a segregated District that's that's the problem here oh so I showed them the next slide which was an actual school that actually had a critical mass of all these different racial groups we saw the same thing in fact it was worse it was worse 70 percent 69 percent of white students not a free register lunch complete the a through G 39 percent of Latino students not on free reduced lunch complete a3g a 40 Gap at the same school to say how do we explain that that teachers encounters just kind of were like oh um
052then we're just did I just snore I'm sorry so right so they just kind of like um yeah I think it's time to go we're supposed to have a tour right now we got to go the kids wake up and they're like oh Mister we could tell you why oh do tell why is this because there's a program at that school and it's a program that's specifically targets honors and AP students and they get all of the curriculum that they need for college they get all the counts they need for college really and then this Filipino kid jumps up and says and they're all white really yeah well you know sometimes you see two white folks you've seen 10. sometimes you see one black person you've seen ten it's called hypervisibility so we had data
053I don't have today because I didn't want to show you too many slides so we had data and we looked at it and we looked at the program it turns out 80 of the white students at that school were in that program and eighty percent of black and Latino students at that school were not in that program and then we looked at the data for Asian American students because Asian American students doing really well supposedly in that school and with this aggregated Asian American data and it turns out because that school had a critical mass of Korean chinese vietnamese turns out Asian American students that were in that program were Korean and chinese vietnamese students were not proportionately so the data allowed us to ask each other not to accuse but to ask each other
054and it was the students if we go to the next slide it was the students who sat there as the counselors the teachers and others were kind of like trying to figure out because they didn't want to look at this data before they were they were did not want to engage it for fear where he may go like they're doing something wrong but it is what it is so James Baldwin anyone here James Baldwin if you haven't oh my God you should just Google him just Google him it's like pow he said I can't believe what you say because I see what you do and that's a really powerful lesson for us our students see what we do our teachers see what we do our administrators see what we do so we have to think
055of this in the context of our system of how do we ask each other hard questions and then when we say auhsd is a model for this we got to ask how do we know how do we know and do we have to be a model okay we just be let's just do right by us and it'll take care of itself but we're forced to compare ourselves because our parents want to know they want to know so we have to do that but if we just do what we do best is trust in each other asking the hard questions is what we're being asked and implored to do through this process and I'm grateful for ASU for doing that with us so I can't believe what you say because I see what you do just
056think about that regularly to do your work as you as you engage if we go to the next slide I want to quickly just show what happened to us in the pandemic around employment there's a lot of discussion about what's the purpose of Education purpose of schools and there is some conversation about whether we should keep pushing College to our students not everybody should go to college right but they should have the choice I think is what most of us argue on this front not everybody should but some their only choice of the military some their only choices work some their only choice is no choices at the very least we should which is why I appreciate the pledge and what we're doing with HG is give them the choice because if they don't choices
057will be made for them this is I'm sorry that it's not readable I thought would be something different but so up to the white part on the left side those are employment rate unemployment rates by education level so you can actually see the lines from where you're sitting probably the top line on the white side on the left is up until February or March 2020. what happened in March 2020 the pandemic right we got hit actually 19. so you see that folk the blue line at the very top is folks who do not have a high school diploma the basic that's their unemployment rate before pandemic it's eight percent nine percent but the very bottom is red folks who have a college degree it's about two percent it's about two percent so in our economy
058if you have a degree you're protected even if you're still working at Carl's Jr you have a job folks who don't have a high school diploma will struggle to even get a job at Carl's Jr that's what happens in our economy so it's really really important but most importantly when we have economic shocks to our system it be it through recession or downturns or a pandemic look what happened right at what is it March 2019 2019. you see the blue line just Skyrocket up 24 25 of people that did not have a high school diploma no employment no employment folks who had a college degree the red they also went up too but they're at seven eight percent so the unemployment rate is times three during a pandemic when we especially needed to sustain some
059work so education pays and it's valuable the way we're trying to think about critical inquiry for our students in that educational process if we go to the next slide and then man we're in a crisis ladies and gentlemen Young Folks old folks seasoned folks this is ba degrees in the state of California and I show this to my students they're like dang we thought it was bad but and this is why data is so important we may think we know but when you see it you're like dang so this is Baccalaureate degrees all adults in California who are over 25 years old African-Americans who are adults in the state of California 22 of African-American men have a ba degree 25 of Afro-American women intersectionality is the difference between men and women and how we're pursuing
060education for Asian Americans and not this is this is in the aggregate so for different subgroups of Asian Americans it's actually not this high but this is the aggregate right 53 of Asian American men have a baccalaureate degree it doesn't mean they got it here they may have got it in their home country 50 of Asian American women Latinos which is actually our largest racial ethnic group at auhsd and more than half of Anaheim 11 of Latino males have a baccalaureate degree 11 13 of women have baccalaureate degree Pacific Islander students or adults 18 percent have a ba degree men and women about equal white men 44 have a ba degree in the state of California white women 41 percent does that surprise you for many it's not surprising it's surprising that it's that bad
061that the gaps are that huge because we know that once you go to college your children's likelihood to go to college triple three times four so if 11 and 13 of our adults in Latino communities don't have a ba degree that's where schools have played a critical role but the entire burden almost falls on the school to do that because our first gen parents don't have access to that kind of cultural knowledge go to the next slide so again how do you know how do we know how do we decide and what or who informs us and I'll finish up with this with you and I show this in my class it's a trip we think we know ourselves let me ask this before I ask for this data to come up and I'm asking
062the Latino context um so let me hear some of your thoughts of What proportion of the United States is Latino or Latina or latinx is it 10 20 40 What proportion United States is made up of a latinx demographic 45 45 do I hear 50 do I hear 50 do I hear 55. 45 anybody else 30. 70. and no wonder Taco Bell is huge so all right keep that in your mind in fact I'm asking if you have to just write it down real quick or just keep it in your mind what do you think the percentages of Latinos is in the United States right second question of all Latinos in the United States how many are U.S born how many are you guys born of all Latinos World proportionate U.S born which means What
063proportion are immigrant write that down put it in your memory bank third question of Latino immigrants What proportion are undocumented or as our legal documents say illegal aliens isn't that kind of sad illegal aliens undocumented immigrants let me hear somebody yell that out at the risk of being racial What proportion of Latino immigrants are undocumented immigrants 65 percent 70 percent raise your hand if you think it's less than 10 percent raise your hand if you think it's be it's be it's about 20 to 30 percent raise your hand if it's more than 50 percent undocumented folks a big issue big issue let me show you the slides because the national survey done asking at the national level that was commissioned by some Latino organizations of folks in the United States and they disaggregated by race
064which is really cool right so they asked white folks how many Latinos are the United States how many are undocumented how many immigrant so I'm going to read it because I know it's kind of small so the first one is What proportion United States is Latino so African-Americans responded that about 44 of the United States is Latino almost half Asian Americans said about 35 percent white folks at about 37 Latinos are like we're 45 baby now bunny it's actually 19 percent it's like are you serious you even don't know who we are right next question next question what share of Latinos are U.S born so forty percent of African-Americans said that they think about 40 percent of Latinos are U.S born which means 60 are immigrant Asian Americans 31 they say it's 31 of Latinos
065are U.S born 42 34 of white folks say Latinos are um U.S born Latinos say 42 percent of us are U.S born it's 67 percent two out of three Latinos in the United States are U.S born but when you hear the term to immigrant even we believe that that's how powerful the messaging is about Who We Are or is it last one What proportion of Latinos are undocumented this one's this one's really cool 39 of African-Americans say that I mean I'm sorry African-Americans say that 39 of Latinos are undocumented so four out of 10 Latinos are undocumented according to black folks in the United States 30 Asian Americans say 30 are undocumented Latinos white say 32 percent Latinos say 36 percent are documented it's 13 percent so what I when I discuss this with my
066class and some other communities they're like wow man we're stupid [Laughter] and what's cool about it and what's hopefully I can help guide our work is that data shouldn't drive us it shouldn't drive us that's a thing people should drive us conversation should drive us our values should drive us that's how we interpret data and we analyze data together so we could realize oh my gosh so the question is now for Latinos why do they think that one-third of us is undocumented so let me show you some of the data and then I'll finish my time okay oh my God okay so you know what somebody know how the city council my apologies Cyprus and other cities um your cities don't have GIS mapping yet on your website so I would urge you to actually
067urge your cities uh when I got on Council I was working with uh at that time principal Saldivar and we're trying to figure out what is the social context of Anaheim high school around it everybody talks about all this stuff but we don't have actual mapping so I asked our city um GIS Department our our planning folks hey can we develop visual maps that the public can actually use or that is a counselor could download and look up and see what proportion of of the city is poor and where are they concentrated What proportion has internet access where they concentrated and they said yeah we could do that and they did it and we met with Robert and Robert's like here's some other things you might want to add and so this is available for
068those in Anaheim if you're not if you're not in Anaheim I would urge you to talk to your Council people or your or your leaders in Cyprus say we need this in Cyprus we need this in Buena Park we need this in Stanton so this is Anaheim so my apologies again for those who may not be but I just wanted to show you a couple couple of pictures of the power of this rent burden have how many of you have heard of this term rent burden and this is to contextualize the work you're doing in lcap why it matters so much and why data matters but also that when we criticize our critique ourselves as a system as a school system that we also recognize our schools cannot overcome poverty they cannot Michael Matsu and
069I are the shouting match about that right now because he said you're ridiculous that's my job that's the mission of Educators is to actually overcome the struggles of society and I said I agree with you superintendent matsuda but we can't sustain it you can't ask teachers to overcome the poverty and the neglect and the indifference of a society on our kids and their families we can't do it classified people can't do it they themselves are in that space our students are struggling with their mental health around this so this red burden is a really important linchpin and I say schools cannot overcome poverty by themselves is what I'm suggesting by themselves it's not sustainable it's hard because when we don't get the expectations or the data that we want to come out of our schools
070who are we going to blame ourselves well actually this is how it's going to play out probably it usually does in most spaces that I've had a chance to be in the test scores as much as our district pushes against that we as parents are like well look at Irvine well look at Stanton some of those schools are doing pretty good why isn't ours in the elementary level what about Irvine what about Newport Beach have you been to Newport Beach we're not there and then it sounds like an excuse sounds like an excuse so what happens is parents begin to put pressure and then teachers begin to be like well I don't have the resources or teachers began to say well you know at the high school we're doing what we got what we get
071what we get is Junior High kids are not ready and then Junior High teachers like what well we're getting them from the Elementary District they're not quite ready and then the fifth and sixth grade teachers like well we're getting them from third and fourth grade they're not quite ready and then third grade says it's those kindergarten teachers man they're not teaching them how to read and then invariably somewhere the janitors they don't clean up enough you know it just becomes this blame game and then ultimately it comes down to this full circle ladies and gentlemen the kindergarten teachers say they're not Kinder ready so now we're doing Universal preschool and about three years the preschool teachers are gonna be like they're not preschool ready right and then what that does is it then takes it
072all full circle it's the parents or it's a student something's wrong with them and that's where I hope and expect that the culture of what we're trying to do is to say no no data suggests there's something bigger and that's the city data next slide so red burden is if you spend I'm sorry if you go back to that if you spend more than one third of your income on your rent your rent burden it's hard to get loans it's hard to get your your credit score it looks bad so this is by the different high schools and the darker the area means that 45 to 70 percent of the households surrounding that area are rent burden they're they're struggling with rent what does that mean kids got to work well our parents got to
073work more and you ask them to be at a school meeting at seven o'clock they got work and they're tired just like you're tired just like we're tired so look just look at it look at the schools the different schools that you may be at Katella lawera Magnolia look at Western my goodness I mean that's the primary concern for many families around Western can I pay rent next month do I got to take in another family sublease my apartment next month what does that do I heard earlier about hey it's hard to study and honor sometimes because kids interrupt even harder in apartment when you got two families in it right even harder so this is really critical we contextualize our work and we don't use as an excuse but as a context for our
074work of why our work matters but we also have to Advocate that's a City question ladies and gentlemen rent is a City question affordable housing is a City question schools don't build affordable housing cities do that's a City question let's not put ourselves in situation to blame ourselves next next slide and then I'll finish internet access we know how big that became for us look at it the darker spots our folks our households that 15 to 20 percent of those households do not have internet access Western West Anaheim we've known that for years in Anaheim West Anaheim the city's been indifferent to West Anaheim for years neglected but other spaces too have that same struggle and where there is internet access is through smartphones so kids are doing their stuff on smartphones and other kids
075don't have to do that right or they depend on libraries and libraries aren't open all the time so last thing I want to add and to finish up with the last slide is our good friend Ronald Reagan so what what I implore you and ask you to just think to think deeply about and I've been in these different spaces so it really needs us to do this it's fundamentally unfair and undermines your cause your mission in an lcap if you're not engaging what's happening around the school the indifference of cities about what's happening to their families those are politically and socially difficult questions to ask of one another but the schools cannot overcome a lack of affordable housing it's unfair to ask them to do it they can mitigate it they can be compassionate to
076it but it's just you can't do it they don't have these issues in other districts that we compare ourselves so the fact that we're even close to the districts is quite a minor miracle frankly so what I'm asking you and hopefully you'll consider this especially with so many young folks here and parents who support Civic engagement democracy that what's happening with our society and our children and our families our schools are creating spaces for us to engage with one another in conversation so we could act together by what's happening outside of our schools that means being neighborly of course and being kind but it's also saying why don't we have why do we only have one public swimming pool in the city of Anaheim and we have a huge issue with kids and swimming and
077drowning actually why don't we have more recreational spaces for young adolescents 13 to 19 in our cities to make sure that they're not as our kids are in Anaheim 40 percent at risk of type 2 diabetes exercise it's not just going to be resolved at the school it's got to be done through outside spaces so we need to Advocate together is my point and our boy here Ronald Reagan says when we look at data when a city or School say where all this trust but verify how do you know how do we know we have to push ourselves to that does that make sense so thank you for your time and your attention thank you for the opportunity to share see you on the streets see you in the advocacy circles because we have to
078push this because otherwise we're just going to blame each other so see y'all out there all right we're almost out of here we might get you out of here a little earlier than expected right we said 7 30 on the invite let's see what we can do I'm going to touch on a couple of things that our good friend Dr Jose Moreno talked about I'm going to connect it back to the importance work that we're doing here on our campuses in our classrooms and why we do believe that these problems will be solved by the folks that are in this room and in particular our students first meeting before we get there and close this out that's today you're here thank you again we have our second meeting on March 9th you will be receiving
079an invite along with what group what focus group you'll be reporting to um you know in the next couple of weeks um actually probably a week and a half or so before that that two weeks before that meeting March 9th so make sure that you scanned the QR code on your way in and we're going to show that here in a second it's up now because that is going to verify that you were here and then we're going to take that information place you in a focus group and then send you um the reminder that you are reporting back here on March 9th to what location and what focus group okay so please make sure that you have access that link and um filled out the the short survey that you were here okay let's
080close this out so Dr Jose Moreno gave a lot of good information he touched on the importance of data right asking questions he talked about knowing not only what's going on in the schools but around in the community let me ask you this for those of you that are parents and and Educators and administrators and staff on our campuses how many of you guys had these kinds of conversations in your classrooms when you were in school raise your hand if you had these kinds of conversations about the community issues that are facing our our neighborhoods poverty homelessness rent burden right food deserts how many of you guys had those conversations and had lessons on those conversations when you were in class a couple years ago when you were in school I don't see any hands
081coming up so how do we expect our youth to graduate from our schools and solve these problems if we're not giving them the opportunities to be inspired in their classrooms to go out and solve these problems we have to expose them to these problems we have to have conversations about these problems we have to look at solutions to these problems that is the importance of the what we're what we're doing in our district our community schools model right collecting the data needs and assets bringing it back into the into the classroom into the lessons building relevant and engaging lessons that changes the experience of a student from from a traditional teach to the test to an engaging and meaningful experience so that they are inspired to not grow up come out of our school systems
082and do the work that were that Dr Jose just talked about and solve these problems with around poverty and rent burden and homelessness and you know all the things that we talked about crime right so the lcap process feeds right into that because for the students that are not successful in our classrooms that are building these types of cultures right our schools that are building these welcoming cultures engaging environments in the classroom safe environments and are still falling through the cracks when we're doing all that now what now what else can we do what more can we do right so that's where that data from a critical an inquiry Lens comes into play right so here is our framework and I'm going to just remind you one more time about the importance of our framework
083to our district to our parents to our students and to our at-large community when we talk about purpose and voice how do you go back to your educational experience do you remember having a voice finding purpose finding relevance in your educational experience when you were in school do you remember talking about the five C's having them intertwined into the lessons the importance of a of you know character kindness compassion love the importance of communication collaboration creativity how do you see all of that in our system the technical skills not only in the classroom but then with the wraparound services that were that were that we're providing to our families and our students do you see the compassion do you see the love the the effort to to really help those students that are still falling
084through the cracks the ones that are called out in the out cap and we end with this with our launch we