6/16 AUHSD Study Session (2:30 PM)

001[Music] [Applause] [Music] [Applause] [Music] no no no no [Music] hello [Music] so [Music] [Applause] [Music] so [Music] no [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] so [Music] [Applause] [Music] all right thank you uh anaheim union high school district board of trustees meeting of june 16 2022 is called to order at 2 33 p.m the following members are present anna l piercy and mary randall trejo catherine h smith brian o'neill and al jabbar staff has requested the following amendments to the agenda and i will go slow we got a quite a few page two of the agenda full closed session item 5.7 [Applause] next one is exhibit b c b as in boy replace pages 2 and 12 to reflect the correct word of a cross instead of actress i forgot to mention that

002on my stuff exhibit b replace page again exhibit b as in boy replace page 45 to remove part four section e of the form next one is hold on wait a minute all right all right all right i'm a little too fast i'll repeat that again exhibit b as a boy replace page 45 to remove part four section e of the form all good exhibit n-n-n-n so that's four n's replace page two to reflect the updated salary amount for the executive director of educational services again exhibit nnn replace page 2 to reflect the updated salary amount for the executive director of educational services all good exhibit qqq so that's four cues replace page one removal of corey bash under item three can exhibit qqq replace page one removal of corey bash under item three next

003one is same same exhibit qqq replace page four removal of any u from temporary teachers to counselors slash probationary can exhibit qqq replace page four removal of any you from temporary teachers to counselors slash probationary it nope there's one more one more one more exhibit rr i'm sorry that's four r's replace page four removal of jose de la cruz now i will all good yep all right do i have a motion to adapt i have a motion in a second uh all in favor all right no no nays so we will now proceed to the study session so public uh well i'll go ahead and get hand it over to you all right well it gives me great pleasure to bring up uh carlos fernandez our director of community school and family engagement but i

004first want to acknowledge both carlos his leadership our aohsd team and of course our partners and friends at asta for their leadership as you know we've received a significant grant to really further this work so carlos is going to share a lot of the mind work that the team has put in place to take this to fruition this upcoming school year as we begin to make it all happen so that i'm going to turn over to carlos all right thank you dr fred and good afternoon board president jabar and board members cabinet friends and family here in the board boardroom and then watching at home our teammates our colleagues it is uh we're smiling here we are it is a is a happy day for sure to share um our community schools uh approach here

005at anaheim union we're going to share a grant but we're also going to share the work we're going to share the partnership we're going to share the commitment that we are making with our with our families our community our staff our students i want to talk about the outcomes for today just kind of set some some uh understanding and some um expectations so that we can get through um this part and uh one the one part the most significant is ultimately how does and how well the community schools approach enhance our current anaheim union systems and structures really we're going to talk about alignment and integration and enhancement and what we're doing we're going to understand the grant the components the structures that the grant is offering and expecting from our district we're going to

006talk about the measures of success through this grant how will we show success what will the grant be asking us and ultimately it's a five-year grant great news and it's only only five years right so how will we sustain this work this approach the the structures and systems um that we are developing so we're gonna be happy to take um questions uh i would like to ask if you can hold the questions until the end of the presentation because there are some teammates of mine that i'd like you to introduce right now so that one of us can answer that question i'd like to introduce the district community schools advisory steering committee um committee council we're making cons consistently on language um our parents we have parents that have been with us in doing this

007work for at least a year and a little bit uh marisa bermudez over here and jesse alvarez i know we have ellie robles maybe watching virtually district leadership that have been part of this work joe carmona um we have kenny perez our interim coordinator family community engagement de la cruz has been working with us lorena moreno as a principal has been has been brought in and that will be continuing to work through the lens of principles and lorna was part of the interviews we'll talk about those interviews we have our classified coordinators of excuse me community school coordinators araceli huerta garcia we have asta leadership we have grant shuster we have jeff morgenstern and we have lisa eck that will be that have been working with us alongside us uh amazing work and together and

008i'm sure there will be good questions to ask of uh of our teammates and our community school organ organizations that are have been with us we have los amigos that have been working with us or not we have um oco we have volca orange county human relations and we also have as part of the grant work uh along with this group the gear up for folks excuse me the gear folks have been helping us and helped us through uh the grant writing as well so um if they're watching virtual shout out to to this group it is an amazing group and we will continue to do good work together all right with that on may 18th california state board of education approved the first round of california community schools partnership program grants that was a

009significant dollar amount for the entire state for districts that applied to receive the community schools money anaheim union received the largest amount in orange county over 23 million dollars of an implementation grant for 11 new schools and two existing community schools in sycamore and anaheim that is a total of 13 community schools officially part of the community schools approach here in anaheim union with 23 million dollars i know you've received some handouts and you know in terms of budget in terms of each site what they're getting remember this is a five-year grant so 23 million over 23 million dollars over five years every site has received a portion of that depending on their enrollment over five years so our 13 community schools are there in front of you these are written in were written into

010the grant uh very proud you see them there sycamore and anaheim our feeder school orangeview western dale magnolia south catella and brookhurst and savannah along with our gilbert high school making up the 13 schools that were written in that have been will be receiving funding we're going to talk about the grant and the components and then this is again exciting the amount each school is receiving depending on their enrollment over five years anywhere between one million four hundred twenty five thousand over five years up to two million three hundred 375 000 for five years again depending on the the enrollment of the school all right so we have been doing community school work with of our our two pilot schools um for a few years now a couple years a couple of our teammates here

011sitting behind me have been were part of the pilot round kovid changed things up a little bit but we have worked on a vision that completely and was enhanced and supported the work that we have been doing for a couple of years so what we wrote into the grant is the work that you see and the the work that you see on the slide here this is our vision for community schools to expand and support an equitable and asset-based instructional approach focused on community strengths and nurturing potential so our vision here at anaheim union our core values our infrastructure such as our career preparedness systems framework is aligned with our community school model to serve as a means to create a safe place at the heart of the community where students families educators and school

012staff are connected right so this is an expansion of the community school model as we talked about our two community school pilots through the addition of the community school coordinators at every site through the addition of community school teacher leads at every site which we'll talk about a medical billing technician we will also be adding mental health providers social work leads that will be a part of the work community partnerships services again all of that will provide and transfer a transformative approach for long-term student success so this is our community and i want to be able to frame our conversation around our students we we asked our community school coordinators to think about a situation a student that we have been working through on this approach and so we have a story for you just

013so that you get an idea it's a comprehensive approach a simplified story we we have longer narratives to share but i will share the case study so that you understand how the approach is going to help support students that and so i'm going to ask you that if you imagine if all schools had this capacity and the capacity to amp resources to support our at most promise students so there was a student single mother with disabilities who was undocumented child in special education suffering from severe anxiety and was exacerbated by the pandemic of course a mom's disability coupled with not being able to read or write made communicating directly very difficult with her so student struggling with attendance frequently late or absent to school our first period teacher says hmm something's going on here and

014recognizes our students strengths and and areas of growth and says there's something that we need to just do here so began to refer and make connections to um the student looked them up student with special ed connected with the case manager the case excuse me the case carrier the case carrier met with the parent and began to realize that more support was needed so we can begin to refer to the counselor and and and to the family community engagement specialists our faces so the faces meets with the parent to provide information on education series but again realizes that this story is or this this is a very challenging case so with the counselor refers the family to our education monitoring team our emt that is a system that has been created for a long-standing system

015right through that emt and that approach that team approach introduces the family to our community school coordinator our community school coordinator began to be able to manage the case with our family and their needs refers the family to disability rights agencies for support they meet with a parent on campus it works with a partner our partner our project state partner meets to establish weekly grocery pickups helps family renew social service benefits through this constant constant contact our community school coordinator builds a trusting relationship with our family so the community school coordinator being a part of the student support plan now in place on campus student and parent begin to build that relationship and then they comply with our staff that um this the student would be more comfortable if the school provided or referred to

016their pronouns pronouns and those were recognized so that they can could go by another name so the community coordinator meets with a case carrier who then informs the students of this request to support the staff and this name change um so staff development for all our teachers was then a part of this system so professional learning right as we talk about this and so again as several layers layers for this one student this very complex case comes to progress because we're not necessarily at success yet this school really is truly based on this you know example is really the support the only support that mom and student has but through this transformative approach that we talk about this community schools we are seeing progress and we are hopeful this long-term success is possible all right

017so i wanted to tug at your hearts we wanted to tug your hearts a little bit to understand the complexity but really the opportunities that we have with this grant there are two essential structures that the grant calls for one of them are our four pillars of community schools that's community schools movement i'm actually going to talk about that at our in our next slide what i'd like to do is is simply share the commitments there are four commitments written into the grant as essential components of the community schools our first is that this commitment to asset driven and strengths-based practices right and you should hear affirmations of the work that we are doing in our district and the alignment and integration so we know that we need to be committed to asset space approach

018and strengths-based practices so we view students their families and our community through the lens of their assets and strengths and values the collective wisdom derived by experience family history and culture so the community schools approach really views the language of students and family as a vital asset to be uplifted all right so again we affirm the work that we are doing here in our district second is the commitment for racially just and restorative school climates so we commit to creating nourishing and sustaining school climates that are centered in support for all students during all school interactions right so the commitment explicitly expects the presence of restorative practices which we do have rather than punitive exclusionary discipline that detaches students from school and then and from their needed support the third commitment is the powerful culturally

019proficient and relevant instruction we know that is a strength of our district so california's community schools commit to be driven by teaching and learning that is relevant inclusive and centered in the wisdom history and culture of experiences of our students families and the community and the third commitment is the shared decision making and participatory practices as you see in our audience and who's part of the district site and who will be excuse me the district committee and who will be part of the site you will hear this making and participatory practices are part of the fiber of the work that we do in community schools students family and staff and community members must have genuine engagement in decision making about school climate curriculum and services and shared decision-making practices must also prioritize transparency and shared

020accountability to ensure information is both available and accessible so that all interested holders can fully participate all right we're going to we're going to zoom in on the four pillars because really this is our um going to be the work that we do around our structures and the we're going to talk about data in a little bit through those four pillars the four pillars of our community schools is how we are going to be holding ourselves accountable is how we're going to be drawing around professional learning integrating student supports this is an important component we start with this one but there are three others and i want to zoom in on these are where the student supports live by extension their families and this is how we meet their needs around academic needs around physical

021needs around social emotional and mental health health needs right and so the again the grant talks about trauma-informed health mental health and social services so students are supporting students also require that students be well-known so that they can be well served we know that we do that we will continue to make that a priority in our community schools approach the second pillar is extended learning extending and enriched learning and opportunities so this includes academic support it includes enrichment this is the real world opportunities that exist in our district that we continue to make a priority internships project-based learning right so before and after school care and summer programs tutoring and others learning opportunities exist and will continue to be a pillar for our community schools approach family community engagement is our third pillar and so

022this means actively tapping the expertise of our families right as we talked about in our commitments they are true partners and they are they are supporting and educating our students both here and at home learning opportunities for families we have a breadth of learning opportunities and we are talking about including which we do but expanding home visits home to school collaboration culturally responsive community partnerships which which we have much of and our fourth pillar is collaborative leadership and practices all right so this is where our professional learning takes place with our colleagues in the classroom outside of the classroom this is where our collective trust is our shared responsibility responsibility for outcomes this includes students and families and community members and staff so professional learning transforms the school culture that we we uh are you

023know have been making a priority on uh climate that centers on pupil learning and supports mental and behavioral health again around um our students so those are our four pillars and as we as you thought we look at the new positions you will see that these four pillars are integral in our positions that we um have included in our grant and we are expanding what i wanted we wanted to do at this point is just simply from the last few slides bring together the alignment of what we have been working with in in through our anaheim union and what this community school's approach is this is image brings everything together it is our career preparedness systems framework that brings that structure uh and the approach and connects to our four pillars which are next in

024the next circle those four pillars are part of how we create a culture of mutual trust collaboration and assets based approach and we we include and embrace and need families and community and the school to be able to meet the goal for our thriving students right so this embraces all of us around cpsf around our four pillars around the culture of creating that culture family community and schools around each and every one of our thriving students that is the community schools approach the positions that we have included in our our grant with the work of of our teammates behind me are those listed in on the slide and we're going to focus for today's presentation on the the top two and then really quickly talk about the community schools manager the first one is the

025community school coordinator which we'll discuss in the next slide the slide after that will be the community school teacher lead critical and very unique to the community schools approach i hope you ask a little bit more about that one because that is a very unique model here in our district that really no one else has has included in their model community schools manager and quickly the community school manager just approved by our personnel commission yesterday this was written into the grant to be able to share share the systems development around community schools approach um they're assisting and managing the community school coordinators which we're continuing to bring on as we speak professional learning is going to be part of the management of this community schools manager of community school coordinators and other staff alongside our

026community school teacher leads and then data reporting for our grant we're going to need to report and hold ourselves accountable so this person is going to help manage the data and reporting of our grant and i know you have those job descriptions um as handouts for you um but those are the the last ones the other three that we won't get into the details today is the billing technician has also been written into the grant our school our social work leads three of them social work leads have been written to the grant and college interns as well all right so we have amazing community school coordinators two of them that we have had again for a number of years araceli huerta antony garcia they really have set the tone and the approach for this work

027and again thank you guys for being trailblazers thank you for doing the work that you are doing and look at where we we are so really i want to appreciate you guys these coordinators are going to become 13 positions we have two and at every one of our 13 community schools we will have a community school coordinator and a community school coordinator so as we speak we're hiring those people those positions are going to be interviewed hopefully in july so we can get them through and and get trained and ready to go our community school coordinators are they partner they're part of the partnership coordinate new partnership they secure new grants and funding which they have thousands of dollars have been brought in by r2 they manage the community school center at the sites they

028refer and manage families to community services and they're going to be part of the co-lead work with our community school teacher lead which we'll talk about at the site you have a handout that shows uh perhaps there's questions about you know what does the faces do i understand there's a faces there maybe there's community liaison that also exists and what does the community school coordinator do in essence that's the the crux that the system um allow and embraces we need all of those positions and our community school coordinator in that handout you can see the differences centered around community schools approach centered around partnerships services and managing of our families all right our community school teacher lead i i am smiling with uh amazing the amazing experience that we just had so grant um lorena

029and i had an opportunity the pleasure of interviewing over 40 teachers that were interested in the community school teacher lead from those 13 school sites they said i i've read the job description i love it i want in what can i do uh amazing experience with those interviews and um we selected our 13 just last week hr was able to offer and get acceptance from our 13 amazing community school teacher leads so as it says in the slides right there um just a couple quotes from the interviews because it really speaks to where their their perspective is that there is no way that we can teach as what one person said unless you teach the whole child and that community schools serve the community they act as a bridge to connect the community becomes one

030with the school and that is our teachers saying that how important and integral this work is um yesterday we met with them and then just the you know the smiles on their faces about i can't believe we're here and we are blessed to be a part of this work i'm with you and so they are going to be um working on professional learning in the classroom their focus is alongside the civic engagement work the work around culturally responsive as the commitments and the pillars talk about and trauma-informed practices and approaches they're going to help to build that capacity and help co-lead alongside our community school coordinators our school site level advisory committee um and and there's might be a question on the five c we know we have these amazing instructional leaders and our 5c

031coaches these community school teachers are going to be working alongside them as well as as instructional leaders on the campus our 5c coaches focus in on the cpsf implementation they're working on the capstone and portfolio development our community school teacher leads also working alongside them cpsf implementation focusing on these in civic engagement and culturally responsive practices along with co-leading the advisement we know that how important it is because five years are going to come very quickly we we need to understand our plan our reporting our grant asks for it what is your plan in five years how will you sustain this work we we know that this is a transformative approach to the work that we do we do or doing already and we know that this is important to be able to sustain we're

032going to be looking at how the lcab will potentially sustain this this work after five years we know that we have a medical billing technician that's going to be bringing in um you know billable services or funding from those billable services grant writing as our two communicable coordinators have already done bringing in additional funds different funds unique funds and partnerships that are immensely critical for our work in our community that we have many many of that we will continue to look for to be able to you know create a sustainability program or model excuse me this is how we believe we will ensure success um in anaheim uni and through the community school structure what we worked for through the last year and again kudos to our team around asta and their seed funding and

033their asta grant around community schools is we there was an intentionality about bringing in site advisory council to be able to ensure that our voices in the room are are brought in and part of the decision making transparency but also decision making right so those school site council um advise school advisory councils for community schools are going to be critical in the success every one of our 13 schools co-led by a community school coordinator and a community school teacher lead will be brought in bringing in students and parents and staff administrators community partners community members to that group to be able to make recommendations on invite advising our school on how to um use uh the funding that they are being rece they are receiving through the community school grant right so advisement is critical

034we have our district advisory council that will continue to do work um around you know the district level advisement of the community schools approach and again i tell you that we are we were joking yesterday we we are right now we are in line with uh the work that we're doing we are completing each other's sentences through this work i mean it is really really phenomenal that our partners parents and you know our staff it's really a unique environment that we've created around mutual trust collaboration pushing each other but really aligning ourselves with the work that we are doing needs an asset assessment we're going to talk about that as one of the critical first steps you know in this year in understanding our community what are our needs what are our assets and then

035that will determine our next steps our recommendations for action or recommendations for services at every one of our sites i know you may be aware we our budget that we included in the grant we needed to show a one-third match and so there is a cash or in-kind match that we are we are saying this is important to we're contributing or we're saying we're including this as credit for our our budget um i i appreciate the a few weeks ago when i was told that my name was was going to change the title of my you know title was now a director of community schools and family community engagement that means we value you know the work and we know that um it is it is that important that someone's title change you know matters

036our department you know is being created around this work so we we appreciate that we're going to zoom in on the five-star data tracking we know that's important ultimately who's benefiting from the work and how do we correlate it back to student success which is the root of our grant how do we ensure that students are succeeding because of the community schools approach this this slide gives you a little glimpse as to what will happen at the beginning of the year through this community schools approach in fact our work around engaging families is going to be captured this way so on the left hand side you you see an id that's similar to our ids that we have our parents are going to have a digital code or digital family id that as they walk

037into any event a coffee chat a open house a service that is being provided they simply are welcomed and they get beeped in to the the scandine that's a better word scanned into the uh system to capture them as attending this coffee chat this service on the back end it's already capturing what is this event about what pillar of our community schools is is it capturing um and those families that family captured at that event at that date during this event in that pillar is being linked to our aries student information system now that's the game changer the student information system lives over here the parent information was living over here we are now co collecting it or combining the information so that at any point our board members our schools will be able to

038run a report that says i wonder what um student do student with disabilities you know how many students with disabilities attended us you know this kind of service i wonder um how many experiences do we have that of families that are coming to a leadership and you know development or collaborative decision making event where our families are included from one side from the other district wide that's what we're going to be able to be able to run at any point it's going to be live um ultimately what we're going to be able to correlate and we believe wholeheartedly is that family engagement is correlated to student success we just had a few um examples of that within summer you know i mean a couple families not attending well there's some there there's a correlation here

039so we want to share and show that family and community engagement is critical and that um if you're engaged students are succeeding as part of the story as part of the story and so that's the data that is going to be able to be collected through our five-star system that's aligned to our aries information system so these are really the last two slides and then i'm i'm uh i'm i'm excited for the questions so that our teammates can answer the measures of success our grant was written through the lens of we know that you have you know statewide we know that our schools our district have um uh data needs and gaps maybe it's around suspensions and expulsions maybe it's around attendance maybe it's around graduation rates or a through g completion we submitted all

040of those data points in our grant along with cte pathway information um what we are going to share is obviously how are we doing on those those measures because the grant wants to know we also know how important it is to include a holistic you know approach of of student data that includes cte pathways right how many of our students are completing pathways how many of our students are completing dual enrollment how many students are participating in internships and mentorship opportunities that data is critical and part of the story uh you know because because a part of a community school teacher lead role is to develop the cross-curricular opportunities and pathway development at the school alongside our teachers alongside our administrators so those success measures are important to capture and we will be able to

041capture that again as part of the reporting and monitoring of the work around community schools but it's more tangible than just that one story that of our student that we shared and it is a holistic approach that we believe wholeheartedly that this is transformative that this is going to be creating an environment where where our students are thriving where our families are thriving and our community is thriving through our community schools approach um and so i want to thank you for the time as we end our presentation our slides and i'm excited and i'll turn to my teammates as well as you're thinking about our questions for the community schools all right thank you that was a awesome presentation and i know that all of us were taking notes and making notes to ask questions

042so i'll open it up for uh questions starting with miss piercy okay i don't like being first but i will be this time okay i can put you last and marie you know i i said i will this first time you sent to me ask it i shall give it to you but i usually don't like it okay go ahead i'm ready um okay when we let's go to the beginning here um the community school coordinator is and the um teacher leads are they going to get stipends from this grant in other words that or are we hiring new teachers i mean i think yeah thank you for the question explain the teacher lead she's a totally new teacher that's only doing that yes or um got it um the the the start with the

043teacher lead the teachers are current teachers at our site um yeah we didn't hire outside we looked at because this is important relationships matter how important it is to have someone in the trenches at the site so 13 schools the 13 40 teachers that applied were from those 13 schools and so their position um if they're at the high school they have six periods one conference period what we wrote into the grant is we will be paying for a portion of their job to be able to be pulled out to do the community schools work so in the job description two periods will be given to each high school community school teacher lead and so our friend our teammate amanda bean and scott jensen at hr is working out the impact of that now that

044we pulled this teacher from this high school there's two periods that we need to figure out who's going to be able to take it um look to see if we need a six-fifths look if we can absorb it into the master schedule or is it part of just an additional fte an additional teacher because maybe there were already a couple of sections that were additional in that department okay and that's the case that once becomes part of the mechanics of doing it but the teacher lead will have two periods at the high school and three at the junior high three because of the instructional minutes the junior high minutes are smaller they're 40 plus minutes and the the high school periods are almost an hour 50 plus minutes so it's about two hours give or

045take a few minutes each of the two now okay and let me let me get this straight the teacher is still going to be teaching correct half of the day in other words are they going to get a conference plus those two correct so they will then on a high school on the junior high no on the high school they're teaching two then two periods only and on right there so high school sixth period two for the community schools conference they get a conference yes and then they'll teach to teach three all right six periods not on heights so uh remember piercy this reflects very similar to what the 5c coaches have it's very similar where they're teaching part of the day they're released part of the day okay their work we focus on the

046community school efforts whereas right but what i'm saying is don't high school teachers teach five periods normally with one conference total of six periods okay so if they are going to be community school for two plus a conference that means they'll teach to at the high school they'll teach too and then they would do the same thing so the the every high school teacher lead basically in essence it will they will be off first and second and strategically to be able to meet with other uh leadership groups they have their conference period third and they're teaching four five and six period four five and six same as the feisty coach there's six periods it's a six okay teachers at the high school do not teach six volt periods including their conference period though so they

047teach five periods plus a conference period so that's six periods that they're on campus on campus right so two periods is for the community school one period is the conference period we just talked about and then that leaves three more periods and those are the teaching periods oh yeah just like the 5c coaches yeah okay okay gotcha all right and also i know you you asked about stipends about work that is outside of the school day because there is a a commitment to be available after work time after the work day which is written into the job description which is also written into the grant there will be compensation at the hourly rate to be able to participate in those events that are tied to community schools be it after school be it evening weekends

048depending on the needs and assets of that of the community the community school teacher lead is that those stipends those hourly rates costs are written into the grant okay i was just getting i mean i should it was just i kept adding the conference period in there i know okay um and then um okay so the teacher leads are our teachers are the community school coordinators from our staff also is this have people you know applied for this is it from within the district or is this without the district yeah yes to both so um community school coordinators um that position flew internally and externally okay and there are uh for instance faces some faces have applied for the community school coordinator uh position so it was flown in internally and externally as well okay

049all right can i call grant up just for a minute to be able to respond to the community school teacher lead and again to be able to say i know you asked about that the the model that we have here in the community schools approach in this grant is a very unique model and um grant has had some conversations with other districts and what have they said grant about our approach so i guess carlos wanted to ask his own question to get it answered so um very quickly um what and and this went there were discussions within our steering committee there were discussions with mike and i individually when we would meet and just talking about the model that people were trying to build had a teacher being pulled out of the classroom full time

050to do the community school coordinator position and that was one person was going to be responsible for everything and in all of our meetings we just talked about how much more sense it would make if a teacher still had a foot in the classroom so then we're working on educational excellence and we're working on new pathways and we're working on new ideas for the classroom that someone is able to still teach and be able to meet with other teachers and have that time to have their foot in both you know in both of those doors and so we created this and no one else was creating it they're either hiring community school coordinators that are district positions or csa positions or teachers but it's just one person and we decided to do this as a

051dual position and they would be joint co-chairs of the site committee and we started presenting this different places in the state i reported to the nea board of directors and we've started getting calls and just recently just last week san diego is changing their model they created a pilot for next year with their biggest high school to do our exact model because now that this is an option no one thought of this and now that they're seeing it they're saying wait a second that seems to make more sense and now we have a meeting with ucla next week with our steering committee and because ucla is the technical assistance center with alameda county people are looking at making our model the statewide model that this is the way it should have been from the beginning

052um although we're just a year ahead of time here but we're gonna we're looking at this as another way though to build relationships between classified staff certificated staff the administration the parents and the students all together you know building this sharing leadership sharing decision-making process and building a system that's going to be there for whoever replaces all of us in the next few years you know that it will be there and be able to work for the community based on whatever the needs of the community are so i think that's what carlos wanted me to share with that question great question [Laughter] okay so we have a community school coordinator on each campus correct and we have a teacher lead on each campus then the community schools manager is this one person for the for

053all 13 schools correct this is a manager district administrator level uh one for each for everything for the entire the billing technician is that one for the 13 schools one for the 13 schools okay then of course we have social worker leads now there are three then that will be utilized between those three 13 schools or are we just adding three more so we currently have three social work leads and uh dr cruz is here if uh if there's any questions yeah we currently have in our system currently our social work leads right we have some already we do so this is just adding three more it's it's using this funding to um to to come to replace those the salary that they were being paid for so we're not adding we're using this funding

054to pay for those solutions those that we have correct oh okay we're not adding to our numbers okay and then of course our college interns i mean others will be utilizing them just like normal yeah tutoring could be after school could be during the school day as we we've had a few of the college interns um participating as well okay um when we okay so if we're hiring uh these coordinators do they have to have credentials or are are they considered social workers or i mean in other words the community school coordinators yeah community coordinators are not clinicians they're not social workers they are classified positions um yeah they're i know we didn't so there are classified positions that's okay that's what i wanted to know okay and then okay what is for the budget

055thing uh in kind we have to give a third we have to match a third what kind of in-kind match are you speaking of yeah joe you want to provide a couple examples what we wrote into the grant yeah and he's got the list memorized the work of somebody as you know so good afternoon uh yeah so that's a great question and so our uh district match um comes from a few different sources so some of that is existing time of our staff members that is being dedicated to this work so as part of the grant we had actually included part of uh mr hernandez's salary really we're going to include all of it now right because his job is really being re-uh know reimagined to support this work ongoing part of the extended learning

056opportunities so when you think about before school after school summertime opportunities we have long-standing partnerships with anaheim ymca through anaheim achieves and so at those sites um we already have after-school programs in place uh and then again as we build this out this is an opportunity to you know redesign reimagine and can continue to enhance the great work that is happening within those programs and so the ymca staff is going to be essential moving forward um and you know the the funding that we use for those after-school programs um is included as part of our district match um and so that that's the bulk of where the match is coming from from some of our existing salaries and from that funding we've used to support after-school programming across our sites and it it it worked

057in the sense that we were successful in having all 13 of our sites funded because that's the number of sites funded for those after school programs right so it was a nice synergy there that um all of the schools were accepted into the grant okay oh good um let me check again let me see if i have one more well i'll come back to you you can come back to me okay all right uh ann marie well she asked most of my questions so that was good i'm glad you went first um i wanted to know um for sustainability sake um our teacher uh coordinators that were calling teacher coordinators teacher leads community school teacher leads are they going to be training and they're going to have opportunities to train to sustain this yeah yeah

058so so they will be trainer of trainers they will be building their capacity they will be going to conferences they will be bringing information they will be able to build capacity on-site district-wide um you know perhaps so absolutely yes trainer trainers model they are amazing 13. we're going to bring them next time and show show them off no they're they're amazing teachers that have been selected thank you all right miss smith well i was going to ask the question about the local match and i looked over at dr nan and she's hiding under her desk so i wanted to know i wanted to know how she did she okay this one third in kind or cash that's a hunk of money yes so nancy could you please give us an okay on that she's she's

059saying yes i yeah well it's it's been referred to okay all right oh you got the okay from mike all right mr o'neill i think most of the questions have been asked i had one the uh the faces have a room on the campus right now how was that going to interface with what you're proposing now is it is it the same room are they separate facilities or how does that work the great question um the model right the model let's talk about sycamore junior high school sycamore junior high high school is the model there is a family community community center on campus where the faces resides community liaison is interacting with the students and the families internally they're working on you know school-wide workshops around family education the community school center is off right

060off the parking lot and it is a direct um connection from as the parent walks into drives or parks into the parking lot they walk right into the community school center they don't have to come to the security check in with the office and go to the whatever the facility would be that really is is the vision there's two buildings two modules that they have one is an open floor plan to have a workshop one is a individual um session workshops there's three two rooms and and one of the rooms is separated that's the the model uh the challenge as we know is that not that's not what is currently in existence you know at other places anaheim high school has a room community school center and they have a family and community center separate

061separate rooms so so the vision is they're separate um but i know that that presents them some facility um challenges okay did you say that sycamore has two separate ones also uh sycamore it has the faces center on campus and then they have a community school center that includes two modules it's actually two modules and a restroom gated and secured um right off the the the boundaries they've got that configuration the same as anaheim high school then there's this um a little different anaheim high school has a room like a classroom separate faces you're taking up my time i'm sorry i just wanted to clarify it i want to understand you have to wait i just want to clear that this is not anaheim city council so i'll go ahead and give you time oh

062i got [Music] yeah that anyway i was just trying to be clean you know you know clear so that we know so so go ahead when we open our doors for the new school year in august what campuses will have the two separate rooms available and what ones are still going to be struggling so that's part of the assessment as the our principals and our staff come back so we know that our facility master plan has initially assessed what is um what what's available currently i i know now that we have the grant that's going to be step one is where will our community school coordinator reside how will it work if you know if they don't have an additional classroom uh initially because we we need to be creative on the with those campuses

063does it seem like we'll be 50 successful by the time we open the doors i think so i think that's close i think maybe maybe maybe 40 but more than two campuses have yeah okay um on the um the community school coordinators that you're looking to hire now what are their uh qualifications you're looking for what has to be on their resume yeah so so the two significant pieces are do you have experience working with community agencies community nonprofits um you know bringing in services grant writing those are the things that are as part of the grant where we're wanting to be able to sustain that and the other is you know in terms of education you know it's it's an uh it's now a um it's a 12-year position is it aaa or bachelor's

064did we what is it so a is a it's an associate's degree however right now the the the competition i mean the folks that are being brought into interviews they're they're sitting at bachelor degrees they're just there's a wealth of experience with student with those staff members but aaa with experience and grant writing and experience with nonprofit work what about their their need for being able to relate with the community and with the students yes as well um i know that you know that by link it's a bilingual position so with language in terms of supports to be able to interact with in terms of the language for our students and our families is part of that um position expectations or requirements as well when you say bilingual we have a plethora of of languages

065throughout the district what what is considered bilingual in this case with these uh community school coordinators there's a spanish position okay um for the different positions across the the 13 sites okay is it spanish only the the bilingual expectations spanish only well if they're trilingual that would be wonderful but spanish is what is the primary spanish preferred preferred because i could see where korean or vietnamese might also qualify it says bilingual and i don't think it has the name when we interview we will be interviewing and looking for the spanish language and obviously that's preferred but um in terms of other languages well you said you already done the interview sorry i we uh we have applied they've applied first wave okay that position closed on sunday so now they're doing the uh screening the

066eligibility the testing which gets us to so that's a consideration that we want to probably bring right and obviously not only spanish we will have asian and pacific islander population as well i have a question to what agency were these grants uh written to what other partners were written to the state department of education it was the state yeah state department of education that's where this grant is it is a state grant so that's and i want to suggest at some point when you're comfortable i would love it if you would let the board know that you would be welcoming them to come and observe i think it would be very healthy because we're going to have questions out in the community and if you see it you really can get a tender what the

067heck is actually going on this is so huge and has so many different components it's not an easy thing to explain to the people that pay the taxes here yes we had a few of them visit um us at cantella high school and and sycamore um this year and so they know the work um again because of the relationships and partnerships that we have and yes we will continue to invite them in um we're proud and the board of course yes and there is a ribbon cutting for the sycamore community school center september first that will should that will be or should be on your calendar and uh trustee smith i also we had um trustee jabar came to one of our steering committee meetings and was able to see what was going on and

068how we were working that way all will get the dates of our monthly steering committee meetings out and once we establish the site committee meetings i think it would be great for board members to see what is going on during those meetings and understand what the parents and all of the other education partners are talking about and trustee jabbar i just want to say thank you to all of you for being on that steering committee um i mean it's been months now that you've served so we as a board really appreciate your time and energy this is exciting thank you mr alter okay so i have a few questions um well let me start off with the sustainability right so i'm looking at the uh community school funding for five years and i'm assuming obviously

069if you take a look at ball junior high 1.4 million which says sycamore junior eye 1.9 million the difference is based on attendance and enrollment enrollment they took the unduplicated pupil count and there was a range and if you fell under a thousand it was one thousand amount you know 100 so going back to the sustainability uh question it's a five-year uh you know commitment right i know we have to probably make an effort and work that out to include in our lcap for beyond that but so here's my concern as a trustee is that i know it will work because of everything that we've heard but i also want to make sure that that's a commitment that the board makes that we are going to fund it because you know if you run into

070in two three four years if you run into budget issues at the state level then when it comes down it trickles down to us then we make choices where ultimately we're going to take a look at some of these positions and say like well we have to cut here we got to cut there and then you know these are the positions that sometimes are in the chopping block um so this goes out to the parents in the in the audience right uh to make sure that i'm only going to be here till end of november but then i become a parent uh outside so i'm going to be part of this [Laughter] so so you know part of it is going to be us as parents uh warning you know making sure that we hold

071the system accountable and the rest of the trustees accountable i will be on that side um to make sure that we do make that commitment to have that included yes mr mitsuda i'd like to address and answer that question if you look on page eight there is uh measures of success right and i would i don't we this is something that another building the airplane while flying it we're very aspirational we're um we hope to see improvement uh across the board and i would argue that if there is a substantial improvement this would be something that future boards would support communities would support but at this point i think it's premature to to commit beyond this i personally feel that way because we don't know right it's going to be accountability on all of us

072to make sure that we can meet this aspirational goal so i made some notes on page eight right so that precisely what i wanted to get at is because if you take a look at what auhsd is really doing right now with all the work that we're doing in the classroom level right improve attendance reduce suspension you know a through g numbers ct pathways all that we've improved it right so the note that i made right here is that we need to distinguish it to make sure that it's the community school model that we implemented which has then had an extra trajectory on these numbers right that's where the data is going to be crucial that is where accountability is going to be crucial right and that is where we could justify at that point

073like mr matsuda said is to say hey it's not all the other things that we are doing it's specifically community school model and the approach that we've taken is the reason that we had a reduced five percent of it you know whatever or you know increase a through g by 10 because of that so i want to make sure that we have a system which we are able to hold or as board members able to take a look at and see that that's the reason that we improve these numbers absolutely now i have one of my questions was on page eight so can someone give a and i think i have the answer to this but i'd like to see if you um have thought this through in terms of on these measures of success

074how might this model improve cte pathways dual enrollment internships or mentorships what do you see on the ground the the teacher that's released doing to improve these numbers if you could write if you could read my question right here mr masuda you just read my mind there there's an example that um i've given um from time to time you know we could see um a development say in the the brookhurst savannah feeder where you have an arab community that over the course of a year with parents and students on the site committee decide you know what we'd like to see a dli program in arabic and we work over the next year to develop something like that and now we see participation from a community that wasn't part of any dli program before that's now

075joined up and participating at this level and you may see higher levels also of of dual enrollment courses or ap courses or a through g courses that are taken from a group of of students through their voice and their parents and a new pathway committed and that's one example and i think it's important that we're we're trusting a process of collaboration we're not sure what new pathways might come out of this or when we have things in position that we're incredibly proud of that we see as a huge opportunity but there could be more that we have no idea because we haven't done the needs and asset assessments yet and once the parents and the students and i think to to your the numbers we're looking at and how we're gonna to judge the success

076of this i for the needs and asset assessment our goal is not to interview a thousand students in the district or two thousand students in the district our goal is to have input from 75 percent of the parents and 75 of the students at every site we want to hear from 25 000 people in the you know partners in the district talking to us so we get an exact understanding of what the needs and assets are in our community how we can align them together what we're going to do then to create programs that can sustain meeting all of those needs and so i think that we want to look at a whole nother set of measurables besides what we've traditionally looked at because part of the goal of this is the participation and the

077feeling of community on every campus of having the involvement of all those education partners and if i may add a board president javar i think too with with our community school teacher leads when they're connected closely with our 5c coaches and they're really hitting hard the instructional piece the cpsf that mr hernandez referenced you're going to see student voice the cp elements of cpss elevated in the classroom and when we empower student voice and also the work they're doing with our families and empowering their voice these issues are going to be brought to the forefront which is again bringing the things that we're already seeing in our district uh rise them up so we can address them so as our students are asking for more opportunities of a or b that's going to come through

078the communicable model that make them more in the in the forefront so it's going to impact the way that we instruct in the classroom which is as carlos has always told our staff team that's two-thirds of the community school model that is really the bread and butter of what we do we start with our students empower them and we also filter out with our families and the larger community so that that student voice at civic engagement connected to first best instruction is going to matter most okay so the well i'm glad that you answered that one so let me just kind of jump to your initial um example that you gave right carlos you gave the example of a you know obviously a parent in the student and then exacerbated issue with covet the from

079the time you identified it to time where you actually made success with that family how long did it take uh i said you want to you want to share the it's it's society's work and i'd like to i think success with this family may look different um i would say every time that this child comes to school is a success every time i get a text message or an email from from the student or from the family because they're so isolated that to me is a success that this kid is doing all right you know she's coming to school she's doing her work and when she has a week of going to most of her classes or connecting with her counselor her case carrier her social worker or reaching out to me to me that's

080a success because we've kept her no absolutely i mean those are metrics right so what is the like what was the turnaround the the timeline is and then the reason that i'm asking that eric not to kind of put like a timeline on hey this is how you should do it reasonable expectation versus how are we looking at gaps and how we improving those right this is just the beginning right yes so what i'm looking at is for future from the time we do it what have you learned in terms of gaps in how do we mitigate those and how can we mitigate those to make it easier for the next student that comes out of that a teacher identifies i think communication the emt process if i'm understanding your question correctly so strengthening um

081also what is available so the gaps in services so i don't know where the student would be if i wasn't case managing them and i'm not saying that to give me credit but they could have very easily fallen through fallen through the gaps so having that additional layer of support and having those partnerships that we could leverage in the community bringing them on site and then having the staff that's there to support the student so i think that's what i'm getting back to the question is you mentioned something that i probably would have mentioned after it's if you were not the case manager right if there was a somebody else who was a case manager because i know the work that you do i can be confident that happens but we are hiring a lot

082of other community schools coordinators i want to see a system established which will allow us to then say you know regardless of what happens if it's arsely or you know person a coming into that position that we have a system established that would go through in a certain way to get that done i think too the five-star uh app that um carlos mentioned that's one way that we're gonna be able to progress monitor and track the data for every family you can see who's attending and what needs or gaps may exist within a student so that's gonna help us identify if certain families are having a challenge we know this is where we can support so all right and and then just there's a district system that that's supporting the the new the new staff

083that are in that position right so our community school teacher lead so as the director i'm working directly with our 5c coaches with diana fujimoto next to the 5c coaches are aligning their work on community school teacher leads we have community school coordinators that are going to have be managed by our community school manager our faces is managed by our face manager our coordinator faces uh renamed um okay so i'll ask uh another quick question because i know i want to be uh cognizant of time too uh what is the role like i know i've introduced be well in healthcare agency what is their role that you envision in terms of partnership from the county level be well as a social services agency the cal optima um uh orange county healthcare agency what is their

084role in our community schools model and maybe the community school coordinator wants to add to it so so in essence the the first step is to understand the needs and assets of each in the individual communities so as we know that as we make recommendations we are certainly seeing needs around this area strengths here that could be filtered so those strengths are the partners are our strengths in the community that are able to fill those gaps in in needs so as we look at a social service need that is you know uh present right now for our community based on those recommendations we know that that's something that we need to move quickly on so be well you know as an example could be coming in we quickly respond by meeting with them to understand

085what services can be provided create an mou process get them board approved to get them to be able to engage with our families at the site and perhaps at others based on their needs and assets so that that you you got the point where i was getting it right i think each school is going to have different needs but what i wanted to see was a process established right away because we're new right maybe getting through that mousse earlier on i know ssa is kind of taking a look at how they could do eligibility and they're trying to go into school sites maybe that will be an opportunity for us to invite them on a weekly basis where we have an mou established i think we already have but inviting them on campus which allows

086us to then get them on a regular basis where we can provide those support services for our families right uh the other part is orange county healthcare agency how can we get them to be a part of it so that we could not only tap into maybe some of the grants that partnerships later on right so those and that goes back to the businesses too local businesses small businesses who are in the area who are probably maybe more connected to a local school site might be somebody that you could bring in which might allow to establish those partnerships right so the reason that i asked that question is each of our we have 13 community school coordinators who are probably going to do different things in their particular site my interest is more than anything

087is to create a system where they will when they come in they know that they are able to tap into those resources right and establishing that do we have that in place and i'm sure you do but i just want to be make it public yes in terms of asset mapping in terms of the community asset mapping to understand what our assets are in our community that are our local people what he's talking about is a system kind of like the aim program where we sort of um based on the assets right the intake person determines what level of support and where that can go right because the aim program has that sort of system that in place i don't know if that's what you're getting that that is yeah i mean that's why so

088i i'm fairly confident that that will get through the second question relates to what mr o'neill brought up before which he touched on but i wanted to kind of emphasize on it is our faces right i'm looking at this document which has faces community liaison and then community school coordinator what they're supposed to do right although i don't see a direct overlap obviously you're going to see some kind of overlap between the three right correct so the other systemness is to make sure that these three folks are working very closely that we don't duplicate services and waste resources right yes so what have you have you thought about that part yeah i think that the touchpoint and they're they're obviously working weekly and and and and collaborating weekly the the emt process is i guess

089the most concrete example as the family comes into the emt process the faces maybe made the initial interaction as we go deep into the the needs of the family the faces understanding those needs you know welcome the community school coordinator to the picture and i'll be there they're part of that case management um you know next step for our family so so i'd like to add to that too and i brought this up earlier with speak louder well no i just want to make sure that okay because we we have an opportunity to hire these people and um to ensure that we have language and cultural competency with our asian pacific community because you know i work with a lot of our parents and our uh like cocapica our community stakeholders if it's you know

090we really need to ensure that there's a diverse system of support and be mindful of that because we're going to be in a weak position if we only have spanish speakers in all these positions so mike you touched on that one but you can continue on the uh answer that you were trying to give me on the preview yes so the so then so then the emt process so the warm handoff happens from our faces to our community school coordinator if there was no community school coordinator at that site then the faces would have to say here are some services i know that i've done a little bit of asset map and here are some services and family good luck we hope that you can you know make the connection but that their job is

091not managing of that particular case our community school coordinator can take on that you know that that ongoing role um of welcoming them connecting them to the service and ensuring that they are receiving services the faces is more tier one they're working on family education workshops there they know they've done they do a little bit of ensuring that they know what resources are available ensuring that they can meet those needs um but a community school coordinator is individualized triaging around tier two three uh type of a student so family a little bit more so for example there was a student that reached out to the face student reached out to the face in need of a refrigerator right so the face reached out to me i was able to connect with some of our community

092partners we were able to get that family of fridge and then from there just being able to case manage right what else is it that this family is in need of we found out that dad had some health problems brother had some health problems mom had passed away a year prior so they were they were struggling so i was able to really be able to follow up a little bit more with that student being able to call out that student out of class meeting with them after school speaking to the brother speaking to the father and really being able to figure out what those needs were and how we can address those needs so that's a great answer right tanya but for me as a as somebody who was very familiar with our faces i

093thought that they were doing that already right so for me i'm like looking at it and going so where is that that delineation at that point so are we going back to kind of make sure that we have that conversation with our faces so that we get them more involved in other activities and now community school schools coordinators are picking up that because just talking to both of you being fake i mean i know sally being a face is at sycamore right everything that you just mentioned i know she was doing it at one point right she would do that call and take care of it so for me now i'm saying okay we have a community schools coordinator where does that line go away or maybe is does that mean that the faces are

094now going to be uh taking a little bit more of a role of just contacting the parents and doing that aspect of it so i'm you don't need to answer it right now but what i want you to do is to kind of understand those aspects of it so that when we hire these new people that they're just not going to be sitting there and going like hey i thought you're doing it you thought so i'm sure you thought it through that but the reason that i'm bringing it up is i also want our parents to be aware of it right parents need to be knowing okay well if i have this situation i'm going here or if they come to a faces now the faces is going yeah you know what it's it's kind

095of like saying no don't come to me go to the uh coordinator it's like i'll take it but the back end work with the faces coordinator get that done right so that we're not frustrating the parent who's coming to ask for information um i know on the on the positions we talked about the building technician and i i think you answered uh mr pierce's question we just said one for all three of the grant rights what are we envisioning them doing because i could just imagine if you're going to be coordinating billing information with the state or even with the county right one i doubt that is going to do the job and just based on experience with the county right so i want you to think about that in the future in terms of

096maybe incorporating more i mean obviously evaluating with the one but just make sure that we are looking at those positions uh social worker lead again i think you mentioned we're tapping the existing social workers right social work leads the ones that are sitting at the district office not the social workers sitting at the site at the site yeah social work leads that um are working directly so they're going to manage your world the reason that i say that is again i i want to make sure that they're the leads who are working at the site so i mean at the district office rather than the site because i i know that the social workers are already overburdened right so that's why i was looking at saying i thought when i looked at i thought we're

097getting three extra which is going to be great but now i'm understanding is that we're tapping into the leads that we have correct okay yes well we want to evalua i want to evaluate that too at a future meeting right um in terms of i think i talked about that the data tracking so um i think i want to dive into a little bit more but not not today because we don't have time so we'll talk a little bit more about that in terms of the five-star students uh what is it is it a scanning right yeah the family id each of the families members connected that student has a bar code it's called a family id that lives in the in aries that ties um the student or the family that shows up to

098that student when we when we send it to aries okay so i wanna i think i mentioned this at the last board meeting right evaluating the programs that we bring in on uh to our district and see what they're doing and how effective they are and this is a great tool if we are going to use it i want to incorporate that aspect of it in it too because i think it allows us to then figure out the best programs to bring on campus so that we're not just doing a program because we've been doing it you know having that program for 10 years on our district right we want to see what kind of outcomes that we're having with these programs so we can evaluate them and then need be you know take them

099out of the contract system and bring in new blood um i think we talked about the measures of success okay so the last one that i have is i i just read i'm sure um grant ready too is that there was an article which came out um because they were going for another extra funding from the state there was article which came out criticizing um what the you know uh community school models could do because i think the governor wanted more money and the state legislator just kind of punted it a little bit because of criticism that they were getting i think we've got a good model here and i know we've brought in some folks from the state to take a look at it i i think us being more vocal on how our

100system works because we have two success stories at anaheim and sycamore to be really more vocal about what we are doing and get the community more involved maybe take them through the like ms smith said bring us folk bring us and show what's happening so that we could really talk about the success story of the implementation process because i think we were getting a lot of state was getting a lot of criticism on implementation itself so that's it okay to make a comment uh grant when you said that you wanted all this input and you said you number 75 000. our goals are to get 75 of our all of our students our parents yeah yes and i just want to tell you when you said that i went numb because who filters all this

101information that you want people to give and i this came into my memory a community mother called me and told me that she spoke to two ladies i think she said they were at gilbert regarding the community schools and she said one woman was very rude to her and the second woman was professional and i'm looking at all the outlines of what people are their jobs are going to entail and i'm thinking mental health for these people i mean i just this whole thing just and look we're really this this team that we're putting together i mean we're all in on this as well we actually got another grant from the nea for next year so we have a we've negotiated with an mou with the district and have a full-time teacher pulled out to

102help support all of the teacher leads and the teachers that are going to work on this committee there's such a large group of people that are involved in this and supporting it we're going to be able to address those things and bring the community in and make this a really positive experience and program for the district i wish you well okay can i say something here because as a previous teacher i would hope and and as i i want to think more narrowly as an educator this whole program of community schools is supposed to help us get those students who we would lose one way or another because they are not being fed they're not coming to school well you know and they're they're you know calm and they're not at home studying so we're

103trying to solve help solve a lot of community problems so that our students will be successful isn't that what we want because if our measurements of success have to do with our kids are they coming to school now and is that because they needed food is it because they needed uh some help or or any to solve their anxiety because they're they're not getting enough food or or mom is overwhelmed or mom is sick or whatever and that they are coming to school and they are learning and they are getting their atg requirements and they are or they are in a cte pathway because they've gotten some help in other words i'm thinking not so much as a social worker you know solving all these problems but but as an educator who wants those kids

104to succeed now the other thing is if we're doing all this our teachers are going to have to be you know those who maybe see a child in the classroom in other words if they're if they're doing more of capturing kids hearts where we get to know these kids can tell this kid is not happy something's something's going on and then they maybe refer that child to the community school lead or whatever teacher lead and say you know talk to this kid and find out what's going on or whatever but it's going to have to be all teachers not just the teacher lead not just the coordinator that maybe you know thinks a little bit more about why is this kid not you know succeeding i'm thinking of it as an educator we want our

105kids to succeed and so we're trying to help by solving other problems in their home life or whatever so yes systemic approach i i listen to al and a lot of his questions have to do with social work in other words that whole you know social network but i'm thinking of the kid and that you know and that this is all for him that's what we're here for we're here to educate and we're trying to help you know solve the problems that are keeping that kid from learning and succeeding yes okay thank you okay all right um thank you to the entire team for being here and actually i want to give a special thank you to both the parents too i know uh both of you have been part of the program for since

106it was inception right the steering committee so thank you for your time and thank you to all of you i appreciate it behalf of the board i know we're going to have a great model for everybody to crow about so thank you thank you lorena all right so well i guess a study session comes to an end so we'll go ahead and start off with our public comments for closed session items is there anyone that wishes to address the board of trustees regarding closed session items since everybody laughed [Laughter] doesn't look like it that's right uh the board of trustees will now hold a closed session for to discuss items 5.1 through 5.8 on the agenda it is now uh 402 and we will adjourn to closed session thank you