7/2 Special Board Meeting (10:00AM Open Session)

001we want to um let the other board members enter so that they so we can let them know that before it actually happens yeah guys as the board members were entering just for our staff um i'll mention it in the in my talking piece but uh we can't use the chat box so don't don't use the chat box if you hear something great you want to say yeah that's right just don't use the chat box because it's been recorded all right thank you i believe mr o'neal i see mrs smith i see ann marie anna and mr jabbar okay so yeah i believe mr o'neal is the phone number um the person who joined by phone with the last two digits three three which veronica medina oh thank you not sure good morning everyone thank

002you john i didn't give anybody permission to take a break so i don't know [Laughter] where did brian go everybody good this morning all right carlos smiles [Laughter] i love it okay ann marie mr o'neill's in the house okay fantastic good morning everyone and welcome to our reconvening of our special board meeting on thursday july 2nd 2020 open session and will you uh please uh stand with me and join in the pledge of allegiance to our flag in honor of our military and first responders and all the folks who have out been out there on the front lines who work in our grocery stores who are emts all the folks that you know have to be out there and they're helping us every day in our everyday life during this uh covet crisis so please

003join with me i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all thank you for a moment of silence um just been a lot going on and you know i always look to the wonderful maya angelou for her poignant quotes to to guidance for guidance um she was rendered silence uh and in childhood and uh then became a nation's poet laureate so um there's always great in all of us and we we need to just look within um i'm always a believer of reflection uh and she says hate it has caused a lot of problems in the world but has not solved one yet and the other one that we're all familiar with i've

004learned that people will forget what you said people will forget what you did but people will never forget how you made them feel and if we could reflect on that for a moment thank you and now the clerk of the board of trustees will report on actions taken during closed session ms smith mrs smith your phone appears to be muted all right can you hear me yes we can hear you now i'm sorry you want me to repeat 4.1 yes please 4.1 no reportable action taken regarding negotiations 4.2 no reportable action taken thank you miss smith uh and now it's time for uh public comments carl do we have any public comments yes we do have public comment this morning okay and so i will uh present those to the board uh the first comment

005this morning comes from angela reid uh this is regarding uh math curriculum i am an auhsd 7th grade junior high math teacher and have taught emergent bilinguals students with disabilities as well as honors students i have seen success for such students with some of the carnegie lessons by using appropriate scaffolds and strategies such as three reads strategic grouping realia and other visual models and manipulatives it does take knowing my students and a fair amount of planning but there are also supports built into the curriculum such as videos and presentations for teachers i appreciate the talk the talk feature that inherently promotes mathematical discourse i do use carnegie lessons and other support lessons i deem appropriate to meet my students needs the next comment comes from james i'm sorry jeff watson mr watson yes i think

006there are a couple of folks who are trying to get into the uh meeting or getting kicked out uh maybe paulina you could take a look at one of them who just texted me was juan alvarez so if you could take a look at it and let me know i think he just joined but he might he's been getting kicked out i don't know if the system is having this mr jabbar this is not a publicly accessible link so members of the public are not uh permitted into the group chat it's viewable on youtube ah okay well maybe uh that is something that we gotta let them know then maybe that's why uh those folks are not getting in okay okay the second comment is from jeff watson also about carnegie learning mr watson states

007i am an auhsd junior high teacher that has been using the carnegie learning materials for the past two years i have found that these materials provide the opportunity for students to participate in many different types of activities that allow them to use many of the 21st century skills we want them to be using while learning the grade level math curriculum in addition the teacher implementation guide provides differentiation strategies for both struggling students and advanced students there are also ell tips provided in many of the lesson materials in the teacher implementation guide which i find useful when planning my lessons the third comment this morning is from elizabeth landis and dorothy atkinson whose state miss dorothy atkinson and mrs elizabeth landis are math inclusion teachers at orangeview junior high school and have experience teaching the carnegie

008math curriculum in various grade levels within the district during the 2019-2020 academic school year ms atkinson and mrs landis co-taught the 7th grade carnegie learning mathematics curriculum using the carnegie learning consumable textbooks and the mafia online platform the carnegie learning curriculum provides opportunities for all students to develop critical thinking skills through the implementation of the five c's the curriculum allows students to write communicate collaborate and understand the mathematical standards throughout the carnegie learning modules topics lessons and mathia online platform many students who are behind grade level including students who are english language learners and students with disabilities need support to access carnegie learning curriculum to ensure their academic success in our school district we have taught the carnegie learning curriculum by implementing our own strategies for comprehension and retention of key concepts and common core

009standards along with providing students with supplemental materials and activities as needed excuse me for a second needed to close my clear my throat we have also implemented learning structures and regular routines to enhance the impact of the carnegie learning structures and lessons for example throughout the carnegie learning textbooks we highlight and use the provided graphic organizers discuss and model key vocabulary utilize the hands-on activities and foster collaboration and understanding of lesson objectives through the carnegie learning talk to text activities in each topic additionally mafia the online platform provides supplementary support for students mathia is a tool that when strategically and when used strategically and appropriately can provide an individual online learning experience that allows students to practice the state adopted mathematical standards at their own pace which aligns to the textbook curriculum matthew builds foundational

010skills through the practice and exploration of key concepts through multiple representations word problems and grade level calculation problems mathia has built-in accommodations for students such as text-to-speech and a calculator which provide an additional representation of the curriculum students who need differentiated instruction to access the general education curriculum need instruction and practice in mathematical reasoning problem solving and grade level calculation with intentional lesson planning the carnegie learning textbooks in conjunction with the mafia platform can successfully support students learning and is accessible to all students including students who are english language learners and students with disabilities our next comment comes from james graham also speaking on math curriculum i would like to thank the school board for their discussion about continuation of carnegie learning and how the program affects the students in the auhcsd i would like

011to shed some light regarding the adoption of the carnegie learning curriculum under the junior highlands the curriculum before carnegie learning was the irvine math project the math teachers in the district cut their teeth on the common core teaching teaching with this curriculum from 2013 to 2018. this was a challenging time because the method of teaching was about a 180 degree switch from what people may call traditional teaching at the end of the irvine math project period teachers were well versed in switching instruction from direct instruction to cooperative learning hands-on interesting activities and the early implementation of the five c's students discovered mathematical concepts through experience and making connections in the 2017-2018 school year the original plan was to have three to four schools pilot the carnegie learning curriculum eventually the group of pilot schools swelled

012to seven junior high schools in 2018 2019 it was determined that all schools would pilot the program during that two-year period there were roughly 24 department chair meetings not one of them had a period of time where teachers could discuss pros and cons successes or challenges or the overall thoughts of the program and its implementation in the not too distant past the auhsd had switched curriculum in the areas of social science and science the process to adopt in those departments couldn't have been more different rank and file teachers through their department chairs or representatives had input in the new materials many meetings were held where open dialogue ruled the day i am hoping that the district can adopt a protocol where all disciplines can proceed in a similar manner the teachers at the sites know

013their students by name and need and must be given a seat at the table in such important events as the education of the community's children thank you for your consideration the next comment comes from juan gabriel alvarez also about math curriculum i would like to start by thanking our trustees for taking into consideration the comments emails and phone calls from math teachers regarding the math curriculum over the past two weeks today i would like to address item 8.3 on the agenda concerning the purchasing of carnegie learning textbooks and mafia i urge you to vote no on purchasing these materials for three more years as they are not a good fit for many of our students specifically our most marginalized groups like our emergent bilinguals and those with special needs i would suggest that you consider

014voting for one year of carnegie learning or even consider having teachers use the uci materials as we move forward with any decision it would be best practice to implement a protocol for a more inclusive math curriculum adoption process in the future today you will get a report from cabinet and the math curriculum specialist most likely assuring you that there were adequate steps in place to make their recommendation to you that fact the fact is that they consulted limited resources and limited stakeholders and disregarded the opinions of teachers on the ground that are providing instruction addition to problems in the classroom the carnegie learning materials create a problem of access at home the consumable workbook does not clearly articulate to parents concepts that students are working on does not outline concise examples to follow and relies

015on the construction of knowledge within the classroom setting that parents do not have access to all of these facts make it impossible for parents to provide support at home even our parents that are the most proficient in math have trouble deciphering the text and the intended outcomes in recent years auhsb math teachers have been working hard to figure out how to scaffold and adjust to the gaps presented by the uci and carnegie curriculums we have done so to provide students with the best educational outcomes possible it has been disheartening though to see the negative perceptions about the math teachers that some of our leaders hold in many cases over the past few years when teachers have tried to infuse supplemental materials or lessons not found in the prescribed curriculum they've been made to feel like

016they are not being team players and inika adequate as professionals as with anything that is troublesome in our lives the first step towards improvement and healing is to admit that there is a problem as a district we have to be honest enough to think critically about all of our curricular gaps and work together to adjust lessons to maximize student achievement one size does not fit all additionally as we implement the five c's and teach our students how to incorporate them it behooves aohsd leaders to be models of the five c's over the years by being kept out of the decision-making process and disregarded math teachers have been denied the opportunity to be creative collaborative and worst of all they have been shown that being critical thinkers is unacceptable and can be reprimanded i hope the

017discussions that have stemmed from the item at hand will shine the light on the work that we all have done to do we have to do as an aohsd community auhsd must diligently include all stakeholders in the decisions that affect the lives of all our students please make sure that teachers parents and community members are involved in future math adoptions your consideration on this effort is appreciated our next comment comes from jessica who is a district resident i ask that you consider not purchasing more carnegie textbooks the carnegie books aren't used enough to justify their cost and so much money is wasted by the district due to lost books the most effective teachers do not use the carnegie books they prepare their own materials for students that are more user-friendly and accessible than the carnegie

018books please consider other curriculum options for math and i'm just going to double check our final public comment this morning comes from again mr goran this time about the opening of schools good morning board members superintendent matsuda and district cabinet members on behalf of asta i would like to update you on some of the many ways our members are working this summer to prepare for the reopening of schools in august it may be their summer break but the teacher's work is never done first of all i'd like to thank the superintendent and cabinet members for committing to bi-monthly meetings with the asset executive board these meetings are an essential part of maintaining open communications engaging in joint problem-solving and further improving our working relationship one recent example of these collaborative efforts was a commitment from

019the superintendent to survey employees on their concerns and preferences regarding the reopening of schools including technology equipment needs for virtual distance learning the association looks forward to reviewing and analyzing the results of both the staff and parent surveys with the cabinet members to develop plans that will create a safe and smooth start to the upcoming school year rank and file asta members are also participating in meaningful dialogue with the district as part of the opening of schools task force today you will be hearing about some of the draft plans and recommendations that have come out of this committee still others are volunteering their time and talents as part of a site risk assessment team these teams will be evaluating our school's capacity to meet the safe reopening guidelines from county state and federal agencies teachers

020are honing their online instructional skills during training sessions developed to support their assignment to the cambridge virtual academy almost half of our astra members have volunteered to improve their online pedagogy by signing up for summer workshops teachers are committed to create a meaningful program for our students that focuses on the cstps the five c's and common core standards even if it must be delivered through an all-virtual or hybrid model safety is on the mind of most teachers and most employees for that matter they are worried about their health their family's health and the health of our students and their families as the number of coveted 19 cases hospitalizations and deaths spike throughout orange county and even more so in the anaheim area the district has shown time and time again that the auhsd is a

021leader in curriculum civic engagement college and career readiness and e-learning along with many other programs at this critical time asta challenges the board to add to this list of accomplishments by leading the way as a lighthouse district in the area of employee and student safety both teachers before teachers can teach and students can learn they must both feel safe enough to return to school that concludes from public comment this morning thank you mr dale carl i appreciate those comments uh from the public from our staff um they're very important to us and we always want to hear from you before we begin our first presentation i would like our board of trustees to please uh introduce themselves and then followed by a cabinet including carl and john and our executive assistants please go ahead mr

022o'neal brian o'neill trustee algebra and piercy good morning everyone good morning catherine smith go ahead uh michael good morning uh superintendent uh michael matsuda good morning jared fried assistant superintendent educational services good morning jennifer root assistant superintendent business and arnold waddell district council good morning manuel colon chief academic officer good morning connie kobien senior executive assistant to superintendent michael mitzvia good morning paulina morales executive assistant to the board and i think uh carl might have stepped off but thank you everybody just wanted everybody to uh to know who who was on this call uh we're gonna have our presentations for reopening of schools and i'm deferring this to dr jaron freed thank you board president randall trejo and good morning again to our other board members and to our community watching this morning i'm hoping

023everyone is happy healthy and safe on this beautiful thursday morning as you know our team has been working incredibly hard um led by mr manuel colon and this is diana guetta who will share a lengthy presentation this morning in-depth presentation with our plans to safely reopen our schools um before i turn it over to mr colon and our team i do want to remind our board uh that this presentation is being recorded within the summer for many of our staff and a workday for many of our stakeholders and our parents we will be using this recording of the presentation to share with our stakeholders who are unable to attend or view today's meeting having said that i would like to request with all due respect that you hold your questions until the very end of

024the presentation our team will absolutely take the time to answer all of your questions at the end and can revisit any of the topics presented this morning also for the board and our staff in this google meet just a friendly reminder not to use the comment bar now i will proudly turn it over to mr cologne who will lead us in our presentation great thank you dr fred appreciate the introduction good morning board president and uh board of trustees as well as our cabinet uh thank you for this opportunity to share the great work that our team has been doing to prepare for the reopening of schools i'm going to go ahead and share my screen so you can see the presentation and as that's coming up i want to thank our team who is

025going to be co-presenting with with me uh first of all our chief technology officer eric greenwood uh matt thomas our director of transportation orlando grego director of food services diana guyeta director of risk management zora cronin our director of maintenance and operations and we also have veronica medina our nurse practitioner who will be on the call for the question part in case you have any questions for her so again a great team here to be able to present the work that we've done up to this point um i want to start though with um you know some challenging data that many of you have already seen uh in the news kova 19 is a global pandemic that impacts everyone as you know even though cases are going down in other parts of the world u.s

026cases continue to increase in fact just yesterday uh we had the highest single day of new covet 19 cases in the u.s which was over 50 000. in california we also are seeing the cases increase as we are at in many other states across the country recently the governor also announced that we may have or will have more restrictions to slow down the spread in orange county um is also seeing an increase in cobit 19 cases local officials are meeting regularly to better address the increase of cases school districts such as the anaheim union high school district is participating in meetings with local health officials community-based organizations and city officials to create a plan for addressing this crisis and doing our part as you may imagine anaheim is one of the cities that has seen

027a constant increase in covert 19 cases this chart shows santa ana and anaheim as outliers in the county two of the four zip codes with the highest number of cases are in our district i wanted to start with this data to really illustrate the urgency that we must follow local state and federal guidelines to not only contain the spread of covet 19 but to better prepare for the reopening of our schools with that in mind the center for deceased control the california department of public health and the california department of education have all issued guidelines for reopening of schools even though we have we have we know that this information is fluid and changes constantly the guidance is clear on what we need to do to prevent the spread of covet 19. hand washing regularly

028or use hand sanitizer maintain social distance of six feet using face constant cleaning and disinfecting of high use areas and health monitoring and screening through temperature checks is constant is constant amongst all local state and federal guidelines it is also important to share that the california department of public health has the most rigorous guidance which is the guidance that we are following as we move forward with the reopening of our schools in the anaheim union high school district two recent studies uh from cambridge university and researchers from universities in texas and california have stated that the importance of have stated the importance of using face coverings as you can see from these quotes in addition to the guidance from the california department of public health this research validates our recommendation to make face coverings required

029for staff and students when we wrote when we reopen schools on august the 12th i want to thank uh and mr gordon referred to our task force so thank you for being part of that i want to thank the 54 members of the opening of schools task force who have been meeting since april the 23rd and will continue to meet until the the start of school including in this representative group of stakeholders are the presidents of asta csea and afscme this is a volunteer group with a with a high interest in ensuring the health and safety of our students and our staff i wanted to share the timeline for the opening of reopening of schools we started with establishing our opening of school task force fairly quickly after the closure of schools in california on

030march the 16th at that point we believed that regardless of the current guidance we needed to prepare for an uncertain return to school we constantly followed local state federal and international reports to better understand the pandemic we quickly became students of the pandemic news reports kept us up to date yet information was mixed and official guidance was slow to be released in early june we received federal and state guidance that aligned to the planning that we were currently undertaking as part of our reopening of schools we also began to complete risk assessments which we will hear which you will hear about in the presentation given by diana guyeta these risk assessments were the beginning of the preparation for reopening our schools we will now be developing district and school level protocols to ensure a safe

031reopening of schools the protocols include awareness and training of all of our stakeholders we will continue to work closely with local health officials until the reopening of schools on august the 12th it is important to note that even though we have a plan we may need to pivot based on what may be the current reality at the time because of our planning and the work of the task force we will be ready to move in the most appropriate direction our guiding principles include the following federal and state and county health guidelines as i've mentioned maintain an inclusive caring and supporting school culture establishing systems and protocols and timely communication and transparency we also have appreciated the relationship we have with the orange county department of education and the orange county health care agency which we

032meet with regularly to illustrate this illustration also demonstrates the path to reopening of schools this summer we will prepare our facilities train our staff and plan the onboarding of the stakeholders we will ensure our schedules and protocols are ready to be implemented our teachers and administrators in particular will receive additional training on online instruction and trauma-informed practices upon returning to school our stakeholders will be trained on our safety protocols and instructional model in addition each student and staff member will receive a planner with information on the guidance and schedules this planner will serve as a reference point and awareness for maintaining safe and orderly environment the opening of schools task force focused on the following areas instruction facilities and operations systems and structures health and safety and mental health during each meeting we divided into

033groups based on these areas of focus this allowed us to be in smaller group discussions as well as focus on intent focus more intentionally on each of these areas after much deliberation and conversation we would like to recommend the following options for reopening of schools uh first full in-person instruction or a full in-person instructional model in this model anaheim union high school district schools will resume traditional in-person classes with flexibility to quickly pivot to distance learning in the event of a reassurance of profit 19. auhsd will work closely with the local state and federal health officials guidance for reopening of schools that is option one option two is full distance learning uh full distance learning instructional model and this model anahan high school district would maintain all learning experiences and services online working with local

034state and federal health officials guidelines auhsd will be prepared to transition to the blended hybrid or to a full in-person instruction depending on that guidance and option three is the blended hybrid instructional model in this model anaheim high school district classes would be both in person and online allowing for social distancing and following local state and federal health officials guidelines a blended hybrid instructional model will allow anaheim high school district schools to smoothly transition to a full in-person or full distance learning model depending on local state and federal health officials guidelines keep in mind that if a family chooses to keep their student completely on a viral schedule regardless of any of these options our new cambridge virtual academy is now available for any family we have hired excellent teachers from within our schools to

035teach at the cambridge virtual academy our option for a blended model instructional model will give us the best opportunity to keep our students and staff safe based on the current guidance it will allow for each school to be divided by one-third each day for in-person instruction this number of students is ideal for keeping social distance in and out of classroom all students will be required to attend a synchronous day of instruction on monday an in-person day either tuesday for students with lasting a through g wednesday for students h through o and thursday for students p to z friday will be an asynchronous day of instruction allowing for staff professional development teachers to hold office hours and students to meet in clubs it will also allow for additional enrichment or remediation activities for students teachers will

036provide five days of instruction either virtually or in person in this model in the event that we have to be in full distance learning and again this would be a state requirement we will have synchronous days on monday wednesday and friday and asynchronous days on tuesday and thursday 30s will be used for professional development club meetings and office hours this option will also be implemented if we need to close a school or a district or the entire district because of a suspect it's a suspected exposure hope will be completely for hope school hope will be completely virtuous will be in a virtual schedule current state guidance allows medically fragile students to continue with virtual instruction we are proud of the work that hope staff has done in planning for the reopening of school they started

037by identifying the essential areas that were most relevant to hope school the staff looked at the pros and the cons to all options they also considered the health and safety of the staff and the students representatives of the staff met with key district level staff including our district nurse veronica medina to share their findings and discuss possible options the joint team looked at what protocols would need to be in place for each option the joint team also looked at the implications and impact to students and staff after multiple meetings the joint team is recommending the distance learning instructional model for hope school as you can see from the schedule the students would have instruction monday tuesday wednesday thursday and friday in the morning they would also have adapted pe and other activities they would also

038have small group and individual iep goes to meet individual ep goals and objectives they will also be provided any services on campus as needed and they will continue with virtual school activities that they have in the current system that we've been doing in the spring but again i want to congratulate the work that hope school has done in preparing and recommending this this option this would also ensure iep expose would be met in accordance with every student's iep as well as any special services provided to students as needed distance learning is not a new instructional model but it is new for many of our teachers it is not necessarily a new lesson plan but a new delivery of the lesson our teachers have been making the instructional shift since school closure on march the 16th

039we are proud of our teachers who demonstrated courage innovation and willingness to collaborate as we were all trying to figure out it together you may have had an opportunity to see the work of the coving 19 capstone project the projects were engaging relevant and rigorous we all were inspired by what the students accomplished with the support of their teachers these principles speak to what we will be expecting in terms of instruction we are fortunate to have amazing professional development planned for our teachers and administrators which will take place in july the focus of the training will be on monitoring student learning and adjusting instruction while teaching promoting social development and responsibility within a caring community where students where each student is treated fairly and respectfully and creating a rigorous learning environment with high expectations and

040appropriate support for all students it is important that our teachers create a course routine and predictability students should know what to expect from week to week including posting schedules and timelines the overall goal is to cultivate community and connect with students parents will also receive professional development our family and community specialists our or faces are creating a virtual parent leadership academy that helps parents understand the online standards and what to expect in addition we will continue to focus our focus on our students with disability and english learners as you know we have made great progress with both student groups by creating district and site level task forces our teachers will receive professional development on best practices for supporting our students with disability and our english learners we will continue to monitor their progress and ensure

041enrich uh ensure enrichment activities and services are provided instructional assistants are all also play an important role in supporting both students or student groups in terms of safety classroom routines will be implemented to ensure social distancing is happening in the classroom and all health guidance is being followed staff and students will be onboarded upon return to school we will create training videos to help with this training we are happy to announce extracurricular activities will be permitted with strict guidance guidelines to ensure the health and safety of our students and our staff we are following the guidance of the california department of public health i want to thank coach mitch olsen our district athletic director for his leadership and we have began to uh we have began a modified practice that we started on june the

04229th all coaches and administrators um were trained on protocols on practicing in addition we are using the national federation of high school athletics as a as a model for rolling it out we are currently in phase one of the process this will allow for practices of no more than ten students with each coach they have to maintain social distancing and wear face coverings all staff and students are temperature and health checked uh before practicing also at this time there is no plan for competitions i want to make that clear we will proceed using the strictest guidance to ensure the health and safety of our students and our staff as you know anaheim high school district has award-winning visual performing arts programs our marching bands are the best in the region i think we all would

043agree i want to thank brian bowsky our district vapor coordinator for his leadership we have planned professional development for evapo teachers to ensure our amazing programs continue to flourish our teachers have provided input on resources they will need as well as shared best practices uh for instructional in a for instruction in a blended environment in terms of marching band we will have a modified marching band program i'm sure many of you are excited uh we have been notified that the competitions including the championships have been cancelled though mr belski will be working with our marching band directors to determine the options for performing in accordance with health guidance in addition we will begin visual and performing arts summer practices in a similar way that we did athletics all vapa staff will be trained on protocols

044prior to beginning any rehearsal another key element for the reopening of schools is social emotional we are fortunate to have the expertise of dr adella cruz our district mental health coordinator as you know she is a leader in the county and i would probably say the state um we have we also have a great team of social workers school counselors and school psychologists that are constantly collaborating on providing the best social emotional support for our students dr crews and her team will be training our teachers support staff and administrators on trauma informed and responsive leadership trauma informed and responsive practitioner and trauma-informed and responsive educator embedded in the training are evidence-based practices and interventions as well as prep as well as classroom strategies and social emotional learning as you can see our our staff is

045receiving extensive professional development in preparation for the reopening of schools we are also preparing for the implementation of procedures and protocols in accordance with local state and federal guidance our schools will begin to create procedures for entering and exiting school as well as passing period and lunch supervision we will provide the necessary training and determine the staff that will be needed to ensure students are social distancing proper labeling on floors will help staff monitor social distancing throughout all campuses we met with our principals just yesterday to begin the process for developing each school's logistical plans at this time i would like to turn it over to eric greenwood our chief technology officer to share our plan for technology eric thank you mr colon good morning uh board of trustees and cabinet i have four areas

046i quickly want to share with you um when uh we uh closed schools in mid-march um we uh started uh getting technology ready and i know we shared at a previous board meeting that uh we had more than 50 opportunities where we got uh 7 000 chromebooks and 2000 hot spots um since then um the majority of those devices have stayed with students we only collected from seniors about 337 chromebooks and about 87 hot spots we have had an open policy in terms of if a student needs a device replaced we have done that and we would coordinate uh um with a diana guyeta to uh to set up a time where we can safely have the device returned and safely provide a a device back to the student um we've done that about a

047hundred times since uh um since the beginning of a device distribution um over the summer we've distributed about an additional 40 devices uh as recent as we're doing 10 today for gear up we received an additional 700 hotspots at no cost thanks to the 1 million project which uh the board approved um i believe in june the updates where junior high students are able to uh participate in the program so we are getting those devices ready and getting messaging ready to go out to parents of incoming 7th graders to distribute the week of july 20th last last year 7th graders we had about 1500 chromebooks and about 425 hot spots so the 700 we should be pretty well positioned between the 700 hot spots and the 87 that were returned by the seniors to be

048able to meet the needs of our incoming seventh graders we have plenty of chromebooks to be able to meet the meet the needs and will continue for all students if they have a need for technology for them to reach out to us we are we have orders in place with with our technology refresh from last year and this year to replace about 7000 chromebooks over 700 laptops and so as we receive those we will get those ready and update carts in classrooms get devices out to students as needed and the next area i'd quickly like to share with you is our infrastructure so in february you all approved our e-rate um funding we were funded for category one which is services we've been working with spectrum since uh april to upgrade our internet and data

049backbone at the school district so we're doubling internet capacity at the school at the uh at the internet level and uh we are upgrading schools to be able to have up to 10 gigabytes of data capacity so um presently uh we're at one gigabyte so we would have the potential of having a tenfold uh increase in capacity of the schools we'll differentiate that based on need um as there's a there's cost differences at the different levels at the application level we've made many changes to schoology to better serve our our our teachers and staff and students we've created analytics reports that are delivered to principals on a weekly basis during the school year for engagement and we've also created courses for case carriers so they could have their their caseload as a distinct group within

050within schoology so they can communicate and provide information we've also done that for counselors with their with their caseload and finally on supports there's a handful of things we've done with supports we've created a student credential report where teachers have access to help teachers or i'm sorry help students if they have password issues we've implemented assistant tools so we're able to help our our colleagues if uh if if they have issues we're able to take over their uh their computer and help troubleshoot them side by side virtually and we've also updated our work order system to be able to better support schoology and also better support our students so we have a google form for each of those instances that can be filled out and that will automatically convert to a work order so we

051can assist our students and assist our colleagues and that's my report for technology great thank you mr greenwood i would like to now to invite uh matt thomas our director of transportation to talk about our uh plan for transportation matt thank you mr colon good morning president randall trejo board of trustees mr matsuda and cabinet i first of all have the pleasure to be a part of the transportation task force committee um it was led by david rivera from orange unified who's the assistant superintendent of business and we compiled statistics and recommendations which were put into a report submitted to the orange county department of education the cdc's recommendation is to reduce capacity on school buses so what we're planning is for social distancing all districts have pretty much uh compiled the information and we're

052all planning 13 to 14 students per bus for general education for special needs transportation it drops down to six to eight students for our size buses for special ed we are fortunate we have larger buses for special ed than most districts um orange unified has smaller buses that they're only going to be able allowed to have four students per bus so we're in a little bit better position temperatures are going to be taken at the bus stops prior to boarding we will be training the bus drivers at our welcome back we're going to we're going to divide them into four groups so we have social distancing for our training for the bus drivers boarding procedures are going to be loading students from the rear of the bus working towards the front so no students are

053passing by each other and completely reverse for unloading at the schools or sites the unloading will go from the front to the rear disinfecting is going to take place after each bus route we've ordered um 25 disinfecting units through purchasing department brad minami actually helped me with that order so they should be here this month i was in working with actually pam mcdonald over at orange unified and hers just came in we ordered them pretty much the same time so i'm hoping they're in soon we're going to implement the training uh i touched on that just a minute ago for social distancing health checks temperature taking boarding and unloading procedures as well as disinfecting prior to school startup and i also have said we're going to do we're going to break our bus driver our

054large bus driver groups into um four groups so we're going to do that where a fourth of the bus drivers will be washing and preparing the buses and disinfecting and the while the other fourth are learning um and training so we're gonna we're gonna and then we're just gonna switch and do that over those first two days and that's pretty much all i have thank you very much great thank you so much matt and at this time i'd like to invite orlando grego our director of food services to share our plan for food services orlando uh good morning board president randall trejo board of trustees superintendent matsuda cabinet staff and community um as you can imagine because of the cobit 19 crisis and since march 16th and our summer months it has been a great

055test run for grab-and-go meals as well as our ability to think and adapt quickly and has prepared us for the opening of schools parents should rest assured that food services will be providing breakfast and lunch for all students including our distance learners my team is in the process of completing risk assessments of all serving areas and kitchens uh they're out in the field as right now as a matter of fact and our assistant director tiffany boss is developing menus that will satisfy our students while ensuring we can max maximize social distancing and minimize contact we just recently received word from the usda that a number of waivers for the new school year have been released and we're currently reviewing those waivers to determine how they're going to impact services for our students and lastly i

056just want to thank my incredible team both in the office and our sites for bringing so many ideas and solutions to the table and making sure that we're prepared for the start of the new school year great thank you orlando thank you for for your report um at this time i'd like to um ask uh actually as you can imagine and i think it was already mentioned uh diana guy at the risk manager has been amazing and tremendous in getting not only on staying up to date with all the guidance but also being able to prepare all of the training etc that is required to ensure the health and safety of our students and as you know the health and safety of our students and staff is our number one priority and so with that

057i'm going to go ahead and turn it over to diana gaeta our director of risk management to share the plan good morning um thank you so much for your time i'd like to begin just by reiterating that all of the health and safety measures outlined here for our district are based on the guidance provided by the orange county healthcare agency the california department of health california occupational safe and healthy and health administration federal osha and the center for disease control we know that the guidance is interim and that it's based on what is currently known about the transmission and severity of coronavirus we know that it will continue to evolve and we'll continue to monitor and review new information as it's released to this end the following is a high-level overview of the processes both

058established and in progress intended to maintain the health and safety of our students our staff and our community our first item is risk assessments a risk assessment is a tool that organizations can use to identify measures that can be taken to reduce a hazard in the workplace in our current situation the hazard is cobit 19. to address the requirement to conduct a risk assessment for all work areas the district provided training to each department lead and site administrator on how to effectively conduct a risk assessment for their site through the risk assessment process administrators implemented a series of controls to mitigate the hazard or spread of coronavirus for example administrators implemented engineering controls such as moving staff to create physical distancing administrative controls such as procedures to minimize contact reduce unnecessary foot traffic and sanitize

059high-touch areas and finally where appropriate apply personal protective equipment such as sneeze guards and access to gloves for public facing employees as the director of risk management i approved all risk assessments to ensure the appropriate application of the hierarchy of controls used for safety in the workplace as identified by the national institute of occupational health and safety was utilized the risk assessments will be incorporated into the required written site specific protection plan along with the other required provisions most of which we'll outline here our second item is physical distancing key prevention identifies physical distancing to the maximum extent possible by at least six feet in order to reduce the spread of coronavirus to address physical distancing for our district all sites have implemented measures to promote physical distancing including but not limited to frequent signage

060throughout all sites clearly mark decals both indoors and outdoors to identify social distancing parameters and every classroom will be modified to maximize the spacing between students and staff seating to at least six feet social distancing is is extremely vital to the reduction of the spread and that through social distancing in the classroom outside of the classroom uh on our buses we essentially place our staff and students outside of what's considered close contact is defined as being within the space of an infected person less than six feet for a period of 15 minutes at a time close contact is a measure that's used when considering if an exposure has occurred so to this end based on our one-third hybrid model our district is in a position to surgically isolate a student or a very small circle

061of students rather than needing to isolate a classroom or much less an entire school that's really critical to note now as we return all staff and students to schools sites will continue to actively and regularly communicate the importance of physical distancing through morning announcements as well as impersonal reminder in-person reminders throughout the day our third item is face coverings guidance identifies the people who are infected but asymptomatic or pre-symptomatic play an important part in community spread the use of face coverings limits the release of infected droplets when talking coughing and or sneezing for the guidance the district will continue to require the use of face coverings for all students staff and essential visitors when interacting in person with others when working in any space where food is prepared walking in common areas and any rooms

062where social distancing is not possible which should be very limited accommodations in the form of an alternative face covering will be provided for all individuals with a medical condition who are hearing impaired or staff students who are providing or receiving services or instructions that require the lips to be seen as well as any other individuals who require an exemption as identified by the health experts health screenings as of mid-may the district has conducted health screenings of all staff authorized to report to sites including the district office to address the requirement of a health screening process the district developed a health screening training program and has provided this training to over 200 staff members now on how to conduct a health screening which includes symptom screening as well as temperature checks the training includes a review

063of the symptoms handout which outlines what symptoms should be reported completion of a screening log education on the confidentiality that is needed to be taken place and a review of the document that is to be provided in the event someone is returned home as we return to school the district will train the necessary staff to conduct health screenings of every staff student and essential visitor on a daily basis training for staff and students as required by the guidance the district developed a training module for staff that addresses all of the required components to educate every staff member in the enhance in the areas of enhanced sanitation practices the importance of physical distancing the proper use removal and washing of a cloth base covering self screening practices information related to cobin 19 vulnerable populations and information

064related to the expanded staff leaves now available under the family's first coronavirus response act in addition the district is currently working on a similar training that will be provided to all students at the start of the school year again sites will continue to actively and regularly communicate the components included in both the staff and the student trainings and finally and almost most importantly protocols for suspected coveted exposures so in an effort to be proactive in the identification of positive cases the district created a procedure to report all possible exposures to the risk management office during school dismissals reports of staff who are returned home via the health screening process or staff members who call in sick because they've been in close contact with someone who has tested positive with covid19 are expeditiously contacted and asked

065a series of questions to identify the necessary information in order to impart recommended next state steps and to isolate any other exposures within the district in conjunction with the orange county health care agency and in most cases a personal physician staff makes the necessary communication to any affected auhsd staff member the contact process includes continued monitoring of the individual for follow-up with their physician testing referrals testing locations symptoms of any test results approvals to return to work and in coordination with hr for appropriate leaves of of application of leaves upon the return pursuant to the cbc generally speaking symptom-based uh or diagnosed individuals may end isolation after three days without the use of fever-reducing medication and when respiratory symptoms have improved such as cough or shortness of breath and after 10 days since the symptoms

066first appeared individuals who have been in close contact with someone diagnosed with coven 19 and who feel healthy and who are not tested shall remain home for 14 days after the last exposure now as we prepare for the return of staff and students the district will expand this contact tracing process to the classified human resources department for extended support and in addition to support our community further the district has partnered with latino health access and its promoters for community education and support so based on the fact that the anaheim union high school district is placing the health and safety of its staff and students and community as a top priority we will be successful in reducing the spread of coronavirus and effective in minimizing the disruption of instruction the one-third hybrid model allows the district

067to effectively implement all of the protective measures outlined here and most importantly social distancing which will drastically reduce the close contact factor this places our staff and students in a highly protected school setting which should not be possible in any other model that returns more than a third of our student population thank you so much for your continued effort that ends my presentation thank you diana i appreciate it um you may also have many questions about facilities and operations and at this time i would like to invite sora cronin director of maintenance and operations to share our plan for cleaning and sanitizing thank you manuel um good morning board of trustees superintendent matsuda and cabinet members um i am actually happy to uh um share with you that uh with the collaboration of our um

068uh purchasing director brad monami and i we have looked at several uh plans and several equipments so in this slide i'm gonna share with you the uh protocol that we are putting together to disinfect in our sites and then in the next slide um i'm going to share with you the equipment and products that we will be utilizing so uh to successfully disinfect our sites we're going to be performing this tax that is task based on two levels the first level would be done uh during the day which uh will miss the day the disinfecting of the common areas and the high-touch areas throughout the clock this need of the around-the-clock disinfectant is because the disinfecting products have what we call the dwell time which is the the shortest is two minutes uh it skills

069what's already has been contaminated but it doesn't provide future uh protection so uh unlike let's say for instance we have some of the sprays for mosquitoes which can actually last for a week or two the disinfectant for the virus it only kills what's already in there but it doesn't protect from disinfecting the areas in in the next minute or two um so the daily disinfecting uh protocol will be done around the clock it will be done into the common areas and the high touch areas by uh maintenance staff uh which would include door knobs handrails quad areas um let's see if there are walls i would know um that may be touched we would also include those um and also would include uh restrooms uh as well on a regular basis so um this is

070disinfecting but there's also another layer to uh us the disinfectant today and that is cleaning and disinfecting the restrooms uh the restroom would be restrooms would be cleaned before the lunch area and after and also disinfected um so that's the uh during the day level but then we also are going to have another uh plan which is that will be adding the disinfectant to all bathrooms and um my thoughts would be um to all the classrooms and and the common areas the bathrooms and basically the entire site to add to the uh routine uh cleaning for the night custodians so the united students would do their routine cleaning for classrooms and you know dusting taking the trash out but we also would have a machine that they will be using so whenever they're done cleaning

071this uh the area they would disinfect and close the door let's say the classroom and then disinfect the doorknob so that way it is ready in the morning it is disinfected then ready so um these are the uh two uh levels of this infection they around the clock is infecting today and then adding the disinfectant level at the end of uh with part of the nightly custodial routine uh but in addition uh the maintenance department has been uh uh installing uh water uh a bottle filling station so we want to ensure that every site has at least two uh so that way our students can or staff members can safely fill their bottle stations without the need of using the traditional uh fountain um to successfully perform these tasks uh brad manami and i kind

072of cr we created a group uh that uh helped demonstrate the equipment so in the next slide i'd like to share with you the equipment that we thought uh so far is the best in the market and like to know uh these equipment and products are still um in demand so they're frying off the shelves uh so i'd like to thank brad manami for actually securing quantities of these that we need the first machine is the red one um it is a misting machine and there's a difference between the spraying and the misting the mischief allows us to apply a thin application on surfaces without wetting them and that would allow the product to actually sit in and tell the if there's any virus uh this thread machine will be used by our nine custodians

073um it has about 10 gallon capacity for the mixing product um and it can spray all classrooms all surfaces all areas as they are done cleaning the areas they can disinfect the next product is what is the um a backpack uh uh misting machine so the backpack will be utilized by the day uh staff member who is going to be disinfecting the common areas around the clock we thought having the red machine might be a bit cumbersome it might create cords where they can be stepping hazard for instance so with the backpack it'd be more efficient to um and the backpack has a gun and it has some a sprained misting gun and a battery so they can quickly and actively spray the common areas um and and do that around the clock again um

074and as i mentioned we will be also uh cleaning and disinfecting our bathrooms uh to perform so in a safe way we have uh what uh the picture in the bottom it shows a bathroom caddy or restroom caddy it eliminates the um tools let's say a mop or uh fiber cloth you know there's no cross contamination between one bathroom or another it's all done quickly by scrubbing the uh it's not going back to the normal soap and water to clean and is in fact seen away some would clean the bathrooms on a regular basis as well using the caddy which also has a wet vacuum so it would suck all the excess water so the bathrooms are quickly uh opened um and and also disinfectant so there's the cleaning and then the disinfectant will follow

075and then the bathrooms are open uh we looked also at disinfecting products these solutions that we can use um it's um it was uh a kind of challenge in finding a product that would have a dwell time less than 10 minutes uh so now we are finding more products that have a dwell time of two minutes and what it means to have a dwell time it's how long it takes when we apply that thin mist on a surface to actually kill if there's any contaminant like a virus uh a dwell time of the product that we found is two minutes and it can be one minute if we concentrated it which means that when our staff members spray the areas the common areas that within a minute or two they are ready you know they're

076they're available and now they're safely disinfected at that point um so these are um our kind of plans to disinfect and uh make sure that also our facilities and buildings are safe and that's all i have great thank you zara i really appreciate the report as you can see a lot of work has been done and we have more to do to prepare for the reopening of schools we have an amazing team and i'm confident we will be ready i would like to share some updates and next steps the orange county healthcare agency has released a school reopening checklist that has been uh that has has to be completed signed by the principal of the school and posted before any school can be open we are confident that we have all we have all we

077have and will uh meet all the requirements for each of our schools as listed on the checklist we will work with each principal to complete this task also the california department of education recently announced that all districts will need to complete a learning continuity and attendance plan we received a preview this week and will get a template on august the 1st we will be expected to submit this plan by september the 30th 2020. this plan will be in lieu of the lcap which many of you are very familiar with what this means is that we will need to create this plan with stakeholder input similar to our lcap stakeholder engagement process and consult with key groups such as our associations and our parent groups we are confident that we have all the components to successfully

078complete this plan and finally we have sent out surveys to our parents and will be sending out a survey to our staff to collect input on how they are feeling about returning to school we will provide a report to the board at the next board meeting again thank you for your time and we can now open it up for questions thank you so much uh manuel that was a very comprehensive and thank you to our directors we appreciate the tremendous work that you've all put into this um thank you to the task force um i think there's still one more meeting to complete manuel and their work they've been working so hard um it's been overwhelming but you guys have uh just completely shown that um when we work together and when we're thinking of

079our students and staff safety first that we can get through this so i'm so confident in all of you and so proud to be a trustee uh in this district i think that we have done a lot of work well and beyond ahead of the game so to speak i've been in touch with a lot of my colleagues across the county and there's they're still scrambling in a sense and um we are showing um the public we're showing that our families that that we have confidence in the work that we're doing and confidence in our employees uh input so uh thank you so much i really appreciate that so with that i'll open it up to uh questions uh mr o'neill okay our first question is how are we going to handle uh students that

080um are not going to come to school now you mentioned cva are there any other alternatives to cva yes so for any student who for whatever reason is not able to attend school on any particular day or time frame they will be provided both with the synchronous day and then they will be provided with the materials and curriculum that they need for uh for the remainder of the in-person days which they're not gonna attend and then the asynchronous day um so they will so manual i'm gonna i'm gonna stop you real quick to ask just for our parents and our public can you explain what synchronous and asynchronous mean so that way everybody is on the same page absolutely so synchronous means that the teacher is teaching live to the students in this case in

081a computer or through the computer as many of you experienced during the spring time and so synchronous is an actual instruction with the teacher asynchronous is the student is working on independent work it could be a a journal entry that the teacher has given part of a a part of a project based learning activity that the student is completing maybe doing some research maybe doing other activities or having a different kinds of interactive engagement online with other students as part of the the lesson so that is asynchronous but it's not directly engaging the teacher uh during eric's presentation he mentioned some numbers about the number of uh computers hot spots etc for both students and teachers when it comes to opening up the doors on august 12th we'll we have a hundred percent of our

082students covered and staff covered on both computers and connectivity that's uh that's what we're planning mr o'neill so uh from the student standpoint in looking at the number of us seventh grade quantities from last year that we served um we we have more than enough chrome so chromebooks or devices isn't going to be an issue um we're confident on the student side that we'll have enough hot spots and then we were able to meet the uh the needs of employees that uh that had a need for hot spots so we got 50 from orange county department of ed and we've had some of those returned and we'll uh we'll play the employee one by ear if we go over the 50 we were contracted with t-mobile and we also have hot spots with sprint so

083we would be able to we would be able to get devices i'm pretty confident in relatively short order if if that became an issue on the staff side can i ask something to um i in my community there was a question online uh you know a parent was not aware of you know when he was supposed to turn in his computer for his son and it was like it was almost like he wasn't aware that he was going to keep it because his son was a seventh grader so he would be moving on to the eighth grade have we sent out a notice to remind the parents they were to keep these uh technology devices so maybe we need to send another one out because some of them are not totally aware yeah we can

084do that okay because you know if maybe just a parent call or you know because unfortunately not all of them go on on facebook or the website to see that information so manuel can you talk a little bit about um the teacher uh training uh to be able to continue on with the distance learning and and also maintaining the distance learning in the classroom what what are we how are we handling it with the teachers yes absolutely and i know dr free can also chime in because both of us have been pretty involved in that process with our curriculum specialists so teachers will be going through um a 90-minute training two two different days that are is pretty extensive that oversees or or aligns both the um online standards with the uh california standards for

085the teaching profession uh they will be uh both trained in terms of how to develop uh the the units or the weekly assignments um ensuring that strategies are being implemented they will be they will model the the strategies embedded into the training uh they will also uh give ideas and and and have different breakouts to be able to have multiple conversations so teachers can go deeper with that idea or that strategy um the social emotional learning is embedded in there as well and so it's going to be pretty extensive um in addition to that training we are also going to do the same training with our and with our administrators during the leadership advance so they are aware of the training the teachers received uh also as i mentioned with uh dr crews she will

086be doing extensive training uh throughout july on the trauma-informed practices which also embeds the strategies how can we make sure that the students and the the staff also are are emotionally supported we hear about the the children our students that are at home and and they're they're sort of feel lost they're not maintaining a focus on the education that they that they should be receiving what are we doing to make sure that that they are that we are doing the best we can to bring them along properly you know mr o'neil that's an excellent question and that's actually a big part of the new guidance and legislation in terms of how are we going to engage our students and how are we going to ensure that they're not you know really falling through the cracks

087um i believe that in the spring we we did an excellent job of creating systems for our schools to where they needed to uh be accountable for for for ensuring that the students were were checking in and the staff was checking in with them and so they they created an accountability plan for any time a student didn't that did not check in uh teachers would notify administration who would then create a plan with either follow up with a staff member follow up with the counselor follow with a social worker to see why that student was not checking in so we will apply similar protocols when the year starts as i said before we have an amazing team of counselors and social workers who have a pretty good pulse of their kids and know uh you

088know who they need to reach reach out to quickly and who they will need to reach out consistently but also the protocols that will be in place will be to to ensure that students are engaging on a regular basis okay so if the student is determined to have covert or a teacher is determined to have um clovis how how do we handle the classroom or the classrooms that they have touched diana do you want to make do you want to comment so with regards to um the disinfecting protocols and then the isolation protocols the disinfecting protocols and and zoro please help me hear it and chime in the disinfecting protocol specifically state that we should um close the room for 24 hours and then come in and disinfect and based on the uh equipment that

089purchasing has been able to secure for us that sanitation and disinfecting process should be very quick um so that would look like we would be able to return students the third day what i can tell you is again based on our one-third hybrid model based on the fact that we're looking at having teachers disinfecting the desks but also implementing in their instruction a a reduction of touch areas right so what we would look at what what we have experienced is that we would have to notify that there's been an exposure in the classroom but we would also qualify it by saying that our students are socially distanced and that we do not create an environment where they are less than six feet for longer than 15 minutes we would recommend that they contact their personal

090physician in the event that there are underlying health conditions we're unaware of but parents would essentially make a decision whether they want to return their students i would be able to impart to them that there has not been a definition of close contact met in that classroom also outdoors also in our busing and also as we're temperature checking as students are arriving what happens outside of of the school grounds of course we're unable to control a student is in a class that has 15 other students in total and they have uh what six periods a day so on tuesday they come they come and they're ill so six times 15 that's 90 students they've just been in contact with within the a classroom floating around the the campus so we have to have now six

091classrooms cleaned and six classrooms somewhere the students have to go during the day to receive instruction but they can't go back to the prior classroom they can't go back there for um yes for for what would essentially be about two uh classroom days so obviously if it's a friday right we have our days where students are not um in session so we would be right back in session on tuesday if it's a uh tuesday situation um there are a lot of classroom there are a lot of spaces throughout the sites that based on the requirement to socially distance can no longer serve their intended purpose and therefore those would be the sites those would be the areas that we would look at as a temporary setting for those kids again very quickly being able to

092return them back to their regular classroom setting based on just a a standard disinfecting process that's already uh in place by the maintenance and operations department i just want to add that in addition to the disinfectant plan in the event if there's an exposure for a classroom and even though it is not required uh just to take every precaution we will be replacing the filters in the hvac system as well this is again not a requirement it is for us taking every precaution we will be replacing them for the classrooms the independent closure as i reflect back on on prior years first day first week of school you go into classroom a and you have students with no seats they're also they're standing around because they're overloaded over capacity so since we can only have

093i don't know 15 is a magic number i'm assuming that every classroom on every campus you know what the maximum load is for each of those rooms so you cannot assign any more students than what that class can physically hold based upon that that mathematical determination is that correct that's exactly correct what will happen is that as the classrooms are assessed for social distancing there will be a decal placed on the floor that identifies that this is where the chair shall be because it is six feet or more distance from the next chair so uh anywhere that there is no decal or in the event we have to move furniture or it gets moved we always know how that room has been uh outlined for physical distancing and immediately move those shares back they're also

094there to assist the teachers without having to apply many resources to know exactly where that seating needs to be in addition to that we will also have additional decals on in the classroom floor to ensure social distancing as they're walking in there are some teachers that um have already stated that they would like to see their staff their students in the classroom while they're wiping down the desks versus in the hallway and so where we are able to we will also um ensure that there are sufficient perimeter decals so that if a teacher chooses to do that they know exactly where that student can stand where they are socially distanced inside of the classroom okay first day of school and we have students show up that weren't registered now we have overflow situation where do

095all these oh and it happens every year we we all smile we know about so what is the plan for these overflow students that we're not anticipated where are they all going to go so we will be creating logistical pieces or logistical protocols for all of the schools and it's going to be based on a school-by-school basis as you know all of our schools are different they have different facilities different uh layouts on the campus um so all of them will have those contingency plans uh for those first days of school uh in in in addition to uh the classrooms okay now last question is um the word tracing has come up over time uh how do we plan on handling the tracing aspect when a student or a teacher or staff member turns up

096you know so we do have a pr uh we do have a procedure that's already been in place it's been in place the entire time that we have dismissed from school we know that as we uh reopen schools we will need to expand that to ensure there are sufficient uh contact tracers to not only follow through with employee dismissals or returns to home but also student exclusion policies as well so we are definitely working on creating a calculation on what is the appropriate number and then a contingency plan in the event we have to further expand that number but there is already a practice in place that's been uh in place since since actually before we even dismissed and it's only become further refined as the weeks go by thank you madam president thank you

097mr o'neal i'm mr jabbar oh thank you so um i have a few questions here thank you mr oliver for asking some of the questions that i was had in mind as well first of all thank you for uh thank you to manuel and the team which actually came out and did a fantastic job i think you guys did a great job in terms of making sure that you look at every aspect my first priority and i think everybody's prosperity is the safety of our students and safety of our staff uh so my questions are one have what are we taking a look at in terms of uh providing face coverings for our staff and our students during this period of time we've obviously looked at it i want to make sure that we are

098explaining to the public manoa or diana yeah i think this is a diana i mean i can answer but i think she's probably the most appropriate since she's been working with it diana right so um we we will be uh we will have face coverings available for anyone that does not have face coverings for sure i can tell you that um i'll be asking students to come in with face coverings or are we providing face coverings at the uh at the entrance we are indicating that they are welcome to arrive without a with a face covering of their own but if they do not have them we will have them available to provide in addition we know that we are receiving uh face coverings a certain number per staff and per student dr root has

099been in charge of receiving that along with purchasing securing that we're going to have sufficient supply ready at any time to uh allow for face coverings for every staff member and every student um on our campuses can i take you back on that question here because i you know about the face coverings will you be specific in other words are you talking masks or shields because my question has to do with the face coverings and for a teacher teaching all day wouldn't a plastic face shield be more efficient for them and more comfortable and is it acceptable because um you know for them if they could talk the kids you know can hear them better than through a cloth face mask and so i was wondering if we're supplying some of those yes we definitely

100are and what i can tell you is that a a face shield by osha definition is a protection for the eyes it's not a protection for respiratory droplets to that end if we have teachers that would have to have i'm sorry go ahead okay so um to that end we will have um face shields there are also face shields that meet the definition of an alternative um face covering that we're already providing to employees that have submitted a physician's note that they're unable to wear a face cover ring um we will also be providing alternative face coverings and what they look like is if you can imagine a face uh shield with a cloth covering that does not allow escape of the respiratory droplets we're looking at those for service providers that for the hard

101of hearing for folks that need to see the lips there are certain programs in our school district um uh under the visual and performing arts um that also as part of the instruction the curriculum need to be able to visually see the lips and so we do have alternative forms of a face covering that look like a face shield with a draping cloth that is already a form of accommodation that's in place we will ensure that we will have those available but those need to be specifically identified for the service providers and or the students receiving services that require visual of the lips okay thank you one thing uh mr jabbar though i'm glad you asked that question because for parents to understand the expectation we we encourage all of our parents to supply their

102children with cloth face masks face coverings but we also guarantee that for any kid that doesn't have one and forgot one we will have plenty available in the event that they don't but um in order to save money for the district we're asking our parents to supply the cloth-based mass for their children and i just want to make sure that we are communicating that clearly to our parents because again yes we are going to be providing the mass for students who don't have it but at least we are making that clear to our uh parents the second part of that question is safety for our employees i know that uh grant are you on this call i don't i don't know if he's on but uh anyways i know he was part of the school

103opening uh task force i've been hearing a lot of concerns from our staff on social media talking about you know their concern to come back on campus and i'm sure that we've actually talked about it and we've dealt about it uh so manual if you could go through that process in terms of how we discussed and how our uh you know union leaders were part of uh the the conversation and how they all bought into this plan if you could go a little bit yes absolutely as i shared from at the beginning we have been meeting since april the 23rd pretty regularly i think we met more regularly while we were still in school but we met pretty regularly as as a group we discussed all aspects of the reopening of schools at the time

104we did not have any guidance but as i stated in in my earlier statement we were following every news report everything we can gather to to ensure that we have the latest information coming out of cdc uh the california department of public health etc and so throughout that whole process all of this information and resources was was uh was put in a a google uh folder that we all shared so it was accessible to all of the stakeholders or all of our um uh task force members um so anything that was the latest update was going in there every uh every agenda was going into an agenda folder um every uh notes that was take that was taken in any of the breakout groups were also in that folder um so it was it was

105pretty comprehensive it has been pretty and it will continue to be pretty comprehensive in terms of the information almost overload to our to our to our task force um so that's one and then the other thing is we've also involved uh other groups so for example our athletic group they were coordinated through mitch olson and he had formed groups in terms of what that guidance was going to look like and then they provided recommendation as well as the vapa group um mr belski has been meeting with that vapa group from throughout the district both represent representative of junior heights and senior highs again to see how the the vapa teachers would be impacted and what kinds of supports they would need from us also asta has our teachers association has provided a list of representatives

106from each of our schools um so we have formed a new committee that just started this week um with those representatives as we begin to do the risk assessments in the classroom and what that's going to look like so we will have teacher represent representation at each of our sites going through that risk assessment uh that group will also be talking about the routines and processes and procedures that impact the teachers in the classroom uh so if any of our teachers that are out there uh want to connect with who that person is your principal has that list and uh and they can more than happy be more than happy to bring all of those questions to to to that group so we do have representative representation from all the schools on that committee okay

107and then ppe pp for our staff uh in terms of uh quality and availability we have that in place and i see that i don't see grant but i see james on the call james if i'm assuming you're representing asta here because uh grant is not on the line i wanted to see get your input that you guys are pretty satisfied and thorough with the process that we took and i understand that we also have a employee survey that's going out to all our employees we we i am not on the committee but i i've heard you know that we're appreciative of the ability to be on that committee and meet and talk and we are currently negotiating safety uh with the district regarding ppe and other safety measures so in that regard um we're

108pretty happy so far okay thank you james i i do want to uh just come back to this issue of um and i really appreciate diana's closing words in her presentation that our district will have the highest standards of safety for both students and staff this is why when she made it very clear about our physical distancing model we have the highest standard that we know of in this one-third model which is really in accordance with the state guidelines because there are districts i know that people shop around parents are watching this uh that are uh doing what we call a 50 model which is you know 50 at any one time and i do wanna uh differentiate our feeder elementaries uh many of them are doing a fifty percent model but they have much

109smaller uh class overall school populations and um class sizes you know in secondary where you have large class sizes um of 35 to even 40 um you you know if you have 50 model your your upwards of 20 18 20 kids in there at a time our our uh task force looked at that model they looked at the physical distancing they looked at the average class physical uh class size square foot and um and as the state superintendent said that you're looking at class sizes and secondary for about 10 to maybe 13 kids 13 14 kids so um mr o'neill when you when you say 15 kids i kind of cringe because that's if that means our class sizes were 45. so um it's more like you know eight to 12 13. and that way

110we can assure um that our schools will be safe in terms of physical distancing for both students and staff and this is very important i may just um also add in terms of risk in terms of the hierarchy of controls to eliminate a hazard from the workplace these are um procedures that are outlined by the national institute of occupational safe and healthy safety and health um there is a hierarchy of controls and it's based on what's most effective and i can tell you that in our situation substitution and elimination is not possible we can't substitute the chronovirus for something else we can't eliminate the coronavirus the next item that you go with to eliminate employees or reduce the hazard in the workplace is engineering controls those are our physical distancing it's it's deemed to be

111the order in which you should apply because it's the order that's most effective and when employees can't come in the staff can't come in and easily undo what you've done that increases its efficacy so after engineering controls then you have administrative controls there are less effective though than administrative controls because now that requires the employee to follow the protocol in the process the last item on the hierarchy of controls and the least effective is ppe ppe is considered to be the least effective because it requires compliance from the employee it requires um supply from the employer and it requires constant replenishing and constant monitoring so i just say that as we look to keeping our schools safe and healthy we are going with the highest most efficient measure in the hierarchy of controls which is

112that physical distancing we're engineering controls across the district to ensure that we are separating the hazard from our students and our staff i appreciated that day now because i i have total confidence in what you guys are doing but i got asked these questions so that way our public you know our parents who are watching or who will take a look at it are also confident the fact that we went through a process uh i'm gonna turn to a couple other things in terms of our obviously we know that we have a couple of feeder districts coming into our our district what have we or have we taken a look at the impact that we will have on the elementary school districts because we do have uh siblings who go to anaheim union and then

113you know anaheim elementary or magnolia or centralia uh i i just want manuel to go over a little bit of the process we took in terms of considering that and the the the other part to it is that the consideration that we took with our parents because obviously when kids are going to be at home the other impact to our parents who might have two jobs who are essential workers who are going to be out there how they'll have to deal with this so if you can kind of comment on what we did in terms of looking at those situations yes absolutely i'll start with the theater elementary schools um ever since the beginning back in march um you know mr matsuda has been meeting with you know our feeder superintendents and in fact our

114county superintendents have been meeting pretty regularly in terms of any plan and how best to approach uh the pandemic and so that communication has been constant both at the county level and at the district level and so there has been regular communication between the superintendents uh when we established our task force and as we have moved forward um we have been communicating with other assistant superintendents who really have been spearheading the the whole returning to school process um so we have been communicating in terms of what their plan is going to be and what our plan is going to be in fact we have invited uh the assistant superintendent from the anaheim elementary school district to our task and so she has been getting the invitations um to be a part of it and we

115have been communicating regularly in terms of both of our plans and how they align uh in terms of other areas uh rop the assistant superintendent from the rop has also been a part of our task force he has been attending regularly so he can see how that is going to how our plan is going to be impacting our rop program and our cte programs um and so it it has been a value of ours to involve as many stakeholders as possible in this process so we're all on the same page as we're learning together because you gotta also understand that the the information that's coming to us is changing rapidly it's changing daily um what we are grounding ourselves on is the california department of public health guidance and and and also the guidance that

116does come through the orange county department of education as to what should our plan be and what should we be taking into consideration when it comes to our parents uh we do have a parent on our staff on our on our task force uh in terms of having that voice but we have been uh we we have been very conscientious both in terms of uh the feelings and and worries that our parents have as well as um the planning in terms of child care which is another big conversation that that has uh you know been part of the conversation and and we have been working with some of our local agencies uh community-based agencies to to see how we can support and coordinate uh to make it easier for our parents when it comes to

117child care okay thank you and uh excuse me mr jabar didn't we offer risk mana management training uh with diana didn't we lend diana to our feeder elementary school districts i'm not sure who took advantage of that but i i know you gave them some training as well um i can comment to that um president randall trejo so um at mr matsuda's request we wanted we know that the impacts of our students on our feeder tracks and the impact of their students on our students because their families is so important so we sent out an invitation to our feeder track schools um to meet with us and so diana and i had the opportunity to meet with um i think it was three of our feeder track schools in the end districts and spent probably

118a good hour and a half with them outlining what we were doing also listening to what they were doing to garner ideas from them and then we held a second meeting on friday of that week with our rop because we again know how um connected they are because that works in our buildings and we met with rop for again about another hour and a half to go over what our pro procedures and protocols were um so that they understand what we're doing here in anaheim union high school district okay thank you uh jennifer in the next i want to shift to kind of our instruction in terms of um how does this model how is this model going to impact our uh special ed students and english learner students and specifically in terms of ieps

119for our students i know we have the hope model but i also want to discuss a little bit about our general student population uh specifically when uh dealing with special ed and english learner students manual yes absolutely um as as i stated uh before we have um an amazing um task force both for students with disability and english learners that encompasses um representation of teachers representation of uh the different departments uh the el department as well as the the students with disability department and we we have been looking at all of the best practices latest research in terms of the strategies as we have shifted to the online or the blended or actually the online instruction we have been again looking at all the research and practices that should be implemented so diana fujimoto who

120is our el curriculum specialist is the one that has been developing the training for our teachers and so because of her expertise and because of her lens she has embedded a lot of those strategies into that training uh the other person that has been involved is tracy olsen who is our curriculum specialist for students with disability she also has created different tools and videos and trainings on how to instruct students with disability um in a distance learning model and so i believe that we have probably the best expertise in the state when it comes to supporting our english versus students with disability uh in a blended model and in terms of the ieps um we have been following the guidance and in the law the idea and all the local uh we are ensuring that

121all ieps are are are being uh done uh currently um they they have been done virtually um and and again if if those ieps are not able to be done virtually there's been accommodations to be able to get those done so we have been following that as well and we'll continue to do that okay in terms of the uh synchronous model and i think one of the questions that i engage a lot with parents is you know our students are i think they're looking at the past experience and i did explain to them look that was the emergency situation where we had to all school districts had to kind of get into this uh quick adaptation of the new model that we had so now that we've had time to think through the questions are

122in a synchronous model are we just explain that to me in terms of okay we're gonna have the uh the the teacher and all our students on a virtual setting and pretty much uh having them ask questions so i want you to kind of engage me on that in terms of giving me a how it looks for a parent when they look at it and say like okay this is my kid going into a synchronous classroom absolutely so so again they i'll kind of explain the overall instructional uh plan and delivery and then go into the more specific the synchronous because it it should mirror a typical lesson that you would see in a classroom so in terms of the planning that the teachers will need to do they will need to plan their weeks

123which is what they normally would their weak instruction so the way it would look in a virtual model it would be that using our our mls which is schoology the teacher will be posting monday tuesday wednesday thursday friday instruction and embedded into those days will be activities that the students will need to complete or will need to do some of them will be done in a synchronous environment some of them will be done in an in-person environment some of them will be done in asynchronous environments but the teacher will be developing instruction uh for the entire week for the students and those will be posted on schoology in terms of a synchronous day so imagine you being in a classroom in a in person the teacher is engaging the teachers providing some comprehensible input to

124kind of you know uh outline what what the student is going to be learning the objectives for the day uh the teacher will be engaging the students in some kind of uh of you know question and answer to check for understanding the student the teacher might be engaging in some kind of guided practice where the students are doing some independent work uh and the students might be working in some kind of a collaborative setting where the students are engaging in conversation about a topic the teacher has instructed them to do at all times the teacher is checking for understanding that's in a live in person so take that now to a virtual which is really what's supposed to happen it doesn't change your instructional practice it just does it in a different place so in

125this case in in a synchronous environment the teacher does very similar activities in a synchronous environment where the teacher is instructing providing some some input in terms of a lesson and and comprehensible input to be able to introduce the topic they will engage in in checking for understanding they will engage in in discussions they will ask students to do some some individual work as well as some group work they might send the students into some breakouts to be able to engage in additional or put them on some kind of a discussion board to have that discussion on the discussion board so so what you might see in a good engaging class in a live in person can be very similar to what you would see in a virtual synchronous class the the other question that

126i had was let me pivot to a little bit again back to a facility operation i know that uh i think zora mentioned about the fact that you know they will be cleaning the facilities on a regular basis and making sure that the the classrooms are the classrooms are clean and the the whenever they go in and out of a restroom it's going to be clean i guess my thought process was i was looking at and seeing like do we have the staffing to do that and do we have the ppe's to do that for our employees and are we prepared to do that on every classroom setting because you're looking at going into a restroom coming out you know somebody being out there to make sure that we monitor it and going and clean

127i'm kind of envisioning other facilities that i've been in so i just want to kind of talk that through and maybe zoro could explain that a little bit more and our finances to do that in terms of making sure that i know you said that it only takes about the the cleansing is only for about 15 minutes which also goes to think that we'll probably have two large supplies available to get that done at on every campus mr jabar if you don't mind i'll go ahead and start zora with the process and procedure so that way mr jabra kind of gets a picture of what that will be and then you kind of you know then take over in terms of the sanitation and and um uh procedures for for cleaning um so mr jabbar

128you know right now as we have stated before we want to ensure the highest safety standards for our students and staff uh and so um part of it is that students will be monitored uh obviously going to the restroom because we need to account for who went to the restroom when uh that is the key ensuring that that we know who went to the restroom when and so what will happen is is that during passing periods uh the restrooms will be uh sanitized so students will will get to and from class quickly uh monitoring that their social distancing and monitoring that that there's nobody you know obviously standing around etc and moving to class and so and so that that is key in terms of of now happening in the classroom so a student goes

129from class a to class b when they arrive in class b they tell the teacher i need to go to the restroom the teacher then will send the student to the restroom documenting that the student left and the time the student left each restroom will be monitored by a staff member they have to be monitored because we need to check to see again who has gone to the restroom when again not inside they'll be monitored outside to ensure that they're checked in once the student goes in and out again they will be monitored to ensure that there isn't more than the capacity that that restroom has and the restrooms will be sanitized regularly so i'll have sora explain the sanitation but i wanted you to understand the procedure that we were putting in place to

130ensure that we're accounting for all students at all times including going to the restroom well thank you meanwhile um the disinfectant that we will be performing during the day it will be uh mainly in the common areas outside of the classrooms uh the classrooms will be disinfected by uh the teachers that's during the day uh when the maintenance staff is in fact into the inside of the classrooms that would be part of the night custodians that would go inside the classrooms and remove the do their routine cleaning then disinfect so during the day when we're disinfecting the common areas we try to find an equipment that would be hand as hands-free as possible and that is the backpack where the staff member would be kind of just from far away disinfecting the areas without wiping

131without the needs of cross-contamination or getting exposed as well the products we're using are very safe and the uh ppe requirement for these products um it's really kind of a face covering it's not even it's face covering and maybe gloves and even the gloves are not required but we will be providing gloves and face coverings for the staff that will be performing this task uh during the day um and and again uh for the safety of staff and the students we try to have these equipment to be as hands-free as possible so there's not cross-contamination um i i hope this answers the question i'm not sure well i guess my concern or my question i thank you for explaining that to me but in terms of staffing now you mentioned that one aspect of it

132is at nighttime custodians are going to do that do we have enough staffing where they're going to be able to do all classrooms one and then two during the day when you have staff who are going to be disinfecting i mean i'm assuming they're wearing the backpack in a little uh the spray right the spray which basically they're doing the spraying um is that enough i mean we have only one staff we we will have to staff the uh requirement for the day where it would require for high schools at least one full-time person depending on the size of the high school so there might be some re-uh purposing of some of the maintenance and operation staffing that we can move certain other uh um kind of uh positions where they now can help with

133disinfecting uh and that is uh already we're communicating with the union and how that would look like uh um there might be some of this happening where their job in their job description does have the custodial cleaning uh so we can repurpose those positions uh uh temporarily and i say temporarily during the occur with 19 and however long we need to perform the disinfectant that they can perform that during the day um so that's i hope this answer so we would need to add at least one full staff member and the way we can do it will repurpose one position so that they can perform the disinfecting during the day okay thank you i'll hold off on my rest of the questions until the rest of the board members get a chance to ask thank

134you mr jabar miss piercy most of my questions have already been answered there's been a lot of questions so the main thing i had was that one about the face shields but diana i do want to ask okay if there is let's say for these teachers uh let's say in a lab situation you know where they have to move around are we going to supply them with those face shields with the thing underneath so they can clearly you know walk around and and or whatever i mean i i don't know i just seems to me for a teacher that the face shield is no more practical than just the mask um because you don't always understand everybody clearly in the mask situation so that was my question and i and if we do have teachers

135that would like them they would they be supplied so i think what we would lead with is ensuring that our teachers base their instruction on social distancing the guidance specifically says that instruction should be outlined and and designated in a manner that reduces contact so while we know that there are there's teaching styles there's instruction that leads to closer contact we would always want to lead with making sure that we're able to maintain that physical distancing in the absence of that physical distancing i i'm not able to surgically isolate one or two students once that occurs if that's part of the curriculum and we're not maintaining the social distancing it becomes a larger scale that i would have to dismiss so to answer your question um if there are situations that place um a teacher

136in a situation where they need to be in close contact um we would direct them that that that needs to that that needs to refrain from being in excess of 15 minutes to answer your question with regards to whether a teacher um can have a face shield if they choose to have one um because ppe is the least effective we would want to ensure that we're creating the engineering controls prior to the administrative controls and then our ppe and that we're maintaining those clear face shields with the cloth draping for those services and those students that need to see the lips um but it is a form of an alternative form of accommodation that's been outlined by the california department of ed in specific circumstances that i outline such as the hard of hearing and

137such as medical conditions and things of that nature so we we effectively could be stepping outside of the guidance um and we would just want to make sure that we do that um appropriately right well yeah i think the ticket to what you've just said too is maintaining physical distance and making it when you are within closer than six feet it's not for very long in other words so it's the maintaining of close distance that's the problem okay so it's like with our kids sitting in desks there's they're sitting still in one place but they're far enough away so they're not sitting close to each other the teacher is not close to the kids for any length of time so that that that's the main main thing right there so thank you that's that's all

138i'll just listen to everybody else's questions if there's any more i think we've covered a lot of it oh we have covered a lot of ground thank you miss piercy miss smith do you have any questions yes i i just want to thank everybody for their questions and the solid answers and i do have a question of eric the chromebooks that are given out um what country are they produced in um components of them are produced in china thank you and related to cleanliness are our children given instructions about how to clean them once they are once they are returned or just on an ongoing basis well i think on ongoing if we're talking about cleanliness um i don't believe we've uh provided that guidance but we would be happy to so yes there is

139the required training for students is an overall higher hygiene process but we can definitely hyper focus on electronic devices and provide information specific to the appropriate application of cleaning products to them well we're in a teaching and a learning mode at these times and i think that would be very productive and then um lastly i wanted to ask if and when these obviously these chromebooks have been given out i see them over a local school here where they're giving them out and i hope that the sense of responsibility is sent to these children and to our students and their parents that these are paid for by tax money and there is a responsibility to take care of them and be careful of them absolutely so we have a document that in an ideal situation um

140we would have had the uh the parent um and the students signed um that outlines taking proper care of uh of the doc i'm sorry of the chromebook both from a the types of uh websites and things like that that are used that that they follow are our board policy on use of technology so we did provide that documentation to parents when we passed out uh chromebooks oh so we did use it it's not something we would have but we did have them sign something when they ideally we would have wanted them to sign it but i i i think it was kind of a mixed bag so when we had some of the drive-throughs it wasn't really practical to to have uh um a sanctuary yeah exactly so but they got the paperwork built

141so and and are we going to now let us say for the new crop of students coming in are we going to ask them to read and sign if we issue them uh technology we we will yes okay very good and i know that you've made a mention too that we've had like a hundred that uh are a hundred one of the chromebooks may be returned because maybe they were older and they didn't work whatever so um but hopefully none of them were mistreated or you couldn't really tell or were they just aged or what i think it's it's there's i know there's some where the screen cracks so some of it was due to perhaps a misuse or an accident but when you include the hot spots we're talking about around 100 devices for

142over 9 000 pieces of equipment that were distributed so that's not bad that's pretty good yeah okay thank you eric you're welcome thank you my pleasure so thank you everyone thank you so emery um let me ask a couple of quick questions since uh nobody else had the questions i i one i wanted um manuel to kind of explain to our parents and the public the high quality of instructions when we say that our district is providing high quality instructions for our students in the fall i want them to know what that is if you can explain to our public absolutely that means that the teacher is engaging with the student uh regularly through the the schoology or through in person or through in class that means that the students are constantly working on something

143because it's regular school so they're going to be doing homework they're going to be doing research they're going to be you know talking to other students in the class to get projects completed and so quality instruction is that the students are learning and that the students are engaging and that they are submitting you know currently most of the work is going to be submitted through schoology through the uh lms that we have because again we want to make sure that we are keeping the safety and health of our students and staff at the priority but but yes so it's a constant engagement and the students are constantly working they're constantly learning they're constantly reading they're constantly on online uh engaging with the material that the teacher has provided for them so part of it can

144uh jaren do you mind chiming in on that too yeah so so i think uh trustee jabar you references or someone references earlier that um you know in the spring i mean not just our district but teachers across the country were in survival mode and you saw a lot of person go where teachers would just post assignments teachers students would get them and work on their own that's not really engaging that's just giving kids an opportunity to take the work and kind of figure it out the training that jackie and our curriculum specialists are leading really is not just connected to um the national online standards and how to deliver instruction online but they are crosswalking connected to the california standards for the teaching profession so as manuel had mentioned uh what is essential is

145not just um the standards and what we teach but how we teach and our teachers through this training and again as you heard we just have amazing teachers who have stepped up they are still going to be expected to to teach through those professional california standards for the teaching profession so that's what's essential in our training i think that's what separates training that we are providing in our district that other districts aren't providing to that extent we are really going deep with the online standards and how we deliver this the instructional standards to our students and it's not just the post and go you will see the interaction the engagement with our students we'll see the the building of community which is essential i know we talked a little about the social emotional needs and

146and quite honestly we're heading into again still uncharted territory where we have to be very mindful about the amount of screen time our kids are faced with so this community building is going to be essential part of the training also embeds strategies for the teachers to intentionally connect and kind of check in with students kind of do a dipstick in terms of how the students are actually doing did they eat breakfast are they sleeping well at night i mean so that's part of the training so when you think about the capturing kids hearts the things that we did under normal circumstances we're embedding a lot of those elements into the training we're doing virtually so we really don't miss a beat in terms of how we're interacting and connecting with our kids so that's where

147you're going to really see a difference and i'm proud to say you know we set this up about a week and a half ago we already have over 650 teachers who have signed up for this training in our district that doesn't count the additional 70 teachers who are part of cva or cambridge virtual academy that have been trained in deaf plus an additional 22 teachers who are part of our gear up program this summer so we're going to have a lot of teachers most of our teachers who will be trained before school starts which is exciting because then they can use the remaining time or the summer if they choose to begin prepping and building their lessons with this new training and then for those teachers who are unable to attend in the summer for

148whatever reason we're going to train them that first week aggressively so come the second week when typically instruction does begin because that first week is more building relationships setting up the predictability uh we will be ready to go district-wide so and again it's not a one-and-done we're going to continue through the model that manuel presented on those fridays right with the asynchronous day that's where all we're building in plc time for teachers so they can work and support each other but then also additional trainings if needed to continue to grow uh their their skills their and their approach to learning on teaching online so i mean you just said something that i want to highlight uh jaren what you said was which i want to highlight because i think in an environment that we are

149in we have to be conscious of the fact of other districts right um what they're doing and how we measure up to them or uh measure above them and without naming any districts around us i i want you to address that fact in terms of how we compare to other surrounding districts i'm sure that we looked at it just so that we uh keep tabs of uh so to see speak competition but uh i want to make sure that our parents are assured that what we do in our district is high uh the same as the other district or if not higher than other districts so i want you to comment on that yeah without badmouth districts who are also trying like us to figure this out um i think our focus on the national

150online standards is really a big separation between us and other districts that we're really focused on the how we deliver the instruction i know that when you speak to staff members myself included who have my own kids who go to school in other districts it has sometimes been a little disheartening that that what students are being asked to do doesn't feel too different than what they would normally do and they are not taking into consideration the well-being of kids and how they're receiving information um it's very post and go heavy where kids are taking the heavy lift to figure things out on their own and through this model we are really engaging with our teachers to connect and support students through this process um obviously for us a driver in our district are the five

151c's and the way that we engage with our students and that is central to this this training as well so it's allowing students to really engage with the content uh through those skills again so regardless of the kova 19 pandemic our kids with confidence are still going to graduate leave us with the skills needed to be successful in life and i think we're seeing that even highlighted more so now with everything going on those skills are even more important um for our students and for society so that's embedded in our training which i don't think is a priority in other districts it's more traditional uh just content in post and go might and then you want to say something yeah i would like to add thank you jared dr free this is a great question

152and i think a great discussion because in terms of differentiating our district from others you know um one of the things that we would all agree upon that the world is going to be completely changed even after covert 19 is over the pandemic has created a what many fear is a proactive uh recession a long-term recession possibly a depression our young people are going to be faced with uh just tremendous college debt uh jobs that are part-time without benefits and complete industries are being wiped out just right in front of us so it's really going to be up to our teachers and up to our students to help create to be innovative to be project-based oriented problem-solving and um what our kids are are doing right now the pro the coca 19 uh teachable moment

153project we had over 200 teachers participate in that imagine how many thousands and thousands of kids benefited from learning how to solve problems and out of that problem-solving ability are going to be generated new ideas for uh entire industries jobs and inventions and creations and they're going to come out of our district so when we say that we're college career and life ready we mean it and i'm glad that jared did double down we are doubling down on the five c's in terms of this training so i really think that there you know as parents shop around ask other districts are they doing problem solving are they doing project-based learning are they doing five c's are they thinking beyond just the traditional metrics of sat scores you know i really think those days are behind

154us and aohsd is positioned to move forward thank you mike i think that's something that i really wanted to emphasize and make sure that our parents who are listening and watching know that uh the other part that i wanted to mention uh was that the the impact on health right i think mike you and some of our staff have been on the call with latino health taxes and health care agency i am seriously concerned about the uh zip code related numbers that we've seen in anaheim and the impact on our students and how if we were to implement any type of model where students are going to be on campus uh we are taking a risk and i do want to know that i know that we are we're safe in terms of the precautions

155that we're taking but i also want our parents to know that you know we have to take this seriously i know i've got a lot of calls from parents who have said like hey you know why don't we get our students to go on campus full-time and to those parents i say please great and especially numbers in our district uh even if you take a look at uh different cities like santan stanton and buena park and you know anaheim obviously but even la palma and cyprus we got to be conscious of that fact so i'm glad that we've taken a very big uh leap into analyzing all of this uh but i just want to say that in public because i know i i want our parents to be assured that we the decisions that

156we're taking are putting our safety of our students and them as parents as well as our employees so thank you thank you mr jabbar um i'm so glad you brought those uh questions up because i've always felt that you know our e-learning program has been um excellent and so we started really kind of with a leg up uh in this um in this crisis situation because we had uh you know teachers that were doing that already and trained by a nationally recognized um uh teacher and so i felt that uh you know we were we were shown the presentation uh a couple months ago and so um i know that it was new to a lot of our teachers but when you have teachers that have confidence and they're already doing it um it's easier

157to to get that buy-in um a lot of my questions were asked um so i just wanted to talk about really quickly about the you know how important i felt diana when you mentioned the confidentiality piece um that was so important i feel we have to make sure that the people that we're getting information from trust us with that information uh because we really have to re rely on them you know self-reporting and so um i i really was impressed to hear um that that you said that could you speak on that just a little bit more yeah so um we're legally obligated to protect this private healthcare information that's shared with us we don't have a choice we can't share it out we have to maintain confidentiality of the staff and the students but

158at the end of the day um the community is not obligated to let me know they're obligated to let the orange county health care agency know what we want to work the reason why we want to work with them and establish a rapport and and let them know that we are trained in confidentiality is because that helps us get a leg up on contact pricing it does mean no good if i get the information four or five days later from the orange county health care agency it it helps us to mitigate the spread and isolate people when i get that information literally within an hour of the time that they were contacted by their loved one that they tested positive so um i stress at the very beginning of the contact with the employee i

159remind them that i'm a confidential employee i remind them that i am trained in protecting their personal health care information and that it will not be disclosed to anyone and that goes a long way um but but it's not just me imparting that information it's actually legally required of me to do so that's an important piece that they do have to report that to the orange county uh health department i just overheard a phone call yesterday and i wanted to i wanted to stop and say something this gentleman was on the phone talking to somebody and talking about how he has flu-like symptoms but he's going to keep going to work because he's got to work i know i know it was just what are you thinking you know and so we we have protocols

160in place we have systems in place and we're going to treat you with the utmost respect and kindness um you know this isn't something you did you know you didn't cause hopefully you're maintaining the distancing and and there's so much uh that i've learned this week also about kind of what we don't know about uh the the general things we're hearing about hand washing and um you know you think everybody knows how to wash their hands uh but they're not doing it properly and they're forgetting you know we'll wash our hand and then we'll go pick up our phone and we'll forget to wash our phone or clean our phones off and as you said mrs smith our devices i mean those are probably the dirtiest things you know around but uh families they think

161that uh oh we can just go and have family parties house parties that families aren't affecting each other and that's really we're finding is the biggest um culprit in the spread and and even how we're taking masks off and then putting them back on with our hands they're supposed to be taking them off there's so much information that we still are learning as catherine said and so um i really appreciate this robust uh conversation i also had heard on another call that uh some a district was not even going to take temperatures of students before they got on the bus and so they're on the bus infecting the driver they're infecting the students and then they would take that temperature so we're adding another layer of protection before our students are even getting on the

162bus i love the fact that you're going to give out a hand handbook or or what are we calling them to our students uh planners with all of that information that's fabulous uh and and that we're conducting the parent uh component and parent trait uh training as well i think that is so so so important i found out that john hopkins has a six hour course i'm gonna take that uh just just for my own um you know reference uh because there is so much to learn about this but thank you so much for all of your hard work and diligence um i have every confidence that we're gonna we're gonna get through this and we're gonna make sure that we um you know that we we have uh everyone's best intentions and safety uh

163in mind so i just want to thank each and every one of you and just one thing if orlando is still on the line uh can you just kind of give us a quick update on how many meals we've served so far because they've just been tremendous i sure can as of yesterday we served over 827 000 meals wow amazing amazing amazing bless you bless you thank you i'm wondering if we can't get some monies from the city that coved money maybe we need to look into that we do know a councilman a few of them right so uh thank you so much and i guess with that we can move on to our agenda our next item the 7.2 carnegie learning i just want to say before you give your presentation jaren that um

164i just want to apologize for myself for a staff if we said anything that offended uh you as far as uh saying something to the effect that you were inept or uh while you were struggling with this program um i'm sorry if if um that was uh in in you felt it was an intentional um misrepresentation of how uh we felt uh we don't feel that way and and i and i can guarantee you that staff does not feel that you are inept uh if you were um if that comment was made um as far as you're struggling um we just know that um that there were some situations and issues and comments and that we were having issues fitting the program um and and meeting the needs so i just i just want to

165apologize uh for myself and on behalf of the staff if you felt uh that was a slight of your um of your accomplishments and your quality of instruction um it it it it was not meant uh in that in that use and so uh with that uh dr fred thank you for president randall trejo i appreciate that uh further requests of the board our team will be presenting and i i promise you it is not quite as lengthy as the last presentation we just had um uh we will be talking a little bit about the math carnegie materials and of course the process that was used to select the text um i'd like to thank mr carlos hernandez our director of qriket instruction along with julius bikerman our curriculum specialist and a few other of

166our team who will be joining them for the presentation who put some hard work into this presentation when they work ahead um i do like last presentation kind of respectfully request that you hold your questions julianne i know you have lots of questions many of them may be answered in the presentation those that are not by all means at the end we'll be happy to have the team address those questions so having said that i'm gonna go and turn over to mr hernandez you're on mute carlos thank you uh dr fred if that's okay i'm gonna go ahead and present my screen do you see my screen just wanna make sure that we're able to see that great all right well again thank you uh dr fred thank you uh very much and good morning

167uh afternoon excuse me uh to the board president members of the board superintendent matsuda cabinet and our staff and our community members watching in the virtual world we appreciate um uh your lens and your voice and we're gonna talk a little bit about about that as we move forward i also want to introduce um the members that are going to be my colleagues that will be presenting with me this morning our math curriculum specialist julie speicherman will be with us our curriculum specialist for english language services diana fujimoto will be with us our curriculum specialist for students with disabilities tracy olsen will be with us and then also our director of purchasing and central services uh brad minami will be uh sharing some time with us as well uh and again all in a very

168uh brief 15 minute or so presentation i also know that dr freed will enhance these conversations and when appropriate and so again thank you all right so um the presentation overview is in front of you and again uh thank you for inviting my colleagues and i to share with you the following key items that hopefully will answer many of the questions and bring clarity to some of the items related to carnegie learning our math journey along with understanding how we should and will move forward together with some recommendations so we've divided the presentation into as you see there four buckets the first is understanding the teaching and learning in the math classroom the math journey sort of the timeline to to present day also understanding the carnegie learning materials and then next steps and recommendations

169which are critical to move forward together and i'd like to turn uh this over to julie speicherman okay good afternoon board president randall trejo the board of trustees to reference cabinet members and all the staff and community who are viewing this virtually trustees are there are a number of materials that you have been provided with i will try to identify the things that you might want to focus on at the start this particular slide will look at the copy of the mathematical practices that you received some background the california math framework provides guidance for implementing the content standard adopted by the state board and establishes criteria for evaluating instructional materials for the next adoption cycle the most recent math framework was approved by the state board in 2013 as a subsequent k-8 material development in

1702014. the major shifts in the 2013 math framework were the new california math standards which have two types of standards to be addressed in math classrooms the content standards had shifted to what students should understand not just be able to do the second type of standard the standards for math practices spoke on the dispositions that our math students should be developing to think mathematically according to the cbe website the next math framework will be presented to the state board for action in november 2021. the k-8 materials adoption is slavery to be held in 2022 the release of the frameworks tends to lead to large-scale revision of the publishing instructional materials as to be aligned to the revised content right now i would like to ask diana fujimoto to speak about the el road map she

171will be followed by tracy wilson who will speak about universal design for learning thank you julie president randall trejo board of trustee members cabinet member staff and community members as a district we have worked to build the capacity of our staff to support our english learners through various means such as the belief modules which are the blueprints for effective leadership and instruction for our english learners future through the eel task force recommendations and most recently by embracing the principles of the english learner road map and i believe principle number two of the eel road map is most relevant here because it advocates for teaching and learning that emphasizes engagement interaction discourse inquiry and critical thinking with the same high expectations for english learners as for all students in each of the content areas in fact

172earlier this year our 5c coaches explored the eo roadmaps teacher toolkit and i believe they have done an excellent job delivering several professional learnings and trainings over the years to our teachers around english learner best practices practices which are then intentionally integrated into a teacher's lesson design and our district has worked hard to ensure english learners have meaningful access to a full standards-based and relevant curriculum like the carnegie materials and i think what i appreciate most about the carnegie curriculum are the engaging inquiry-based activities embedded throughout as well as the consistent opportunities for student engagement through collaboration uh communication and critical thinking and that's three out of our five c's um at this time i'd like to go ahead and invite my colleague tracy olson to speak next thank you diana good morning president rendall

173trejo and board of trustees superintendent my student cabinet members staff and community members my name is tracy olson i'm the district curriculum specialist for students with disabilities and i'm here to talk to you about universal design for learning in our district has spent the last few years developing the capacity of our teachers at every site to deliver first best instruction to our 5c coaches also known as lesson design specialists or ldcs plc times department meetings site administration teams school leadership teams induction workshops department chair workshops and at our in-service professional development days our ed division team created a visual that we refer to as the fbi placemat where universal design for learning also known as udl is the first step in the lesson design process it's the first column because it and because it requires

174a teacher to know every student by name and need in fact udl is in bold and in red on two places on the fbi stat it is also the umbrella on the fbi placemat which all other aspects of the lesson design process falls over therefore udl is not a new concept nor practice within our district regarding the carnegie curriculum all curriculum requires a teacher to start with udl which is to anticipate and implement accommodations and scaffolds as needed in order to ensure that our students have access to grade level standards this also ensures that our students have a meaningful learning experience based on their individual needs and learning styles when designing lessons in the inclusion setting no matter what the curriculum is we scaffold up just as in construction which is where the term scaffold

175comes from the purpose of providing a scaffold is to give students access to the standards and regular that might not have been accessible to them without the scaffolds that the teacher puts in place we do not water down the curriculum that would defeat the purpose of inclusion as this would alter the expectations standards as well as the instructional level within the classroom the carnegie curriculum lends itself very well for a teacher to be able to make the necessary accommodations to meet the needs of our students teachers are able to use a curriculum to provide students with think right pair share activities sorting activities jigsaw and use the graphic organizers that are embedded in that curriculum to make sense of their learning that concludes my portion of the presentation and i'll turn it back to miss

176speicherman thank you tracy um can you go to the next slide please uh trustees i'm i'm gonna give you a list of the materials that i will reference uh the one detailed timeline of the decision making journey since 2012 the october 2013 math department chair minutes the 2014 recommended materials comments from the high school publishers forum the 2018 carnegie learning adoption notes and recommendations and the 2018 teacher feedback for revised high school carnegie learning this site and the next few slides will show a few highlights of the selection of math materials for both junior high and senior high schools at the start of the process we focused on junior high and we had received suggestions for materials that we should review from dr david panley one of our cal state fullerton partners of the college

177in math and science i asked for volunteers to look at the samples from two publishers that dr panya had provided a small group of junior high and senior high teachers came to look at the two products one of the products was carnegie learning series for middle school and the algebra 1 test the junior high teachers present did not care for either sets of materials reviewed eventually we continued the relationship we had developed with uci math project which created our curricular materials for use in our junior high math classes one of the high school teachers who reviewed the sample materials felt that the carnegie learning materials would really make her change your instructional practices in a positive way after reviewing the integrated math high school materials from carnegie learning three high school teachers from anaheim magnolia

178and cypress became interested in piloting these materials permission from ed division leadership was granted to pilot through carnegie integrated math materials beginning in the map three course in the 2013-14 school year the pilot would continue for three years so the students would have the full curriculum in the integrated model in january 2014 five publishers were invited to present their new map new math materials trustees you have a copy of the review responses the recommendation at that time was to go with the carnegie learning materials our high school math 3 and math 3 4 honors courses would begin to use carnegie materials in fall 2014. the pilot was in the second year and would be using the math 4 material anaheim union and carnegie learning came up upon a five-year continuing agreement to begin in 2014-15

179to supply the material in 2015-16 oxford academy began using the carnegie learning math materials in their junior high classes in 2016 carnegie learning submitted their materials to ed reports that feedback provided to carnegie learning identified areas that did not meet the high expectations of the ed reports criteria carnegie used these findings to revise their materials to meet that criteria when asked oxford academy indicated that they would be willing to use the revised materials since they were the only ones using the junior high and that's all it affected at first by 2017 the high school materials were also revised and a small group of math teachers were asked to review the materials to determine a recommendation to the math chairs which would be should we continue to use the older legacy materials or begin using the

180revised materials since we still had a contract with carnegie in 2018 they made the recommendation to the math chairs to go with the revised materials due to the completion dates of the materials the panel review reviewed only the materials for math 3 and math 4. a second panel was asked to review the math 5 text when it was completed this panel was comprised of of math five and map four or five honors teachers who are familiar with the legacy math five text when i get to the table you'll see that panels from cypress anaheim western oxford and kennedy review material and so that what you don't see is savannah and luera were set to have reviewers but they were unable to participate the trustees were provided with the results of the two panels and then

181i will get to that slide i got ahead of myself um final notes just to mention some of the things that we have done in the um in the recent times in 2019 through a grant opportunity we were able to implement the math learning labs at four of our junior high schools this was created for our teachers to have a time to observe a class in action where the math practices were prominent and to collaborate around lesson planning with other anaheim union teachers in 2019 we had our first math educational summit at oxford academy carnegie coaches facilitated the workshops you can see the titles that are on the slide which were not about uh the carnegie materials they were about those content um contents that you see on the slide there was a keynote by

182the lead author that used the carnegie material best samples carlos can i have the next slide please okay so let's go back to the junior high process um recall that we use the uci map project and we continue to use it through their improvement and refreshing until spring of 2017. all math character provided a link through our agendas to the ed report site to look at open source and other materials with high rated reviews links to the materials that you see listed um which i took off okay that would be the engaged new york there was illustrative mathematics and one other that i will get to i'm sorry since oxford academy was already using the middle school math material materials were available in hard copy for people to look at they also everybody also had

183access to the carnegie learning sample center where we had a special login that it was for all of our teachers to access and on april 22nd the math chairs meeting consisted of an interactive presentation by the carnegie lead writer sandy fennocchi where she answered questions that were proposed to the um to her and she linked it together with a junior and senior high presentation and all math chairs were asked to invite one other person and the reflections are also available i have the next slide please uh trustees for this response for this slide i'll refer to the responses after the carnegie learning writer presentation which i i just did um in 2018 some junior high teachers expressed interest in using the carnegie materials a plan was made to allow four junior highs to pilot the

184carnegie materials two additional schools also indicated that they wanted to participate the opportunity was then offered to all junior high sites two sites declined to participate please recall that oxford was already using the materials so they were not in a pilot from the junior high pilot and the high school use of the revised materials questions arose about some of the strategies and sequences found in the materials and this is where the questions arose for the presentation that the writer made that sandy finocchio made that was referenced in the last slide uh may i have the next slide please here is the table that shows the breakdown of the sites which had teachers involved in the high school math material selection and review you notice on the left side as 2014 every site was required to

185have their department chair and they could have at least one of their teacher the only limitations were the amount of subs that we could have and that was um it was on a full day so they're there a full day math 3 and math sorry the [Music] presentation were then reviewed and there was a week of facil of materials that were on display and the teachers who did not were not able to come to the presentations were able to look at the materials and then also put their review in you have a copy of those responses on the revised materials were reviewed by smaller groups of people and they were folks that were familiar with the legacy they were familiar with the development and they were actively using the materials in the class so the

186right side shows a time period of 2017-2019 because the math 3 and math 4 materials were ready before the math 5 materials were ready and we were not going to be able to submit to the imrc with partial materials so we waited till they were fully published um i will make one um noticing for you on your copy of the slide we did not have kennedy that was a misstep on my part there was a teacher from kennedy who was part of the math five materials review um next quietly there have been some concerns about the consumable nature of the carnegie textbooks i would note that this is not the first time that anaheim union has used consumable texts for math instruction the uci math project materials that the junior highs use had eight to

187ten separate units for students and teachers for each grade level during 2013-2019 each student received their own copy of the student pages for each unit pages were designed for students to complete tables write out their observations and so on some of our junior high sites adjusted the size of the pages to fit into student composition books for their own interactive notebooks there have also been concerns voiced regarding the appropriate nature of using these textbooks with our students who are emerging bilinguals and students with iep i now invite tracy and diana to discuss several features that support our students yes so in looking at the materials through the lens of english learner support there are a number of built-in scaffolds in the carnegie material for example in the teachers implementation guide there is an ell tip

188for the teacher to consider and they seem to revolve mostly around vocabulary but it does serve i think as a reminder to the teacher to provide these necessary scaffolds as well as others to support their english learners in addition to this though there are other aspects which i think are helpful for our english learners such as the built-in graphic organizers um like the charts the graphs tables t-charts all of which are very appropriate for for math but there are other visual cues that are consistently embedded throughout the student the student book such as thumbs up or thumbs down icons so whenever a student sees these they understand what they're being asked to do because it's routine and predictable structures like these are especially helpful for all of our students um but of course our english

189learners and of course an area of focus for els is the academic vocabulary development and before each lesson i noticed that students are introduced to content specific vocabulary and these words actually live in their consumable along with a lesson warm up and learning goals it's all right there for them in one place at the beginning of each lesson which supports all students but but again is especially important for our english learners um tracy we'll now speak to the other two bullet points there regarding accessibility to curriculum there are many advantages to using a consumable textbook for students students have a place to write down their notes capture their thinking and organize their thoughts based on their learning profiles students with visual motor impairments don't have to struggle with copying down the problems from a textbook

190or from a screen onto a separate piece of paper the consumable textbook has embedded activities warm-up structures and routines that are built in to help students engage and make sense of content collaborate with others reflect on their diverse cultures and prepare themselves for the learning process providing a consumable form of instructional materials is a common adaptation that is called for in a student's iep because it allows for students to see the notes and study guides ahead of time in order to process the information students are able to independently interact with the curriculum material jotting down notes and marking the text as needed students can collaboratively preview the text with graphic organizers uh visuals and illustrations and they're also able to highlight important ideas and then refer back to them so there are many benefits to

191using a consumable textbook for the students with disabilities but as well as students of all abilities thank you okay if i might address the second question that's come forward and that is why don't we use khan academy which can get the better uh make the same or better results than the carnegie learning mathea program uh in short if we were focused on our students learning and practicing procedures as we did in the times before our newer standards we should use khan academy it does have standards aligned practice problems the difference is that mathea the matthew product leads students in procedures but also intentionally checks for student understanding of concepts giving them real-time hints and adapting to meet their changing needs as they gain understanding now turn back to carlos thank you very much [Applause] colleagues

192and i apologize if you hear my chicken in the background he just laid an egg so excuse me for that very timely on his part or her part um i i want to bring to your attention the two following slides that are about ed reports and you you do have these materials um previous to this these slides so you you were able to see this board um this is the high school um slide and again um to remind us of where these ed reports come from this is an independent nonprofit designed to improve education by providing reviews of k-12 instructional materials their mission is is to increase the capacity of teachers administrators and leaders to seek identify and demand high quality instructional materials to ensure students at all levels receive an excellent education so whereas

193ed reports does that that is their focus our california k-12 adoption their purpose is different their purpose is to provide a list of materials that meet minimal threshold of criteria for current math framework so minimal threshold this gives us an opportunity to understand um that there are that what which ones meet expectations which ones partially me and which ones do not meet expectations and uh so i want to bring your attention to um the color so green is meets expectations with the czech markets it fully meets and you see carnegie learning along with other instructional materials they're compared to each other um so this is important for us to take into account um what this means to us it suggests that you know material is designed uh specifically for all in mind and and i

194want to bring your attention to the usability rating the usability rating is um it's it's defined as the degree to which materials are consistent with effective practices for use and design teacher planning and learning assessment and differentiated instructions so all in all a summary of what diana tracy and julie all spoke of just in the previous slide so again another another lens to another lens a a unbiased non-profit that allows us to suggest that this material is designed for all in mind this is the the following slide is the junior high comparison another middle school comparison and so you see the comparison there in green um again you see the comparison between carnegie learning and other instructional materials again meeting expectations um compared to the other colors orange and red or do not do not

195expectation okay and uh i'm gonna actually i'm gonna move on to the next slide we can finish up and get to the our next steps there are two uh next steps that we wanna bring your attention to one was a recommendation from from the board which which is our um our task force our math task force the other is i want to bring um brad manami in to share uh the director of purchasing and central services to share uh the comparison costs of one year and three-year agreements that carnegie learning has proposed that you have in front of you thank you can you guys hear me yes okay perfect uh good afternoon uh madam president represent the board i can't hear good evening our good afternoon members of the board uh mr altrejo uh members

196of cabinet superintendent monsignor members of the general public um at our last board meeting um there was a discussion about the carnegie contract and whether we had one year agreement uh versus the three year agreement that was proposed or brought forward so um i immediately got on the phone and uh talked with our representatives over at carnegie to figure out what was actually going to cost to come up with a one year agreement versus the three year so what carnegie did was they put together a a proposal for us for one year uh looking at the cost of one year agreement you can see there's a total amount of uh 888 000 for the first year um what i wanted to point your attention to was in the second year um the subsequent years are

197subject to price increases you know as we know there's uh inflation there's cold there's a whole bunch of different reasons why you know software and prices obviously increase over years so i'm just taking a conservative approach think that they're actually going to be the same price this year although it's chances are to be even higher therefore the savings would be greater um so if we look at our three-year contract if people went with this year we're looking at about eight hundred and twenty-six thousand dollars uh for a three-year contract within the contract that they proposed to us there's a forty thousand dollar termination fee um if we're to exercise our right under that termination fee um we'd still be saving nineteen thousand seven hundred forty three dollars on that first year um i look at

198that termination fee i've been calling it a parachute fee uh for them it's determination for us it's a parachute because we could jump out jump we could jump ship and spell that on our feet with that parachute and still save uh 19743 now if you look at the second year which is uh 2021-22 um the cost hypothetically if it was the same cost it would be 1.77 million dollars um over with with our existing year contract that we took forward at the last board meeting we'd be looking at 1.53 million dollars and even if we exercise the termination fee of 40 000 i would still be saving uh 201 052 so as you can see in your three the the savings actually go even higher um you're looking at uh 2.66 million and again that's

199assuming that the price doesn't increase between uh versus our existing contract that was brought forward at 2.24 million for a total savings of 422 000 over the three year period um i know uh the three year option seems to be the most reasonable it seems to make the most sense if we were to move forward with the contract with carnegie obviously to secure the best overall cost savings and the best pricing to the district um two we can also uh enact our what i would like to call the parachute clause although they would say determination penalty uh there's more preparation clause for us uh and also the carnegie team uh has committed to work with uh any of the staff or any of the teachers that are experiencing any problems uh they've committed to us

200that they will actually work with us to to help um they're they're committed and you know their teams uh told us that they're all in and they're ready to do whatever it takes to help us do this process um from a cost respect that i would say a three year a three-year agreement is the the most costly that we would say thank you thank you brad and finally this is our last light and then of course to open it up for questions um this is the recommendation that um for her last board meeting um this this came um up as a recommendation from from on behalf of you all um so um we've um designed some potential proposed objectives um this math task force is is going to be critical in how we move forward

201together um i i'm hearing the public comments hearing you know that we have some work to do in areas to include all voices we want to bring those voices uh to the table via the math task force and that includes teachers that includes students that includes administrators and parents and i want to say that you know we've had recent conversations with math teachers and that parent component of supporting learning at home is critical and that's something that we definitely need to target uh immediately um in terms of the next steps so having parents and parents lens uh is critical along with the carnegie learning staff and again if we're moving forward with carnegie learning they would be included at some point throughout the task force uh meetings so that they can hear the concerns directly

202from our stakeholders so that we can address this head-on and and the district office staff as facilitators and then just participants as well i want to bring the you know back to the objectives there's four you know key areas that we would want to address and that is addressing concerns about the teaching and learning of math and that is um via the the current adopted textbooks that is through the lens of the teachers that is through the lens of the students that is uh addressing concerns head on um so that we can you know move forward together on this because uh you know we need to uh reviewing resources and this is critical this is again came up through the math teacher the conversations that we've had recently that there are resources out there and

203tools that we can use to enhance the teaching and learning and that we said absolutely and i i believe dr feed will talk a little bit more about that but this is critical so we want to make sure we review it we create a systemic way to be able to share it and provide you know a place for all to be able to share in the learning of those tools that our teachers have researched that our teachers have found that are using and are effective and come to consensus on recommendations in terms of the new framework which um you know when when that is ready and that is again what julie spoke of in the 2021-2022 uh timeline so we need to be prepared for some potential recommendations at that point and then building capacity

204around the math the current math framework the current mathematical practices so that we can again uh successfully teach and learn in in the math journey and um that is it for us in terms of our presentation we thank you and we're gonna i'm gonna stop sharing so we can uh begin our questions here thank you so so much for that uh presentation and um i think board what would be a little bit more fair and equitable to all of us if um maybe we just ask one question each and we then we just go around again uh it seems like by the time it gets down to you know the the two of us at the end you know all the questions have been asked but so uh mr o'neal bears have we been using

205carnegie i didn't hear all of that the whole the whole question brian how many years have we been using carnegie julie do you want to just respond in terms of the number of years for high school and then and then the junior high i'm sorry i'm sorry i'm looking up i'm unmuting i'm i'm looking at the timeline i'm going to say we did the pilot in 2013 and the high schools and then uh in i think yeah i've got to look at the timeline i'm going to say it wrong but the high schools began the pilot in 2013 the rest of the high schools then in 2014 and shortly after that oxford joined with their junior high and then two years ago no last year was the pilot now two years ago was the pilot

206for junior high where we had six schools that did the pilot and last year all eight junior highs were using the carnegie material okay so we have been using carnegie in the high school say 2014 2015. so we've been using it for three to four or more years what has been our progress in improvement in our results coming from the students were you able to hear me yes we heard you uh trust your neil uh in terms of um progress and it's in terms of success so we're talking about academic success we're talking about assessments uh state assessments or the teaching and learning grades um any i mean all of that is that how maybe have we had success okay uh what about the s back i have a whole list of of of graphs

207here of the s back test since and 2015. and according to these for our high schools the only schools that have managed to succeed have been oxford and cyprus in other words the s back test results are not good so we have been using this program for five years and we haven't until my turn i just wanted to say what about this well thank you yeah that i was getting there yeah that's fine uh from the graphites that i was furnished i guess we were all furnished um and if it is correct we've had actual decreases over those period of years in in student success so then my question arises are we do we have the right program in place are the teachers not using it properly are the teachers not trained properly are the

208students not receiving it because it is difficult to use that's all one question um carlos may i add a different metric to to consider when we when we recently adopted new pre-calculus books and new calculus books we had an increase in the number of textbooks that we needed because our students are getting to higher levels of mathematics in high school than they have had in the past the last adoption for pre-calculus and calculus so that is increasing we've been increasing the numbers of students who are taking ap stats students are getting to higher levels i cannot address the the junior highs were using uci materials until most recently and i believe the same results i would attribute that to the changing of the standards and the difficulty in changing our hearts to embrace the mathematical

209practices for our students because it it requires a very large shift on the part of us teachers okay i'm very calculus mr o'neal can we we let someone else and then we'll just we'll keep going around and allowing um each one of us to ask a question and go for it okay mr mr jabar so uh for me i think part of it is when i brought this issue up uh and met with the teachers who brought the concerns or actually you know exchange emails with uh teachers who actually brought this concern to me my first and foremost i was looking at the point of view of a student in terms of english learners special ed students how they could be prepared number two was our teacher input i mean the teachers are in the

210trenches and getting their input to actually make a decision is vital and i saw the graph which showed uh you know how many teachers from all the school sites were given the opportunity to give input and then the review review section of it how many staff were available but this is one of the reasons that i actually asked for that math task force is because we want to make sure that as a district we have a vision for math if our numbers are not doing well then we need to make sure that we include a district-wide uh input mechanism where we could bring in teachers who are in the trenches who are able to give their experience now i get it sometimes some teachers might need a little bit extra help but that doesn't show

211for me from what i spoke to uh when i spoke to teachers it's not what i saw i saw that every single teacher that i spoke to had legitimate concerns that's number one now jaren i want you to give me a little bit of input i know that you went ahead and i i provided some teachers names to you and you included them in a meeting uh i think it was yesterday or day before so jaren can you speak to that meeting and i know james is online so i want jane to james to uh uh what he calls timing as well so jaren i'll i'll yield the flow to you to give me uh give the board a little bit of an update about the meeting that you had yes thank you trustee jabar

212so so as just a reminder for the for the board um trustee ajibar shared that he had received a handful of emails expressing concerns to carnegie learning materials and the process used to select the textbook at the last word meeting uh so you know when i spoke with trustee jabar afterwards um i got the names sorry i got a reminder i got the names of those teachers and reached out uh to schedule a meeting with them to discuss those those said concerns and so yesterday carlos hernandez and myself met with those four teachers to have that conversation i do want to publicly shout out to juan james sean and jamie for taking time out of their summer to meet with us and have that discussion uh to just give you a brief summary we did

213discuss the concerns of the textbook and the process that you were already familiar with um but what we did talk about too is they're under they were very very understanding of the dilemma that you the board is facing regarding the the fact that the frameworks are being rewritten right now as we speak obviously there's a physical impact in the decision that you make versus a one year and or three year and then also the emotional stress that may cause on teachers if we do bring a new textbook and to retrain them while they're also trying to adjust to just distance learning so they were very much aware and very empathetic to all those potential factors so what we did is we came up with a couple of potential outcomes dependent upon what what you as

214a board decided to do um so if you as a board decided to um use the carnegie for the three-year term we talked about how we would use the math task force so the one thing that came out from that meeting yesterday that i think um you know i'm james i'm sure when you talk to him he'll reinforce that i think was powerful from my perspective when talking with them is that teachers across the district in general and i'm now speaking about teachers in general not not math teachers um we always adopt textbooks for any given content trustee uh piercy we have this conversation a few days ago as well and as a district even though we have an adopted textbook and the expectations they use that textbook there is also that professional courtesy that

215a teacher if they feel it's appropriate and can better support their student with learning they do have the ability to bring in supplemental materials to support them with their teaching and learning and based on the conversation we had yesterday from with the math teachers um and i'm not going to generalize and say all matthews but i think there was a consensus that a lot of math teachers felt like they didn't have that ability that they they would be perceived as not teaching the curriculum to fidelity right that they were not being faithful if they didn't if they didn't um stick only with the carnegie materials so i have said multiple times in the past and i reinforced yesterday that no teachers in general across all content here is just like they would math they do

216have that professional um discretion where they feel like there's another material like they want to bring in a uci um activity that they have previously that would better support the teaching of a concept they could absolutely do that so one of the things that we talked about regardless of whether it's a one year or a three year term is that in the coming weeks i would send out a letter or a memo to math teachers and the site admin stating just that that math teachers we you know we do trust your professional judgment and we do want you to use the adopted materials whatever they may be but if there is a concept being taught that you feel other materials might better support you have that professional discretion to bring those materials in to the

217class like the uci activity that i mentioned as an example the other thing that we talked about is how we would use the task force so with this task force if a three-year contract was approved well then the task force would be used that first year and a half to really work through the the learning gaps that the teachers have brought forward with the materials and that task force would be made up of both junior high and senior high teachers and we would obviously have to break up into groups based on the conversations but after identifying those those learning gaps we would then have conversations bring in best practices potentially bring in some supplemental materials that would help find resolutions to closing those gaps while we while we um move through the use of the

218materials also that three under the idea of a three-year approval once the year and a half is done and the frameworks have been completed as julie had mentioned that's typically when the now the math textbook vendors would be rewriting or realigning the materials with the new frameworks so what we would do then once the frameworks are officially approved we would use this task force to build capacity of our own folks around those frameworks so when your three comes and the textbook companies are ready to start sharing their new text for us to potentially select as an adopt and as adoption in that at the end of the year three we would then use that team to vet and go through that textbook adoption process where they would have a keen understanding of what those frameworks

219look like so when they select materials moving forward um they would be able to select based on the true needs of our students and our staff moving forward with the mindset of what those frameworks are asking of our of our students that's how we use that task force if we did a three-year approval if we did a one-year approval well then obviously net this current year while we use the current materials for this year we would have to aggressively use that task force um to look at a new textbook for year two and year three um the reason why i say year two and year three is as i mentioned with the frameworks being rewritten we would naturally want to go through a process again at the end of year three because then textbooks would

220have to have that alignment with the new frameworks so we would have to go through that process next year and that process in year three and then that's what we would use to select the textbook moving forward long term at the end of year three when textbooks have rewritten or aligned their materials to those new frameworks um we also spoke yesterday a little bit about who would serve on the task force um you know we talked about the different groups like obviously department chairs probably bringing one or two additional teachers to the table we talked about parents as well being a part of that process because one of the complaints about the materials this um this time around is that parents struggle with how to help their kids with math because as you all know

221the shift with common core although it's not just about the procedural piece that julie spoke to it's also about the conceptual piece and because the the parents aren't in the classrooms when the instruction is happening um they sometimes struggle with how to help their kids when they're just looking at the math textbook alone uh so that's one of the things that we talk about next time is that we would definitely want parents to be a part of that process because moving forward we don't know what those frameworks are going to specifically ask for but it's likely the materials may be similar where we need to get their input so the parents also feel comfortable that these materials would be a support to them and helping kids moving moving forward um i will say that i

222appreciated the conversation with them yesterday i thought it was a positive and productive meeting um i'll yield to james if he wants to add his two cents um to how he thought the meeting went yesterday and of course carlos was a part of that meeting as well so hi everybody hi so nobody can ever hi nobody can ever uh talk faster than jaren but uh jaren actually did a great job of summarizing the meeting yesterday we were all very excited on on the math teacher side about um the discussion and the direction that they wants to go to get more voices into the math curriculum uh you know for years it's been kind of an issue in our district and we've seen you know task source and task force to attack the problem the el

223students are having in the sped task force to address those issues and you know for something as important as math to not have that um equity piece to have this uh group moving forward is is a win-win i think for everybody and um we aaron did a great job of listening to our concerns yesterday and the task force i think is a great idea and what i like the task force is they could discuss so many different topics and i think it could be a very fluid wasting and i think it's something that we'd want to keep you know in intuitive but definitely we're very appreciative of of the um changes that are being talked about so thank you very much thank you so much james uh miss piercy okay um first of all i've

224spoken to several teachers i talked to about eight different teachers because i i feel we have failed to keep in touch with our teachers the teachers are the ones on the ground working with the kids and and i mean i'd like to say you know we've got all these curriculum specialists and we've got you know you know lesson design specialists but how many of them are actually in the classroom working with the kids all right we're losing touch with the ones that are actually doing the work they have not had the ability to speak about this okay first of all i got letters from different teachers and one of the initial teachers who did the initial high school uh pilot is saying now that six years later teachers and students are alike are still struggling

225with this curriculum he said what we learned from the pilot was that students seem to have an improved vocabulary but they could not do much math using pencil and paper so i'm sorry it may be highly rated by e you know the you know that reports situation but i also feel one so you know one does not fit all in other words one solution one thing doesn't fit everybody and this is this is great for oxford oxford is doing great and when i he also sent all the s back results you know and graphs for the last five years and they're pathetic we have not made much gains in five years if any and actually we've lost except for cyprus high and oxford now unfortunately kennedy was not in this list but if everybody would

226look at these s back you know reports and you know for standards met or exceeded those nearly met and those not met we've gone backwards okay um carnegie learning may be a great program for oxford but not for all the schools and i was really concerned also about our junior highs because there was supposed to be a pilot done in the junior highs to me pilot means you're trying something new everybody is going to give opinion about what's going on and from what i heard from the teachers they had no opportunity to express their opinion now the last two schools to do this the ones that held out originally were dale and dale and south i think anyway um what sycamore sycamore all right so they had one year and then suddenly it's going to

227be adopted for the next three years so in other words but what i heard from the teachers was we had no opportunity to give our input so it was being decided by those who were running the show that this is great but no input from the teachers and i hope that with now we're realizing that and we're gonna have a task force but in the meantime why should we spend two and a half million dollars for another three years of a program that our teachers are struggling with or have literally picked apart and used a little bit here and a little bit there but not to the extent that the book is supposedly you know or the whole course is supposed to be used i have the books here and i see where some of

228them you know they take out the pages as they use them but you know the i don't know i have i'm sorry i just don't think this program is that great and i don't see going another three years i don't have any question i i have comments in other words and i was just re i mean and i did a lot of investigating i called teachers and i talked to them i called department chair and i talked to them and i had others call me and i even got a set of these books these are horrendous these kids and then those books are so big we've got to keep them in the classroom and tear pieces out because these kids can't carry them back and forth even if they did take them home parents couldn't

229understand what's going on without the teacher and now we're going to give all these lessons and helps to the teachers where was that five years ago where was all the help that you know they were supposed to be giving you know at a new program it wasn't there okay i've said enough thanks miss piercy uh did you want to address that tracy yes i um that trustee piercy thank you for your input i i do want to add that i was in the classroom during the year of the pilot so i it was actually the last year that i was in the classroom before i transitioned to the district office as a curriculum specialist um orangeview junior high was one of the schools that volunteered to be a pilot junior high school and the department

230chair brought along the entire math department it was a pd day and i don't remember the name of the the person that came out from carnegie but we were there with i believe two other schools and the discussion was hey we're going to see if this is something that we would want to transition to at our site we were currently using um the irvine math project which we loved it was very hands-on we had students that never really did well in math you know expressed to us how much they ended up liking math because to teach proportions you had to make lemonade there was a lot of hands-on and kinesthetic type of activities so we were really coming into this um this workshop with critical lenses to see if this would be something that we

231would want to pilot and um by the end of the workshop as a team and as a school site we were floored by the presentation and the adjustability of the the curriculum and how how it lends itself so well i do agree that initially that gigantic um consumable textbook was a total turn off i i was like there's no way that our students are going to be um you know taking this back and forth to and from school however um to accommodate for that we just had them do take out each part that was needed unit by unit and keep that part in the classroom um also um regarding the data that you have i'd be interested to see the um the breakdown of the student groups to see if eo and swd has has

232either sustained or maybe even possibly made some gains because within the last five years we've had our srbd task force as well as our el task force which has targeted some things that were not in place to support our students of greatest need such as progress monitoring and systems for collaboration systems at the sites for there to be co-teaching curriculum planning so that these accommodations can be thought of ahead of time not after the fact that that the lesson has been executed uh so i just wanted to let you know that uh in in my experience i when i was in the classroom we we happened to be one of the schools that were asked to see if we wanted to pilot and and i felt like i had a pretty fair share of um

233saying yes or no and i believe our sec teacher who's now at gilbert but he was an scc teacher at orangeview was also present because we wanted to make sure that we had um a a curriculum that would be as strong as the irvine math project because we have been so successful with the last curriculum thank you well i'm glad you were successful tracy that's good you know and there are successes there are teachers that have been successful but when we have 200 teachers across the district and a lot of them are not successful a lot of them are not happy something needs to change and uh you know and this is where as a trustee i'm i don't know everything but i but i certainly and this information i got as far as the

234graphs i just got yesterday and so and i looked at that and i'm going oh my goodness okay but from the ones i had talked to before and the comments i just feel it has not been there's not been the teacher input that should have been there in other words the ones on the ground doing it there were not enough of them speaking into this in other words and they're the ones that have to use it so that's that's i'm gonna say but hey there are some that have been very successful we got an example and and julie sent us something to watch of a teacher in the classroom well she's obviously successful okay some are and a lot of them are semi-successful but you know it's just i don't know too difficult i think

235i i really uh want to acknowledge all of the uh the work by everybody here you know and this is lessons learned for all of us even those teachers now that are saying hey how come i wasn't asked they probably you know it's people are asked all the time and whether they volunteer or think ahead like hey this is real critical right um that that's one thing i mean that's not just math but it's you know with textbook adoption people it's usually the usual suspects who volunteer for textbook adoption um and then people start you know oh i didn't have a voice well you you know this is a lesson learned for everybody going forward and i i do i'm not talking to just i'm not gonna defend carnegie or anything like that but i

236think a lot of the challenge nationally has been with the common core math standards overall and so i think that a lot of teachers math teachers in particular are struggling with this across the state of california the math scores and the s back scores are flat are even down across the state especially if you look at our demographics so you know that's something that we look at we look at when we compare our or any of our scores ela or math uh we look at like districts right and it's very uh disturbing i would say i would agree with you trustee um piercy that it is disturbing i think a number of people are concerned about this um but i think the bigger picture is understanding the shift expected with the common core math standards

237so um which is more literacy based right i remember back in the day when we were doing when i was doing math problems the hardest ones were the story problems and those story problems you had to understand deeply understand the concept to apply whatever that was you know whatever concept to um the story you know the actual apply it was like applied math that was what was going on but those were the hardest for most people to do with story problems um and i think one thing in the common core math standards that we're seeing is a lot more applied math integrated math uh and applied math when we say integrated math it's it's it's also trying to break up this thinking that it has to be algebra 1 geometry algebra 2 right because you

238don't if you think all of us went through that sequence and um if you look back on it why is it that you what does one have to do with the other like you know geometry with algebra two i mean i'm not a math person but that's kind of what uh common core has attempted to do is integrate across some of these uh areas and um and i think this is the same gonna be the same challenge with science as well science is uh more of an integrated approach right we have physics biology right geology right and so forth and now people are talking about more integration of these uh math and science so i think that even if we were to start all over again who knows maybe we might have to do that

239that's going to be the challenge is whether our teachers or math teachers to what extent are they willing to embrace the common core math standards and i think that's a challenge across the state of california i just wanted to clarify in terms of just the the program we have not had the full program um for five years in terms of uh the high school we we uh started using mafia uh just last year um the mafia structure and the way it's built and just to enhance the s back pieces it's built similar to and designed similar to the s back so you know it could help uh practice in terms of the s back uh piece and mafia we started last year and uh only 2 500 users you know but that was our first

240year this year where the plan is or was or still is on the table too um and to expand uh district-wide so i just wanted to add at that piece in terms of the materials can i add there too that when i spoke to all these teachers the one good thing they had to say in every case was matthew they liked matthew and they felt it was very good okay so matthew is great i don't know about the rest of it but they really like that so why don't we look at something like that just a clarifying question matthew is a supplement it's not a it's not a curriculum it's an online program you know where they they do problems and they cannot go on until they master the one that they're working on so

241it it progresses them so we have something similar in the elementary school district and it's it's more like a supplemental not not really the curriculum it's just kind of to enhance your your practice right right yeah it's a good enhancement i mean but it doesn't yeah but ms also certainly i don't know if it has to be or not i also wanted to address the uh the parents struggling with helping their students at home so that happened as soon as we shifted to common core because the standards uh changed and so one of the ways that we had to remedy that was to flip the classroom we started video recording our homework assignments so that the dialogue between parent and student at home would not be so um you know it wouldn't be negative so

242that the parent felt like the kid could um could go over their their homework assignments and then review watch and re-watch and that just kind of started out because we were we were constantly tutoring students after school and realized that that was on a sustainable way but um but i want to say that even before carnegie that that was an issue is parents were calling us very upset calling administration saying that um what is this math you know i'm telling my kid this is how i did it when i went to school and this isn't and i don't know what you're doing and so we had to really defend ourselves and and let's let them know that there were adequate amounts of supports that um and and if we told the parents to um hey

243make sure your kid checks their notes well they didn't take any notes so what am i supposed to go off of so we really had to adapt and make it so that it was um something that the kid had had access to our instruction even from the home because we can't assume that the parents have the you know the training in common core so so i do want to validate the fact that um common core math homework is difficult for parents to help their child with in in general because it's not something that we went to school learning it's it just has more abstract and you know it it goes around and around explain why draw a picture why and tell us different reasons why and it has more to do with conceptualizing and making

244sense of the math problem not necessarily just solving it and calculating i agree entirely but also and i think we have to remember this now because we are going to be going to a hybrid education where we're going to kids are going to be doing a lot of work at home and parents are going to try to help them and if there's nothing in a book or a a workbook to help them how can they help the kid now i will i will say that my high school grandson when he he hit ninth grade and he was i was making him come to my house after school to do his homework and i'm trying to make sure he does it and i'm trying to help him with math and i'm going oh okay and so

245i understand that you know the frustration of the parents because you're right it's not the same thing anymore but you know you need something that's going to let you know what the whole you know aim is in other words and if they don't have something that explains it so how can they help their kid so and you know the the the online videos is another thing we're going to have to go to more of that i agree madam chair does uh kathy get an opportunity to ask yes she does thank you i would like to speak i am very very sympathetic to what anna has spoken to and if come if uh the carnegie program works for oxford maybe it should stay there but i think we are failing our communities we are failing education

246because anybody that can count one two knows that math is a very difficult subject for most people they don't grab onto it like they do a paintbrush and i think that now that we've reduced our graduation rates to a one point we need to really go back and redraw and rethink what we are doing for our our society i think we have failed and it's appalling to me and i am so grateful this subject came up as a matter of discussion i read the material that was given to me i've listened and i've heard and i too have spoken to people that work in the district and i can tell you it is just an ability it's an abolition i'm it needs to be abolished and restarted in this end of subject for me thank

247you miss smith uh ms speicherman did you uh have something to say yes in the conversation about uh giving help to families to support the students and i i believe it is every topic in the um content there is a family guide there's a whole page that explains the concepts that are being addressed and it is written in non-mathematical language it's it's a narrative and explains what the students will be learning and that is in every single student textbook that the parents should have access to thank you uh go around again mr o'neill i'll pass at this point mr jabbar yes uh so my questions are one i mean as a matter of practicality i think we're into this whole procedure of uh going into looking at a new textbook um one of the reasons

248that i wanted jaren and james to chime in is to look at what we're faced with right now right we we have a situation where we have to approve either one year or three year and take a look at what we are planning on doing in the future i'm glad that we have the task force at hand now my question is have we looked at surrounding districts what they are using for math well i could say one thing that um some of the many of the surrounding districts are using um more traditional pacing guides and that might be something that we look at from the district level i mean it's very traditional and the the pacing guides and sort of the district benchmarks right because um and we would do this in collaboration i think

249i mean these are you know the things we have looked at that um the question is whether our folks and our teachers um whether we want to go in that direction mr jabbar well i well but what is the curriculum what is the textbook that they're using is my question well i i haven't seen um too much of the textbooks my kids just graduated from placentia yorba linda and their textbook is the very traditional textbook i do have a friend on the street who teaches in buena park junior high and all they do is direct instruction he basically told me so we're way ahead of the game and um i've heard a lot of comments today and the one of the comments i did most is that we're not uh the teachers aren't prepared to

250do the shifts in our district we've been we've we started the shifts um over six years ago with uci and we are very adept at not doing direct instruction or very minimally and we're not like floundering with that so the issue that we're having right now is not really the shift so much it's other um curricular pieces that we could use and the level of the book so i i do disagree with the fact that you know the comments that we're not prepared for the shifts and everybody's struggling we're way ahead of the game i think we're ahead of everybody else and we really do offer the best programs i think in the county at least okay uh miss piercy i you know i think i've said enough i mean but i just you know

251i my big thing is stop laughing jaren okay my my big premise is one size does not fit all okay and i've just have heard too many teachers that are not in favor of it and they've had to adjust so much they're really not even using the carnegie learning i mean i had one teacher say she's she collaborated with another teacher and they made up their own lessons based you know using it as a framework and a starting point but they really were not using that workbook as a book so we need something you know where most of our teachers will find it usable now a lot of them like the uci come on the uci project you know that okay i thought that was terrible when i walked into a classroom and saw all

252those packets instead of a textbook but the teachers put that together and they were using it and it was it was the common core idea so you know for a lot of them now that and i heard some of these comments you know we thought it was bad until we got carnegie learning and so they you know they're gonna they're going back and seeing it wasn't that as you know as bad but there's other solutions in other words we have good teachers they're you know and some of them have spent a lot of time trying to adapt current carnegie learning but are still struggling if the kids are struggling in other words it's not you know the teachers too but um i i just don't think it's a good fit for all the schools and

253like catherine said maybe you know oxford's doing great with it so leave it at oxford but that's the only well there they you know they could keep it catherine did you have any other questions no um i think i've said it abolition is my opinion for the grand group and that if oxford does well and that's just fine and we need to rethink it and i think that society is suffering i did hear one mother report she had four students in four different grades and she was just flummoxed because she could not work with them at their different math math problems in their classrooms so end of my speech okay so um you know i've heard uh my questions were uh mr jabar did you have another question well i mean no if you have

254questions go ahead i have a few questions after you're done i could answer um i i too had the concerns about the fidelity in which um you know all of the sites were being asked to to give input um i i didn't think that it was acceptable to just not have two sites you know uh not not be a part of it it was kind of like oh you don't want to join in so just you know let it go well i i just don't i i don't think that's acceptable um i i heard a lot of concerns from teachers that said that there were folks that were kind of hand-picked and whether or not that's true um you know when people feel things and you know it's their feeling and so i'm really pleased

255to hear uh jaren that you did talk to um uh you know the the folks that brought up the concerns um i also want to you know give a shout out out there that you know let's not wait until there's an adoption and the board has to choose between you know saving money and not because it's it's really a difficult decision for us especially right now especially right now when um you know we need every single penny saved um it's it's just kind of a really difficult position to put everybody in i understand um you know you you felt the need and and i'm glad we're having this absolutely robust conversation that we really needed to have so uh you know let's all take responsibility for our parts just know that the board is here

256anytime anytime you have issues please come to us if you felt that you couldn't reach anyone else at the at that level um and try to come you know before um there's this uh uh we're sort of kind of in a in a crisis period right now um that i've heard of that there are a lot of gaps um and so what i'm hearing is that you talked about fixing those gaps and allowing folks to use other materials to supplement um what i am hearing as well is that carnegie may be the best out there uh being offered because this this is so i that's that's what i you know what we don't know so uh it you know looks good on paper you know but then the application so um i think that most

257of my questions were addressed um and it's just uh it's just it's frustrating that we had to come to this point in time i think that we have excellent math teachers just like we use um you know uh kelly gallagher for our writing journey i feel like this is almost in the sense that we we need to we need to really inspire some of our teachers to really get together and and and fix the situation because then maybe it's not just a program that we're needing we need just a whole recalibration of of the math department um and looking through the lens of our el students and our special needs students so um so that's all i have to say on that mr jabbar yeah uh so i'm looking at it again going back to

258the practicality of it um james mentioned that we're ahead we're far ahead of other districts in terms of what we're doing with math and so my questions now lie in terms of as a board member not only making sure that you know taking into consideration our students and our teachers but also being fiscally responsible in in terms of approving a contract to implement this for the next three years or one year or whatever it is i know that the board our board is in you know we have different points of view but what would specifically what i want to get to is if we are to implement and this i guess this question goes to james because you you know you and i have talked about it for a lot a lot in terms of

259this discussion and you were part of the meeting yesterday with uh manuel i mean sorry gerund my question is if we were to do this for three years because again i'm going back to the also the the highlighted point of that the state is actually looking at rewriting the uh standards so if you were to do this for three years james with the understanding that you have with gerund where we're getting more input from teachers is that a viability for teachers to work with what we have well one one of the biggest that a lot of teachers have had for the past few years the teachers were working to vary it all from the curriculum it was it was stressed that we needed to do the curriculum with fidelity and if you tried to do

260innovative things sometimes that always wasn't really welcome so uh we expressed that to uh the group yesterday and with the lead that jaren was gonna write about how teachers can use their best judgment to modify the curriculum to supplement the curriculum with different activities along the same lines as common core for example some of the uci quote activities aren't as engaging or way more complicated than carnegie could do but you could go back in your toolbox and you could utilize the uci activity or you could find something online and we also thought about how if we had that you know the carnegie learning for three years we would also be able to build some sort of library of activities that we could share and you could say you know what if you don't want to

261use this activity um then you could use this you know and it would still be common core it would still be the shifts it would still be the five c's and everything we want out of education today so we were all very excited about that you know if i could one one things that i want to i want to stress too that i think is really important remember right now the the standards and the mathematical practices that that's the curriculum right the carnegie materials that is the tool that is not the curriculum that is something that was intended to support teachers and students in getting access to um the the standards and the frameworks so when i talked to james and the others yesterday and that's when that conversation came up because you know we

262have to trust our teachers that they're gonna they're gonna teach the standards and that that's a non-negotiable right that's that's what our charge is to do um but when a teacher is in front of their students and they feel like i can bring this material in as a supplement and this is going to better support me in helping my kids we got to trust they they're going to make that judgment on the best on the best behalf of their kids and going to do that just like we would with english or or history or science teachers they do that all the time but in one of the conversations we had yesterday the math teachers felt like they didn't have that autonomy or that flexibility that other teachers and other content areas had and i know

263i have been saying and james has heard me say multiple times over the years that of course you have that autonomy and that flexibility um the standards are what you can't waver from right that's the non-negotiable um and the the textbook is the tool that supports that so so i would agree with you james and with trustee jabar that if hypothetically for those reasons that you mentioned you went with the three years um the teachers can still bring in additional materials while we're building to pass around the new frameworks uh moving forward if that's what you decided to do otherwise we got to go through a textbook adoption process now and then year three again and so that that also leads me to uh the other question right i mean i know that jaren i

264think you mentioned that you're going to send out a letter to uh also the site administrators talking about the fact that you know teachers will have this uh uh autonomy to use right correct yeah so in that letter we go to the teachers and the site administrators but um just like anything when we have an approved textbook obviously it's expected they use it but then they make their judgment based on what they're teaching if they want to bring in the supplemental materials but yeah that that would go out to both the math teachers and their and their site administration and aside from that i just want to you know caution our admin team whenever we talk about you know teachers i think that we have a really good set of teachers yes like all districts

265we have challenging teachers and then we have teachers who are you know mediocre but i i happen to believe that we have some of the best teachers in our district but at the end of the day when this goes back to what anna mentioned i think getting input from the folks who are in the trenches is very very important i go back to my community colleges when i was part of the student government body we talk about shared governance and i think you know having that concept i want to recommend that if we are having a math task force besides the admin team picking and choosing teachers who are you know doing well or uh you know showcasing and bringing them into which is important into a committee ask asta ask to ask the leadership

266to say like look we're putting this task force together we want you to send some names for teachers to be a part of the committee which allows to be a shared burden of uh looking at it uh and and making sure that we're making a decision uh together then we won't be in this situation where we're discussing the you know adoption or non-adoptability of a textbook with all these issues going on because we have teachers reaching out to the board it technically should come that reaching out should have been done at a site level to the admin team going that route i again like anne marie said we are all open uh to hear it out and i'm glad that you know teachers trusted to uh reach out to me to you know have this

267conversation but we need to make that a practice in terms of every process that we take having said that i want to go back to because we have to make a decision as to what we're going to do are we going to do the three year or one year i want to get a collaboration from uh i guess james and uh uh jiren kind of giving us a nudging to say like all right well you know i think we could work together in a three year or i could work together you know one year because i think at the end of the day we got to take a look at the dollars and cents as well uh when we make this decision trust me yeah i'd like to try me on that one so we

268have the one year and the three year um if we have a task force put together to develop ideas for the future that's not going to change the writing in the textbook whether it's a one year or three year is it because barney's going to book and it's not going to be dependent upon anything that we tell them or is it if we have if this task force what it would do is it it would bring those identified gaps to the table and carnegie because if it was hypothetical if you had approved a three-year they would i would imagine they're gonna be incredibly responsive because they're gonna want our business at the end of year three and they're gonna need to make some of the changes and get the feedback while we're using it but

269what this would allow also is what james was talking about it would allow some of the flexibility of bringing the best practices along the way because regardless of whether we use carnegie just for the one year through here we're gonna have new frameworks uh in two years so we're gonna have to be all textbooks are gonna be readjusting anyways so um so for me at least fiscally right it would make sense for a three year with that task force to really support the teachers moving forward with the materials and get carnegie that feedback so they can make the adjustments whether we use them or not after you're three that's to be determined that's kind of where i see it just to add to that and i think matthew hasn't been used as uh you know

270as it can potentially be to enhance what is uh you know things that you know our students are struggling with so you know that's another component that um you know we can look at and then we can help our our staff understand the uh the value of the uh the mafia piece okay can i ask a question here what happens if we don't approve anything what do we do if we don't let's say purchase carnegie learning for for one year what do we do well i you know what let me speak to that as as much as there are issues with the carnegie learning there are some teachers who kind of know that it may be there are some issues we have with it but by the same token if we don't have anything at

271all that's going to cause way more stress kind of like jaren said for the teacher so i mean we're we're committed the math teachers want a voice that's all we've ever wanted and we're committed to work with a one year with a three year or whatever but i i think not i think not doing it for one more year that would just be a disaster okay all right and in the meantime matthew okay let's get more matthew usage because i heard that was really good president what do you think oh that was brian's work frame to put together a task force and come up with some some ideas well the task force well i really carlos you want to talk to it i know all three of us have probably seen response we're starting effective

272i mean august and so as soon as we move forward we can begin the invitation we can work with asta we can work with our sites we can you know the letter will be coming out from dr fred's office so it is going to be pretty quick to be able to move and then on a monthly basis we are meeting and we are uh you know talking about specific concerns and moving on those concerns um we're not waiting around i mean that's it's in a month yeah and i also add something that when we start this task force okay let's make sure we give teachers the opportunity to respond because telling them the book is in the district office go look at it they're busy they're grading papers they're doing stuff and they just okay

273they forget to go in especially if they're on the far side of the district or they live a far in distance away let's make opportunities for to get the stuff to them not tell them to oh when you find time go go here that that doesn't work very well i like to hear from james um i lost my train of thought but um you know one of one of the things about the task force that i like is we can bring up concerns that are underlying besides textbooks for example we have our english language learners and they are not given the regular english curriculum yet we have some really um immense gaps in some of our students education and really severe needs and they're they're put in this program which we've kind of shown is

274challenging that you know pretty much oxford and you know the west side are having success and you put a student who's really really struggling in that class that's not a good fit and we're we're not you know looking to just uh track the student or put them in classes but there has to also be some some sort of honest look at where our students are and how can we best help them we have to we have to give them equity and just putting them in you know the one class that we've been doing is not equity because they all have different needs and some of them have severe needs but you know we we're excited about uh this task force and um i think as soon as that's going it'll it'll get going quick thank

275you james i think we should start that yesterday it was that that's great it's good to hear uh james that you're involved in this conversation um i think you know you're the voice that that that counts right now in this uh i'm gonna do something that's gonna make everybody upset but i'm gonna add one more one more caveat to this because i want every rock to be looked under i i disagree um that if we choose a program for three years at their work that they will work harder i feel like if we choose them for one year they would work really hard for the rest of our business and that they would you know they would really want and i feel like you know if we're working with them that they would want to

276uh incentivize that for a couple more years and i feel like you know they probably would go down in the price if uh you know and i know that stress on on everybody we want to just get this done but um you know brad in your talks with them um you know how amenable do you think if if we're telling them that you know we're having these issues and we're not we're thinking of not using them in in the next year uh so um honestly uh because if you look at what i presented in the three-year contract uh we have that remember i mentioned that parish clause so in reality they are coming down in year two and year three of the contract uh they've come down i think it was over a hundred thousand

277dollars uh each year so let's say hypothetically and that's why i want to bring up the fact that you know i don't know if we should struggle as much with one year versus the beer because we can get out after this first year um you can still continue to move forward as you as you wish looking at something else except that that's what we choose um you know um hopefully that's not but it is uh we can still back out of it with uh with still saying you know close to twenty thousand dollars uh so they already are coming down in their second and their third year by well over a hundred thousand dollars for us so will they come down tomorrow no i think in the presentation i mentioned you know the cost of

278software and costs to increase usually so as cost increase they're going to pass it to us so if we went one year it could be 888 that first year it'll probably be close to the same if not maybe a little higher the next year so you know look at it as you can we can you know quote i call it perish because for us a parachute for them it's a penalty but it allows us to sort of um come out of this uh contract you know first or the second year so they really will work hard with us because we can get out of it in a year yeah so yeah they do they really are like i have them online with me and he's texting me talking about how to support us and everything

279they're going to do to help them out okay they've committed to work with us and our teachers and our staff they're talking about matthew and how good how good it's been working in other districts and i'm how it would work well with us so yeah i'm you know okay so i think yeah that's i got a question yeah go ahead bro henry i have a question for jaren yeah if we if we went with one year what are we gonna do for for year two and year three uh what what what textbook or program we're gonna be going with because in year four we're gonna have a new adoption right that that's why we were recommending the three year because if we were to go with the year one and just do the carnegie for

280this next year the reality is we can find something as a whole for year two and three but then because the frameworks will have been completed in the middle of that year two year three we're going to want to go through the process anyways again to because all textbook companies are going to be rewriting their books to align to those new frameworks so for us that's why it made sense to keep with carnegie as brad mentioned if carnegie's not responding to the concerns that brought up through let's say the task force will we sorry we have the ability to um as brad use the repairs we have the ability to remove ourselves from that contract so it made sense to do the three-year because it gives us the out if we want it but then

281with the framework we have to go through them all right and can i just add that i know carnegie's going through a a textbook design and they are inviting um you know teachers i mean they're going to be working with us they know that our anaheim you know teachers will be at the table um helping uh develop and designing the textbook so just wanted to keep that fantastic anna your mic's not on oh oh so everything is in flux in other words so they're going to be changing their book and you know i don't want to go another three years okay james because you said it'd throw teachers into a tizzy if we didn't have anything i would go for one year and during that year we're going to have a really good task force

282working on looking at what else we can use for the next two years until a new framework comes up in other words i don't want to spend two and a half million dollars over three years i'll foot the the bill for one year in my opinion and i want us to have a good solid task force with teachers involved and parents and students and students in other words and really do it and and let them speak because my my thing was in a lot of the you know ways people weren't allowed to speak or you know they didn't feel free to speak they got to be able to really afford their opinions so anyway you didn't did you understand that if if we do the three we still could we have an out clause we

283can get out in eighteen i don't care i don't wanna i don't even wanna say three give em one year and you know tell them one year and let them work hard and maybe then then maybe we could you know we'll decide but i don't want to go three years and i'm for abolition and i just think that this is an inferior product for the mass majority of our school district works great for oxford hail but this is just i think the task force is what we really need in the input from our teachers okay anyone else i i guess i'm going to step in i just want to make sure anna that we've clarified this um so even if we have the intent of using this only for one year it is in our

284best interest as a district fiscally to sign the three-year contract we will save twenty thousand dollars we can still back out we have we have the closet we can terminate the contract during that first year within a prescribed timeline so if we go one year we will pay twenty thousand dollars more to do it as a one year versus a three year okay jennifer can you put that uh slide up with the uh uh contract uh numbers sure sure i just want to make sure that the board understands that regardless of one year three year it's a cost savings for us to go with that three-year contract and end it versus go with a one year and pay more for the first year we still save twenty thousand i don't have the site um i

285don't the presentation is really inspiring carlos okay jennifer is this the brand i understand the idea of a three-year contract because it'll save money but uh and then we'd have to terminate and when is the termination date in other words um in the meantime i want us to say if we were to sign for three years but no we're only doing it for one year but i mean that's i don't care if it saves it's uh i i'm just not in favor of that i mean that's playing a game yeah we'll save 20 000 okay if we do that and then or if you wanted to do that and at the end of it when we want to terminate or if we want to keep it enough for one school or something like that but

286then you're going to change it anyway i don't know i i just to me it's jennifer jennifer just because the uh slide is up right now i want to clarify what you said so you're saying that if we were to do the three-year contract that will be at 202 million 242 776. but let me can i start out can i do it a little differently maybe this might help okay so if you look at the 20 20 21 um row which is in yellow if we only keep carnegie for one year and it in in the spring we say you know what we're we aren't happy we're not going to move forward with it in year one we will have paid if we do a year one year contract which will end in june of

2872021 we will pay eight hundred and eighty eight thousand three hundred and seventy nine dollars if we sign a three-year contract but we exit at the end of the 2020-2021 school year we would have paid for the year and thirty 828 dollars yes we would be charged a forty thousand dollar termination fee but that still would result in a savings to the district of nineteen thousand seven hundred and forty three dollars if at the end of that year we say you know what gosh we need another year or we want we do want to wait for the next um adoption to come around if we go through two years if we had signed two one-year contracts the minimum we're gonna pay is 1.178 million dollars and again the asterisk indicates that that could go up

288because um they're giving you know their costs could go up in that second year if we signed a three-year we would only be paying 1.53 million we still would have a 40 termination fee but if we went two years it's a savings of 200 and 1 000. so there's no there's only benefit for us in signing the three-year contract at each juncture we have the right to exit that's brad's negotiated that into the contract for us whether so two years for that just basically really eliminated my decision right at the end of the day whatever you know process that we have i think at this point in time again i know uh kathy is in a different mindset but again listening to james if he didn't have something here our teachers are going to be

289panicking and then we're not in a normal school setting we're in a colbit setting where you know it's going to be even harder and i think this is just my opinion i think as a board we can give direction to sign the three-year contract because of the dollars and cents and give direction that we either terminate in year one and then maybe the math task force comes together and works something out if from there if you want to keep it for the second year if it works with the map task force especially the teachers giving input if the math task force would give the advice and say like you know what we can work with carnegie and it looks like it's everything is working and then if we want to extend two years we still

290still save money i think at this point with every cent that we got to make sure that we're saving for taxpayers i would i would recommend that we go the three-year route with the direction that we terminate either one year uh with the evaluation of the math task force and come back to the board come back to the board before the one year ends with the recommendation from the math task force on how it's going so that we could evaluate and give direction again okay can i ask for this okay when is the termination time in other words i'd like your idea al okay because it would save some money okay so we need to know what the termination date is beforehand that has to be clear and then we also when we you know

291let's say vote this voted with just the way you stated we'll do it a three year with determination to be done you know after one year so to answer your question conspiracy uh we'd have to terminate the contract by april uh if we were to go with the new adoption we'd probably start the process well before april anyways uh we go through the cycle they have to bring it forward to board anyways as we adopt the new cycle so april would be it should be plenty of time for us to terminate and end this contract if we had to do so okay thank you it was a good clarification that was good clarification okay any other questions or comments and we're going to move on thank you everyone excellent robust conversation so item 8.1 resolutions

292resolution number two zero to zero slash two one dash b o t dash zero one order of biennial trustee election and specific specs i can't say this word specifications election order second okay move to second in any comments okay hearing none uh mr o'neal aye mr jabbar aye ms piercy aye mrs smith aye and myself i 8.2 resolution number 2020 slash 21-e-01 annual certification of course-based independent study for 2020-21 action item [Laughter] was there a report on this from staff nope okay questions or comments from the board okay hearing none mr o'neal hi mr jabbar hi miss piercy aye miss fifth did you say smith yes i did i thought i thought i heard you say piercy a second time i'm just worn out uh i thank you educational services 8.3 contract agreement carnegie learning

293so motion so moved i guess we need to have a motion yeah i want to clarify the motion so the motion that uh and anna if you would i don't know if you would uh clarify the motion or do you want me to clarify the motion uh no go ahead i'll let you clarify now because you've spoken before you know and i didn't think about clarifying that right go ahead yeah so the clarification for me is we approve the three-year contract with the understanding that we look at a one-year termination but bring make sure that we get the math task force to work closely if they decide and i know it's a long uh motion if they decide that after getting input from teachers that they could go for a second year then keep it

294if they decide that we want to terminate the first year then we terminate after the one year so that's my motion i don't know if that enough clarification carl that sounds pretty good yes that that's a good motion we could put it in his speech so uh moved and seconded we've spent a lot of time on this and i really appreciate staff and i really appreciate teachers input across the district these things are extremely important and we always want to hear from you so with that mr o'neal hi mr jabbar hi miss piercy i guess so that's not a yay or nay yay okay well i'm going to hang with mrs piercy and i'm saying that grudgingly all right and uh i vote i as well so i have a i have a question and

295it goes back to 7.1 a real simple question which we didn't touch on what happens to teachers that need substitutes when we have a virtual or we're in the classroom now what are we going to do for substitute teachers mr o'neal if if it's if it's a in-person day um there'll still be substitutes required um for students because we cannot they have to have a certificated person with them so i'll substitutes will still be required if a teacher is not present in the classroom in a in in a synchronous situation um we uh you know the teacher has provided the curriculum for the entire week and so the teacher probably will not call a substitute in that situation in that scenario thank you manuel yeah and also i mean because since we are now in

296a computer society and you can take it with you if a teacher has to be let's say gone somewhere on the day they're supposed to be teaching they take it with them they it can be done so i i don't see any need for any subs other than in person days we're going to save on sub fees okay thank you thank you mr o'neal so with that may get a motion to adjourn i thought this was going to be a short meeting mr uh o'neill hi mr jabbar aye ms piercy aye ms smith hi and i vote i thank you everyone have a great rest of the day okay so when's our next meeting guys all right and uh in the meantime uh we just really want to wish um the jabar family um happy

297congratulations on their newborn new girl uh we're we're so happy for you thank you all right what'd you name