001meeting is open and the live stream is on. >> Thank you. Good evening, Isuza community, students, parents, and staff. Welcome to the board of education meeting for item 1.1. I would like to call the meeting to order on Tuesday, April 7, 2026 at 5:29 p.m. A little early. Moving on to item 1.2, roll call. Board vice president Rodriguez Pena >> here. Board clerk Ramos >> here. >> Board member Greer >> here. >> And board member Ariana is maybe she's arriving late. And I am present. Moving on to item 1.3, pledge of allegiance. Will Adrienne Aosta, principal of Murray Elementary School, please come to the podium. Good evening, board president Benvitas, board members, cabinet, and community. My name is Adrien Aosten. from the proud principal of Murray Elementary School. Murray is committed to academic growth and
002student support. We consistently implement when what I need, intervention blocks, and a SEAL program. To bridge learning gaps, we maintain an afterchool tutoring program that provides students with the additional time and attention needed to master core concepts. Our focus on literacy and language complements these academic efforts. Celebrated through events like grade across America and the biiteracy pathway awards. Creating a sense of belonging for our families is a central part of our school culture. We have hosted a wide variety of community focused events including trunk or treat, winterfest, the 100 mile club, and our Murray track meet. We also make room for smaller personal connections through gatherings such as muffins with caregivers, donuts with loved ones, and our spring extravaganza extravaganza. These activities with our daily outdoor morning assemblies and the quest for school breakfast ensure
003that every student and parent feels welcome every time they step onto the campus. We know that student success is built on a foundation of wellness and a positive school climate. Our community schools team has been instrumental in integrating social emotional learning through seal calming spaces, restorative circles, and peer mediation. Programs like the mindfulness fair and our lunch bunch sessions provide students with the tools they need to manage their emotions and build healthy relationships. We continue to celebrate positive behavior through our pride tickets and monthly certificate winners for both character and outstanding attendance. While traditions like high- five Friday keep morale high. Parental partnerships remain central to our daily operation. Beyond our formal leadership committees such as ELAC, DAC and school site council, we have fostered an open door policy through coffee with the principal and
004our grassroots ESL classes. The Murray parent workspace has become a place where parents actively contribute to teaching teacher projects and schoolwide events like family math game day allow parents to engage directly in their students learning process. By offering in-house field trips and a variety of student incentives, we work hard to create an environment where every student thrives socially and academically. Now, I would like to introduce Murray fifth grade student, Miss Isabella Chavez, who will lead us in the pledge of allegiance this evening. >> Thanks, Mr. Aosta. A USD community, will you please stand and join me for the pledge of allegiance? Please face the flag. Put your right hand over your heart. Ready? Begin. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one
005nation under God, indivisible, with liberty and justice for all. Thank you. You may be seated. Thank you so much. That was beautiful. Thank you for doing that for us. Uh will board member Greer please read a certificate. We have a certificate for you. >> Absolutely. Thank you so much, Isabella. And I have this certificate to present to you. It says uh the Isusa Unified School District certificate rec uh certificate certificate of recognition is proudly presented to Isabella Chavez for leading the pledge of allegiance at the ISUsa Unified School District board meeting on April 7th, 2026, signed by our superintendent and our board president. And so we want to present this to you and would also love it if you would come join us up front so we can give it to you and take a
006photo. One, two, and three. Three. One, two, and three. Thank you for that. That was beautiful. Moving on to item 2.1, approval of agenda. Can I have a motion to approve the agenda? >> Motion to approve. >> Second. >> Any discussion? Seeing none, colleagues, please place your vote. And the motion passes. Four to four to one. >> One absent. Okay. The following are guidelines for public comment item 3.1 on the agenda. If you wish to participate in public comment, please make a note of the following. The board of education encourages public input. Board members are not permitted to respond to public comments. A member of the staff will contact you if information is needed. Individuals participating in public comment must adhere to the following guidelines. Speaker cards must be turned in to the board secretary
007or hands raised on Zoom by 5:40 p.m. 10 minutes after the meeting begins or prior to the start of the public comment, whichever comes first. No speaker may yield their time to another individual speaker. Speakers must be present when their name is called in order to be heard. Maximum speaking time is three minutes. Thank you for your participation. Moving on to item 3.1, public comment on the agenda or non-aggenda items. Hope, do we have any blue cards? We have no blue cards. Lea, do we have any hands raised on Zoom? >> We have no hands raised on Zoom. Okay, moving on on to item 4.1, presentation of Isuza Unified School District Youth Truth Survey results and local control and accountability plan. Miss Garcia Medina, I turn it over to you. Good evening, uh, board president
008Benvides, board members, superintendent Ortega, cabinet, and audience. I'm excited to be here. um right after spring break uh to share with you um a youth truth survey data and the alignment between the LCAP. Um each year we review progress uh that our district has made on our local control and accountability plan. Um and currently we are working with our educational partners to gain input uh on our current plan. We are measuring progress and we're developing potential revisions for the upcoming LCAP plan for 2026 2027. Um within this plan, one of the metrics that we measure is the results from the district annual youth truth survey. Today's session will allow us to take a closer look at the various themes that are measured across um the youth truth survey as well as specific questions that we
009uh measure at the district level. We're going to be able to look at year-to-year comparisons uh within our district. We're also going to be able to compare against national averages uh as well as California typical schools participating in the youth truth survey. All right. The youth tooth survey is our feedback tool and it helps us see uh through the perspective of those who are living the day-to-day at our school sites uh including our students, our families and our staff and it gives us a way to see their experience and it shapes our decision making as we uh project the the next uh LCAP plan. Youth Truth is a nonprofit organization that compares our data with national averages. Um, and it allows us to identify areas where we're we are doing well as well as areas
010where we may need to uh create next steps. The responses in this survey are anonymous. Uh we receive summarized data uh from participants. we're able to see trends and big pictures but we aren't able to see individual names of participants. Uh we want to ensure that our um families, our staff and our parents are giving us their uh honest perspective in order to guide our decision-making process to identify areas of improvement. This survey was administered in June 2026 to students in grades 3 through 12 uh to families and to staff at each of our school site. And we had great participation um this school year. We really want to highlight the 20% increase in family response rates, which is a double-digit increase from 2025. we grew from 28% of parents participating to 48% of parents
011participating in the family survey. So that's something to really be proud of um uh in a good collaboration uh within our schools. Each site administrator now has access to the youth truth survey data. So they are able to disegregate the data by subgroups, by grade level to identify needs at their specific school. uh they're in the process of closing the feedback loop uh by sharing the results from their school site data uh with educational partners and identifying areas for improvement and potential next steps. I've seen this work already at Isuza High School uh with the student union analyzing um the survey data and um discussing uh and even creating questions for upcoming um listening circles. This next slide shows you uh various themes for each of the participating groups. Today's study session uh we'll be
012able to look at common themes among students, families, and staff. We'll be looking specifically at the belonging theme for students and questions from the culture theme for families and staff that are closely related to the belonging theme. We're also going to take a look at the engagement theme across all three groups. That is a common theme. Um, as well as the safety theme for families and staff and specific questions uh that students have that are related to safety. We selected these themes as they've been areas of focus for our district as well as for our school site. One of the goals that we have tonight is to help us all understand how the youth truth survey data is tied to our LCAP goals and how we use that data to inform our decisionmaking. Here you
013see LCAP goal four which is focused on empowering families and goal five that is focused on safe and restorative school climates. The bullet points that are beneath each of these goals show metrics that we're actively u measuring and that are directly tied to the youth truth data. And these um themes include survey questions um within the survey. As you can see, for both of these goals, goal four and five, there are survey questions that we're tracking. um the arrows, which the arrows aren't coming up. There they are. There's three arrows that were going to come up. These are the arrows. These arrows indicate specific questions that we're going to look at more closely in today's study session as they've been uh priorities in the LCAP. uh the uh youth tooth survey is really interconnected with
014the LCAP with not only the goals, they're actually metrics and they're also tied to our actions and services because our access actions and services should support progress in these areas. And through the upcoming protocol that we're going to take part in tonight, we'll we'll hope to highlight the interconnectedness between the survey data uh the goals, the actions, and the services. All right. So, this is what we're doing tonight. This is today's uh study session. Our ed services team is going to share data with you. We're going to take a hands-on approach. And we anticipate that this process will allow us to take a deeper dive into the three themes that I mentioned earlier, belonging, engagement, and safety. you'll have time to have collaborative conversations with us as the ED services team. Uh potentially we can
015identify areas of strength, progress, areas of opportunity, maybe some next steps. And at the conclusion of the session, we're going to ask that you have some reflection um and identify one area that you're going to share with us using a compass reflection graphic. Aren't you excited? It's going to be great. We >> get homework, too, >> maybe. All right. So, I'm going to I'm going to share the steps that we have. So, step one, we're going to put you into groups. Um, we're going to have three stations. The first station is right here next to Latasha. The second sta station is towards the back of the boardroom and the third station is right in front of Norma. And this is the belonging station, the engagement station, and the safety station. So, we're going to number
016you off. Board member Greer, you're number one. Board member Ramos, you're number two. President Benvides, you're number three. And board member Pena, you are one. All right. So, you're assigned to your station. remember that cuz then we're going to do some transitioning to our stations. When you get to your station, you're going to have a copy of the slides that we'll be uh presenting to you. You'll also going to have you're also going to have a note catcher where you can potentially take down some notes on observations that you're making, things that you notice, things that you wonder, maybe some questions that you have, and our directors are going to do a great job of facilitating that conversation with you. When you get to uh your station, we're going to have a data overview where
017we're going to walk you through the slides. Of course, we're going to give you think time and process time uh to make observations. And then on step three is when we're going to have that collaborative conversation. And in our and we'll do that three times because you're going to you're going to shift from station one to station two to station three. Once you hit the last station, we are going to ask you to have that reflection time um at the final station using the compass reflection graphic questions. Sounds good. Easy peasy. All right, we are going to have about 20 to 25 minutes per round and we'll kind of gauge the conversation and see if we need to adjust that a bit. Um, I'm going to ask our wonderful ed service team to move to
018their station so we can start transitioning. We do need to move our um, projector slide um, panels a little bit and get logged in, but if you remember what station you're at, you can already start to head that way. We're going to have the board members um, sitting in the uh, outside of the dis. If you're at um station two, you're going to be uh right in the center, >> right over here. high school, middle school. So you're missing um just so you know the way it's set up as I said we'll start with students and we'll go to families and each the first section is always an overview of the longitudinal The next question starting with our high school. You can see here this measure is describing the degree to their students supportive collaborative
019relationship and what this area is at the very Oh, also I want to mention the high school is on a fivepoint scale. So students answer this way whether they strongly disagree all the way up to strongly agree. on the five point scale here in the 58 and you can >> so this is um the national we're a little national and this is the average California and then you You can also see that since um 2023 here was our school consolidation kind of had a positive trajectory. >> Then this is the actual statements that the students into. And this is again high school student. I feel I really feel like a part of my school's community. I feel safe at school. students are friendly to me around other students. So the positive percentile is the amount
020of students that responsibly. So if you look at the percentages and then if you look at the trend from last year we're trending positively actually in all of those. Next we're going to be looking at middle school. >> Then at middle school again this section describes a degree they can have collaborative relationships with their classmates and they are also on a fivepoint scale and different years. You can see we've kind of held steady. I mean down.3 we don't really consider statistically significant. So a slight drop but not not a lot of growth or decline in this area for students at the middle school. And then here are the percent positive for those scared 38% 48% I feel safe to me% again the trend not being really statistically significant but I think it is interesting to
021note the little bump up in safety I know we focused a lot on safety and wanting students to feel safe and so um happy to see at least that that didn't go down there when we get to elementary school is a little different because they've got an way to answer. So when you're looking at based on so you can see for elementary the trend is definitely and you can see manual in the 82nd percentile and this is where California is >> correct correct the percent and the top are And so these are the um statements or questions that this elementary students respond to and feel like an important part of your school. Are students friendly to you other students? So again, this is a different way of looking at it. This is this is the
022percentage of students that would put a three because they only put you one, two or three. So the positive response is yes, I totally agree all the time. Um and then you can see the trends are holding steady or bumped up a little bit. And again it's slight but you know this did go up. just kind of stay as Adriiana noted that in youth group they don't have a had to do with families and staff. So we looked at the whole and some question you can see the the statement that we staff is responding to here is I feel I'm sorry family I feel valued by my child again this high school is on a five scale to look at see bit of a drop from last year. It's kind of interesting because if you
023look at 23 24 and then we had a huge jump last year um and in 2025 so slightly down from where we were at last year. We're not sure that major increase in family participation in the survey maybe >> more than doubleies >> amount of families participate. I I' I've noticed that you just going to middle school. >> Oh, um that's true. The more you have an increase in participation. >> And then um the other one we looked at um for families was my child's schools a friendly similar question. So these are a combo question. So high school again up from 23 24 but last year a little bit down >> but then if we look at the percent >> for that same section this is high school again and family survey so this is
024parents I feel valued by my child's school 59 9% were positive responses and my child wondering if that in amount of families have really >> um we were again using that same statement. I feel valued by my child's school. You can see this is really pretty much sometimes the bars look farther than they are. 3.35 3.53 and this looks down but it's actually from last year.53 kind of not a big change there in middle school. Um this one my child's um school creates a friendly environment there is a real clear positive trajectory from 24 to 25amilies and so with those same% positive responded by my child% of My child's learning environment statement I feel valued by my child's school and this is a family survey. So this is still on five point scale. Um so
025you could see from here we were kind of pretty again. So again I think our increased family participation >> across the second statement my child school creates >> and you can see again >> you know indicator >> there was still kind of a merger. >> I think this is helpful to look at a different way of looking at it. >> The percentage of positive responses of parents to those two high schools were not combined. So they came together There's a trend we're saying because they don't have a belonging theme. But for staff, we looked at describes how staff members are self. This particular statement, my school positive work environment. So that was the statement staff was responding to all see this as a real area that they've got a positive um over the last >>
026I think they're still um emerging have a lot to do with really I don't want to say get along but work together. That's just the way it is, right? >> Right. And I would say I mean I think you know like well not only really so I think this this we could really use them in my mind what is it that makes you feel this way. So the positive responses that is a different way to look at it. So you can still see it's still over half or majority positive already. >> And then the next question for that same my school feeling last questions are safe perception 46% their school creates a positive work environment trying to keep up um also positive and median And now we'll look at our middle school. >> And again,
027middle school only. And when we get to elementary, same statement. My school. >> This one is a little over the years. So not not a clear. So my thought is this really >> we also have that merge and leaving their old school to new school mostly. >> So at middle school staff >> they were sure and so it'd be interesting to see school by school. This is our data for elementary. It's over seven elementary. So that is very good. Um but then when we look at that same statement again this is a step up still positive and a negative rules that take some time with Michigan 84% of our staff at the middle school. Well, I just see how um somebody go all the way to the middle school and make the big that big
028change. I'm hoping that they feel comfortable and staff and parents too, right? >> California that we can call this one again from bullying. We used to have um >> well they used to say I forgot the name of it but um classroom so many people were participating so that they were just in their school now I think we need >> something like that. I think they're workshops, >> right? Listen to them. >> How do we know if you have a conversation with individually as a team at different schools? >> Yes. the district for an example with each other. So they're asking forward in the same program with these different areas, right? The culture adults, right? >> We're busy. I don't know. classroom different institute or I know they used to have a big session. Where
029do you put everybody? How do you get any good professional development? >> And that's the same thing when we had the um that belly when they were having the parents um >> oh my gosh when comes to inspire >> and they get right. >> Do they have it everywhere? because now we are at level three where we're actually training the parental notes and all of those things but I think we have really great participation that many staff are not aware of the roles and expectations stand out to you Mr. enough to us how do we provide support to >> yeah do we have rules >> so it's always like okay do they have handouts and or even like a person >> and you know are there posters out the rules for >> what is the
030public how many >> have everybody >> and this isn't a this would be staff at sites al together we have a sense of of how many >> more just like population we're seeing 82 sometimes population is small enough one person says not >> I think that I saw a lot of improvement so I like the fact that we're above the state and that shows me that like I said >> but that was district but not >> because that be that'd be one thing really communicates that you were asking me >> I was praying >> so to me I think that's kind of overwhelming things we made a lot of improvements areas that one point >> that's like it could be you know maybe I don't know what it's not something that work through better >>
031and I think you let us into the very But but you never know, right? We do care about it, right? So if they don't feel that it's a positive work environment from us from them and they come here doing that >> they feel like they have they have and they have you know I haven't been told that >> by teachers are >> I think so it's not the adult >> you have to be more to keep it >> I was thinking maybe >> I think looking at the numbers but also >> how how has much easier with elementary school. I wonder if we were data >> if we're seeing that these elementary schools are scoring higher here not all together and how can how much You know, one thing too with um >> those are
032just kind of some of the things we're trying to >> I always say >> is not to scale sometimes. >> So they are the frontline people doing the work. >> So I think it would be helpful. huge strikes one way or the other. Yeah. >> And so then I just wonder >> do we need to drastically >> I believe that we can actually see >> we're not even asking >> well and sometimes I wonder glucose when I think about say the L of these things as a metric right and then if you look at the actual state like is the state that they're responding to really measuring what we're doing >> right because sometimes it's hard to find a survey of the or whatever but then the way they ask the question to the kids
033are they understanding the same Right. Um, so there's always that that piece as well. >> They want to see, but they're all test. Well, and you know, I wish in the family and staff like the staff >> were searching for I mean I think this relates to rightse voice matters that they're helping make decisions that kind of differently for something you hear. the first one. >> Nothing about the five minutes. >> Five minutes. >> That's what we were talking about earlier. I wonder what's going on. >> And it's also big like olive. right now the school don't hear that teacher. >> It's a teacher. I hear things and then the family that's >> well I think we're continuing obviously to do I mean we've had such a huge focus on >> yeah that's you know
034even kind creating a culture of community. I think that imped sometimes. I mean it depends on sometimes I'll go with meeting or whatever and Magnolia's opening school year and the principal had the staff in a circle, you know, so we hearing one another I work with is our PBS And you know what? >> I was going to say >> we do. So I mean I think >> social vulnerable or nonvulnerable question the honest question of the room like very >> another way to even if it's not safe to communicate with >> well just to prepare you ances, >> you know. This is just the Lapistic one particular question. And then you can ask a question. >> Yes. And then you get to see what the actual sound like. >> How about allergy? Yeah, >> you
035guys. over here. Yeah. They're going to move. >> Careful, please. muscles to pull the chair out for high school. >> I know for the student I feel safe at school >> and so and all of the home that students came over to the high school. All of them are introduced. No no we are not done. >> Yes. So 68% of our students indicate compared to huge. >> All right. Are you ready for the So the first group you learn the process, right? >> And so we're going to go first we're going to look at student data and then family and then staff. So as we go through each one of the students here's a copy of the question and we're going to start off with responding to the survey >> student or you can just
036look right up here whatever You know what? That's because >> but you can look up. >> Okay. So we're going to focus on belonging and we're going to start with um the student surveys. In the student surveys, there is a section just on belonging and collaboration. So spectrum starting with high school they have collaboration measures collaborative relationships with their classmates. At the high school they're on a fivepoint scale. So the answer between strongly disagree all the way up to strongly agree area 58 percentile national this is where California is a little bit above that and you can see previous >> right after co we were super high and then we were at school and then you see it's been trending trending upward each year has been kind of good to see anxiety stress >> and
037then these are the um exact statements that students responded to at the high school in this um area. So I really feel like a part of my school's community >> at my school. She won't talk too much. >> I have the shortest one% myself. So for Glaston Middle School one positive data and the third year and so questioning up in all of those areas and especially the feeling of safety which I know there's been a lot of work >> done in that area. So that's great to see that high school students are feeling. >> That's true. >> That's so important. >> A little bit welcome at their school and have collaborative relationship with a middle school. It's pretty much stayed the same. stat statistically significant in the difference there because it's just% statements again I
038really feel like a part of my school 48% safe and I can usually be around other students 53 um So elementary students and trend upward to note that maybe >> it's not really statistically but obviously we only want to see plus rather than minus So that's middle school. >> Okay. >> So elementary a little different because you can see on their scale they just have a one, two, or three. So they don't have a fivepoint scale because it's too complicated. >> So they're either answering no, hardly ever, sometimes or yes very much often. Um so this in the belonging theme for elementary school that we have had positive gone up from the elementary who So they take it I mean it depends on this is third third through so can read and answer the questions
039on their own. Some of our staffs have tried created a little presentation to help students >> I don't understand the question that kind of thing. Um yeah, do they understand what that data >> that's why I think >> and this I would say also this belonging for elementary the same response in the survey similar >> percentile So that's nice to see that we're kind of strong. >> I I hope that's what you want. There's the question that students answer. So to your point, I also think that's really important like we'll start with the high school. >> What would make you feel? >> I like this. I like that. Oh yeah. Well, that's those are the kind of things you know and then answer the question right from there. We're not quite where a lot of
040are so >> and then just going back to that for a moment. So when when the survey was first done in January 2.7 and then a couple years later it dropped the >> wellbody and then 2023 was the year is basically stayed the same last year. >> These are the questions on the next at least I hope so. >> So the first question is exactly we hope so. So then um the reason we're actually pretty close to what a question learning environment start because this is just about that statement posit We are only about two points away from a meeting that I feel I feel that my child last year 25 slightly down from that. We're not sure >> that yes down by two percentage points which is insificant the other question we looked at
04148%. This is one that obviously we are below a big jump up by%. So the third question I feel safer my child >> parents I can see there be curious to see what >> then another way to look values on my child's school and then this is a middle school we can again and that's what I was saying to amount of families there was significant growth there a lot more families >> with that increase yeah brought down the a middle school across middle school. Same question for parents. I feel valued by my child. This basically helped stay the same from last year in terms of positive and that wouldn't change. And then the other question I feel safe. So this is 5 to 26 >> that's the same one on the other >> you seen
042at your school >> if you look at it this way in terms of the positive responses my child environments in both highlight. >> All right. And then we're on to yes elementary family service. same elementary school 24 went up 25 down from this >> and then the next by the median more >> total to an adult now >> child school >> they've done a lot% elementary school high school. Not that they're hands off, but then now it's shows that survey for high school. >> They also not they don't have a belonging theme. What I mentioned before this is from our school. >> I see that. Everybody this was the >> we talked about you know this culture the safety committee. >> The same that I think They have that means each staff person want to
043know and we want to know how we can improve it. All right. High schoolific% positive. So if you're at the work environment and that's 55 stayed about the same as last year. That's interesting because we can feel positively, right? Right. >> Um so um responded >> especially I mean would you sayward from last year Lastly, elementary school. >> So wonky. It's fits down. It's up fits down. So I think this really would take a deep dive into particular elementary schools because we have seven districts or four different staffs all coming together. So there was >> we were doing so good at 25 >> again very positive >> all theove degrees. Yes. >> Thank you for point back and forth. Um but um yes above the 50th percentile nationally and um and if you look at
044it a different way positive responses my school creates a positive work environment elementary Now we can talk. >> Any questions? anything especially the train >> right >> above California >> I think the school district more than I >> but that means that Right. The kids are a lot to know that we've implemented all the schools and safety. >> Yeah. And the parents see it, you know, the community sees it. I mean, yeah. And they feel it, right? >> And and I think that, you know, it kind of goes from back to >> and just putting all these committees together and bringing like the, you know, coffee with the principal, their community service, >> everything, right? Even communication that goes out >> yes we're not going to be perfect but I think we're doing a good
045job with respect to safety >> bringing in everybody making us really a parent matter much works together. I think that we are still >> you know they come from work they don't we could do some of that work >> that we have that culture that we can listen talking to a counselor but maybe the teacher because they see the teacher. So it's just building those relationships and with the parents too >> the more advantage they have all these different you know um resources that they could tap into. >> Yeah. Thank you. >> That's a good point. >> I mean, I think there's there's some work we need to do. I think >> the staff one is needs some work. didn't do in depth like this. We just kind of finding out more >> I definitely
046feel like >> they talked about >> maybe it means you know put it on paper >> if you don't write it. say it's not written down. >> Yeah. So I think that I mean I think overall it's nice to know we had such an increase I forgot which the increase or% that kind of explains some of the >> I think soar really pushing to get it. They're not going to know as much or feel as connected and even when you do and it's part of we had a I had a meeting with or I went to a network >> and there was a lady from JPL she's a doctor. He was talking and I loved it because it wasn't just networking. It was like she had us do little breakout different you sit with someone
047you don't know and we were we were engaging. So it just walk away. >> You know you learn so much about the other person. >> So I think there's a lot of value. Another thing too, I think that the sense of belonging for me, I think one of the things that I really appreciate is how >> the district, the staff work really hard, right? So yeah, I always feel like >> for me >> that means it's more than >> I feel out of 10. >> I did notice too like during the merger. Can you take me back to the merger for the But even if we were just like assessing ourselves, >> how can we have three out of four students? >> Is that what you're saying that? >> Yes. >> Compared to the middle
048school. Oh my god. This >> right? Well, here's a middle school, but well, we don't have one for 2023. I guess we can started right now on 2024. >> Yeah. So I was trying to figure out why is the high school so you know there's like >> well they were talking for me personally I remember when we were going through All right, I think it's time to >> baby. >> Thank you. Best for all you know the drill. The day of the week does matter. depending on what she >> Yeah, that could be true. Be sure. >> So this is the belonging collaboration. looking pretty good, right? I just want to remind you. So the students did not return to the right until April of March, April of on all >> and then different way
049to look at these. This one has questioning upward but I did take some time on other students either agree or agree >> these are positive responses. If you look over here last year and see all of those where they were feeling emotionally >> if you look at the chart right >> this was like a good story >> in general Okay. So there are a lot of different feel. >> Yes. So we're >> this is a little different because this is the like scale. you know the fivepoint scale. >> Yeah. >> Um so it's you know question >> so 68% of the students I did note that school that statement I feel like about five percentage points and higher That is our biggest back to the safety part. >> That was answered. >> Uhhuh. >> Moving
050on to Middle Scale. a collaborative relation this has stayed about >> not a lot of change one way or another positive response >> again down from median middle friendly around other students elementary but we can see it >> this year but it did slightly bumps up beyond the California medit Elementary school. >> So you can see nationally like we're percentile. So that's really strong if you know for elementary and this is where it is school. elementary school family survey are are a little different. They have multiple questions not just the one question positive response rate. So for elementary that's only if they put a three right an increase for our families and so this measure is is about this is a summary to the degree again this the numbers compared to the graph. Yeah, it
051almost I mean it doesn't tell a completely different story but it's >> right. It looks a little different. >> It really does. I had several during school. >> I feel safe at my school and my child's positive response that first quite surprised that >> Oh, but that's actually so >> what are trends? Yes. on the first grade. Do you feel like an important part? What would you >> Yes. Remember they they have to so they might have put sometimes. >> Yeah. >> Um but only the the percentage here that we're seeing is the kids that answered. >> Yes. >> Like basically always all the time like you know so that could be part of it. >> Yeah. So >> different family perception >> the challenge of these surveys, right? >> Yeah. >> Sometimes it's interpretation.
052>> Yeah. There you go. Um again measure same question to how the students understand >> nobody feels safe at school. No, that's not what it is, right? >> The family service. So we looked at the non but a little above this one answering the um that they are valued by my child. >> Yeah, that's true. You're right. parents um responding to school elementary >> and that was a merger you're right >> this is the 23 And I'm not sure. And then the second um statement we looked at is my child school creates a friendly but the high school perception on whether there's a friendly environment at their school. We had again a big big bump up last year. >> Looking at it the other way% positive responses either agree or strongly about my child's school
05359% positive response at the high school and child school for high school. for middle school. >> Same statement. I feel valued by my child's school has basically kind of stayed steady. >> I mean, exactly the same um >> point. The second question, my child's increment is the parents are feeling more I think and happy about the middle school environment for themselves on campus as well parents. So again this is another summary metric 62% either agree or strongly agree that their child school creates a friendly environment trending from last year. So this is their questions. Try to stop bullying other people. It's not bad but >> but it's less than an >> and I mean it's >> it is separate basically right belonging >> very similar if question >> for us as we were looking at
054the data from moving up.99 again almost parents that answered the survey that >> got more more parents to participate. What was >> you know I think there was a lot of collaboration among school and they were sharing school we're standing outside news the same trending upward story. Yeah. Yeah. >> For sure. >> All parents matter. If you have more than >> Yeah. Don't just a handful of the most engaged parents taking this friendly very positive. Second question for the parents child trending in the right direction again a little bit elementary school. But then this is, you know, when we look at it in a different um a different light, >> really high levels of um positive responses, especially at the elementary valued by the school and it's a friendly environment. So little processing time immediately
055go to staff. >> Sure. come back. So the staff same thing they don't have a belonging theme out of culture question >> question we chose is my school creates a positive community for families things that are happening influencing what's happening >> as well looking at it percentile and middle school. >> We were super happy to see this group. So, so like 68% and that puts us on the other side. >> So, I understand when we're comparing the percentile That's that's helpful context >> but to me I'm more like compared to the median middle school much higher and >> halfress I want to compete with ourselves >> and lastly elementary >> three out of four little >> but as Dr. pointed out for the last group of >> agree or strongly agree. >> So I think
056it's interesting. >> Oh, that's our last one. So any of your thoughts you have or if you want to write down some >> notes or >> what you're supposed to do a little compass. So one that >> might actually go back and say or something that you think is real neat. What spect one of these circle which one you want to do >> is how much they're being allowed to create they still feel their work >> that all they saw doesn't matter And then you look at the at the I want to say >> you know they jumped up and they look great from the engagement and Yeah. USA middle school elementary say something, >> right? Right. And then a couple adds to it. And then so all that just kind of, you know, Many
057of them are. >> Yes. >> But as long as they contribute to school goals. >> Yes. >> And it's interesting because it does. >> Yeah. >> It is. It is detached from we're not asking questions for one of our >> indirect indirectly do. I think about some of the actions that we've implemented through the ELCAT to present in response to some of the >> almost everybody social workers right So that students are so part of it all but we are seeing some out tasting, you know, I think just trying to build that one or two. >> What excites you? about the data >> or what are you >> what engagement is that the parents had% from 200 You would think that there's >> Yeah, someone else noticed students are feeling their parents different groups. So
058that that was that was some little >> surprises. >> The adults think it's great. >> I could add I consider >> I'll be here tomorrow. >> And and um to me the belonging and they're very safely engaged down and more connected you are a little bit. It's almost like he Yeah. Right. If you belong, please employees, you know, as a as a manager. feel that bad about you know our environment right but right it's it's the perception become the reality right so you got to address that but a lot of find out it sharing >> well that's what we especially right when they read that like what does that Oh, we have the best. Okay. Which one are you? >> There could be so many data, right? >> How do we respond to that? >>
059What's yours? I was I was >> talking. >> You got your three color holders. Look how >> do you like this? >> John Denver. >> Oh, the name of the show. >> Yeah. Yeah. >> Yeah. talking They have black and white and white. Yeah. >> This year >> different but I don't last year we didn't do that. >> I don't think we did for the el. >> Yeah that's true. We don't enjoy it. Well, it helps you to grapple with it. >> Oh my god. No one told me that. Okay. No. >> Yeah. >> 9:00 me. I was talking to me. How long did it go? >> Like different. Anybody got a >> hidden start karaoke more common >> for sure 12y old 14y old >> it is All right. >> Good. He's walked over
060a couple times. >> 5 p.m. Okay. Four services. You go to your elementary. holiday. >> It wasn't three and a half hours. >> I know. All right, we'll give you guys your comfy chairs That's >> mess. So, thank you board members for your participation and for the deep thinking and we hope that it was helpful for you to have an opportunity to dig deeper. into the youth truth data. We did give you one final assignment at your last uh center and board president. I'm going to turn it over to you and we ask that each of you have an opportunity to share out your your north, south, east, or west. >> Okay. Okay. Well, we'll start with my colleagues. So, I'll start with board vice president. Are you ready? I can move over to Adrian.
061Okay. So, um excuse me. So, what I wanted to say that I was um I'm sorry. Did Did you post those up there to see which one? I was going to do the middle one. Um yeah, the the the top middle. >> Let me take another question. >> Oh no. Um North, what are one or two needs? youth, truth, data surfaced. So I I just feel um and I'm I was looking at all three of course but if I'm focusing on one it based on engagement and engagement I think our needs are um due to the data like I said is that I feel like at the high school that I due to the burning of the goose and and I feel that the some don't feel welcome. I have heard that. I like to
062know you know what can we do to merge them together to work together. It's like and then you also have a east and a west campus. They do certain things here that they do certain things here. But then again you turn around and look at the middle school which merged three middle schools together. They don't have that situation. So, what are we doing in the middle school that we're not working on in the high school? You know, how how can we have them work together? And and and I think it's a concern because it barrels down to the students, right? And I'm very happy to see the elementary school, they're doing great. And I'm glad because those where we start is in the middle school. So, we can bring them up, right? They're fresh. And
063they also had changes too because they had really close middle schools, elementary schools, and high schools. So I I I like to I know the the community schools has did a great job in the community circles, but it's been already what three years and and I and I'm still seeing that the data still has that need. So the word need is so important that we need to find out what do they do in the middle school or um do we have to learning circles when I mean a personal learning circles because when they feel that they are being heard is more effective so that's I feel strongly about the the needs that's the one I chose that's my Thank you. >> We can talk later. >> We could talk later. >> Board Clerk Ramos. >>
064Yes. Thank you. Uh first of all, I want to thank everyone that has participated in on the survey not only this year but in the past years. And for me um it was very enlightening to see uh all these data points and um you know with the different groups and the different areas that were looked at. So I appreciate the opportunity to u be able to do this right. I think last year we had an overview as a presentation but didn't have an opportunity to dig into um you know all the data points and the different groups and all that. Having said all that it's a it's a lot of information, a lot of data. I was just talking to my peer Adrian here and saying that I mean I could probably do this for
065four or five hours. Don't take me up on that but um just to continue to look at the data and the correlation that that exists between all the data that we looked at the different groups etc. Um, so I also chose uh I guess the north or the top the the needs and what what I kept on thinking about as I was going through through the three groups and it started with the with um the second station um was f was focused in in in the middle schools right um and I think there's there there's a need to continue to focus um in the middle in the middle school group obviously with all the students but Um it it seems that uh with uh belonging and even engagement um they still feel that they still
066don't feel like they're fully belonging. They don't completely belong and they're not engaged. Um something that was really interesting to me is that in that same topic uh with the engagement theme, the parents of the middle school, they felt very engaged. So I I see a gap there. not see, but I I sense that there's a gap there because um if the parents feel engaged but the students don't, where where is that gap, you know, and what can we do as a district to close that gap so that the students feel um that they're more engaged and and feel like they belong and etc. So, um, yeah. So, that that that's kind of where I would look at the focus, um, where where where one of the biggest needs would be, um, and that the
067middle school uh, group is the transition, right? We I talked about it um, in one of the stations also, you go from being an elementary where they're with one teacher and one group of friends and then transition to middle school, now they they're with different teachers, different students that come from other schools. And then so they go through a few years of that and then once they get to high school, well that's a whole of other part of it. But but in middle school they have to kind of learn how to um you know be on their own a little bit more um and then you know interact with a lot more kids than they did in in elementary. So um but yeah so that would be my my area of need. Thank you board
068member Greer. paper. >> Thank you. Um, so I went back and forth. I I ended up landing on the uh what wonderings, this would be the west side of the compass. What wonderings or questions does the data prompt for you? And uh board member Ramos, I think you gave really good language uh when we were chatting a bit ago and and and you said, you know, you could spend all kind of time looking at this because because the data tells different stories and and and so for me looking at it, even looking at some of the same data, it's it's as if um it tells different stories depending upon how you look at it even. And so and so I guess I wonder like what are what are we I mean we're looking at all
069of it, but what are we looking at? So, for example, on on one of the safety questions, um it talks about um high school is in the 16th percentile of of safety and then middle school is in the 23rd percentile. And so, if we were to look at that, we would we might want to say then let's put our energy on on the high school and addressing high school safety because we are in the 16th percentile. But then if you dig into the numbers and looking at like positive responses, what those numbers reveal is that 68% of high schoolers say that they feel safe at school, but then only 48% of middle schoolers um are saying that they feel safe at school. So depending upon how we're looking at that, we might think let's let's
070raise our percentile. And I understand how we would want to do that, but I'm more so I would more so be concerned how do we how do we have less than half, you know, what how do we address the fact that less than half of our middle schoolers feel feel safe regardless of what the the the percentile is. Um, and I would celebrate I mean that that as as we're considering all things, 70% of our high schoolers are saying that they feel that that they feel they feel safe. So I guess my my wondering from this is are we even for my own self I kind of went through an evolution of of reconsidering the data through the through those lenses. And so are we are we looking at the right story? Like when we
071look at the data are we looking at the right the right story um to to help us to to help to to isolate where to where to kind of put our emphasis and our and our focus. Thank you. I think for me, I went south and I said, "What next steps are you considering to act on the data?" First of all, I want to say thank you to the group that put this together. I think that um the the way that it was structured today was really helpful compared to prior years. Uh because it really you can really hone in on it and and ask the questions right to the staff. Um, one of the questions that came up is uh with the engagement uh group is that and it was a great perspective to
072look at it like you know the the the survey so broad we we if you break it down because Adriiana was saying they break it down to like where you have the boys the girls answering the questions. So, and then what back to what board clerk Ramos and and board member Greer said, it's there's so much to consider and I think we talked about this, right? But all that being said, I want to say that um I felt that we have you know we have increased I want to look at it the positive that we are looking at and we've done so much you know I think we've done a great job everyone the staff um the board members our district with respect to safety but I also think that we have to what I
073what stood out to me was the staff right because I feel that there's value in and I and I shared this with each group when when you're a frontline worker, right? You're this the work you're doing the work and I feel that when there's value in your employees that it comes across to the students, right? So, I think that if we have to take a step back and really engage our our staff because I I didn't see that they felt valued or they didn't feel like they were being heard. So I think that we need to and I asked about we do break out into focus groups. Does that mean we need to do more focus groups or we need to do I think something I recommended was you know sharing something because when you
074write something down you tend to feel like there's value. I'm being heard right there. You don't know if it's going to go in a drawer but that's not what matters. what matters is that you you're put you have a voice and you're putting it on a paper, right? And then it there's accountability in that too with respect to us as board members and and administration, right? So I think that when we work on staff, building our staff, listening to what their needs are, everything will, you know, uh transcend to the students, right? because they're going to feel that they're worthy, too. I mean, just the simple fact that I feel that the school has made so many improvements like when you're driving, right, and you see that there's paint, new paint. So, just in that,
075that speaks volume to the students. Wow. They're paying attention to us. So, I think even those little things have helped. I I thought personally, I thought that we were doing great. Um with respect to the survey when you compare it to the national and the state I think a lot of our trends are trending upwards. Yes, there's some that have fallen like in the prior years and it was like 1% 2% 3%. But that's that's going to happen. But I also think somebody brought up a good point. There's I think a 20% increase in the survey you said this compared to last year. So that that's going to change the data a little bit. But I think overall um you know I think it's it's really listening. Does it mean making you know having more
076focus groups and maybe we have to do the same thing with the high school students because I did see that you know the high school students I think there was something about the engagement they didn't feel engaged. Uh so I think I think we're moving in the right direction. I think we just need to rethink our strategy with respect to you know what does engagement mean? Does it mean putting things on paper? Having more focus groups engaging with with the maybe more student to you know teacher to students having time to outside of study time maybe during that time saying hey guys let's spend 10 minutes on what do you what what do I need to hear from you? What do you need as a student? Or maybe it's with the staff. That's kind of
077my thoughts on it. Thank you. So, thank you again for your engagement in this um study session and all of your thoughts, wonderings, questions, needs that you surfaced all help to inform how we take that and move it forward as we partner with the schools. You know when we talk about collaboration there's collaboration here with our team there's collaboration with the sites and then there's also this collaboration and all of the input that we are getting from the surveys be it students families staff what we have heard overwhelmingly from the participants is wanting to see the action to them taking the time to complete the survey and I think um the numbers speak to families seeing things happen, students seeing things happen in response to the time being taken in the survey. So, we appreciate
078your your thoughts and all of all of the conversations that we had at our stations help us to continue to move this work forward and respond. >> I just like to ask one more question. I I thank you. Um, the way this was put, it was actually different. I didn't expect to go uh north, south,outheast, or west, but but it's great. It just made it easier to understand, but um I talked about the community circles. So, um we need to ask the honest questions. You know, some I I don't know where you get your questions from. I I don't you get them from Lego or you just make them. I don't know. But my question is that you know we need to um get some honest questions so people can really because there at the
079time in the community circles I do feel that including parents and students and staff they give honest answers you know people get personal right people start crying even you know parents they do and and I think it's good um but we need to ask honest questions so we can hear how can we fix that h how can we about him, how you know that's the we that's why we're here, right? Or your team. So, I I think it's important that we get these questions and we ask some honest questions and I mean or you know what do you want to hear or you know ask Sam I mean I don't know but I think we just need to dig deeper and thank you for your time. Board member Greer, I >> I just I just
080wanted to say um thank you to the to the team once again. Another another great presentation. Once again, another um just stimulating conversation and exploration through the through the data and and um yeah, engaging in dialogue with with with others and hearing the different kind of thoughts and thinking. So just for me it's it's it's once again another just another great example of of the great work that that y'all always uh produce. So thank you for that and um also a special thank you also in this one for including some of the longitudinal data. I know that that's one of the things that we that we talked about and so that I I found that to be very helpful and so so thank you for for including that this time around. I just want to
081make one more comment, you know, back to um board vice president Rodriguez Pñena, her comment, the the questions. I mean, it'd be nice, you know, and I think maybe that's where it's kind of like what we're doing here, right, tonight. We we appreciate the engagement and it really because we you you get more involved and it it stays with you. We write. So, I think that there's value in I mean, I don't know the truth surveys in general, right? Everyone has a does it is that the questions we come up with or is that just the general questions? We contribute a few questions but they have a a survey that >> okay >> they produce for staff students and families >> and because of that what triggered when when board vice president was talking what
082triggered that to me was like one you know where do the questions come from two that's why I think like having focus groups or having something where we can narrow it down like the need right what is it that they want to see what is it that you you know, they'd like to to hear uh so that they feel that there's more value and and we're listening, we're contributing, we're taking action. But thank you everyone. It was a great presentation. >> Board member Rama, >> sorry, I just had a question. Um, so with all the data and information, how much of this is shared back with the groups like our community groups and because they took the survey, right? So, I'm sure they're ask what what are the results because I think this could also
083um be very useful for for them parents, students, staff because they might be surprised both ways, you know, kind of in a positive, wow, this is what's happening or they might be surprised. I I I didn't think this was going on or I thought everybody was felt this way. So, um you can just kind of share how it's communicated back to the different groups. >> Absolutely. So the survey results are given back to each school. So we have an instructional leaders meeting um where youth truth representative along with Adriana um prepare a presentation for the principles. They take their school data and bring it back to the stakeholders who have spoken into that data. So they will present the survey results to the depending on the age group obviously the middle school high school students
084um all of the families and all of the staff. So that's part of the work is taking back the survey results so that all of the team members can see how the school is progressing. Where are we doing well? What are some areas that that we need to improve on? So it is shared back with all those who have spoken into to the survey. >> Moving on to item 5.1 adjournment. Can I have a motion? Motion second. >> Motion to adjurnn. Yeah. And can I place your votes? >> I think we all >> Yeah, I think second. Yeah. First. Yeah. And no discussion. Colleagues, place your vote. Yes. And the the motion passes. >> Was close. >> Night everyone.