001well good evening everyone and welcome to this study session uh meeting of the azusa unified school district board of education on february 22nd 2022 we'll go ahead and call this meeting to order at 5 30 p.m and we will begin with our flag salute we'll move on to our roll call for this evening board member rodriguez pena president board member beau here board member cruz gonzalez here and i board member grier i'm here board member arianes will be joining us uh very shortly moving on to item 2.1 approval of the agenda is there a motion on the floor quick motion to approve 2.1 a second moved by board member rodriguez pena second by board member beau any discussion hearing none we will move to a vote and the motion passes four yes to one absent
002which brings us to item 3.1 public comment on agenda or non-agenda items this is an opportunity for the public to address the board of education on agenda or non-agenda items individual speakers may be allowed up to three minutes to address the board of education on any agenda or non-agenda item when the public wishes to address the board of education on an agenda item or non-agenda item they may fill out a blue card stand at the podium or raise their hand while in zoom attendant the board will take the blue card request first followed in order by speakers at the podium and then those in zoom attendant i again do want to remind any speakers that we have giving public comment in person or on zoom that there is that three minute limit and so please
003keep an eye on the clock because if you go beyond the three minute threshold i will have to cut you off um and so that we can move on to the next speaker do we have any speakers in person in blue cards and and in person or online lika anyone with their hand raised no hands all right then we will move on to item 4.0 study session presentation of the 2021-2022 local control and account accountability plan uh january update dr mitchell good evening board president greer members of the board of education superintendent ortega and cabinet tonight we will be sharing the progress that the azusa unified school district has been making on our local control and accountability plan also known as the lcap the presentation is intended to communicate our district goals and provide examples
004of how we are progressing toward meeting the goals and how much lcap funding has been spent so far this presentation is an overview of our progress a deep dive into the details and disaggregated data is possible by reading the 2122 lcap january update report that is available on our district website one of the best ways to learn about the impact of our educational program is to hear directly from those who are closest to the work the students the parents and the staff and one of the things that brings me the greatest joy in doing this work is seeing the work in action so tonight you will get an opportunity to do just that after some examples of each goal you will experience the lcap in action and hear from our students and staff who are
005doing some outstanding work azusa unified's first lcap goal seeks to provide students outstanding learning environments for all of our students how we provide instruction and how we are supporting our teachers and administrators in developing outstanding learning opportunities for all students our progress toward goal one is measured by several things the first being how the district is providing some basic services which include instructional materials and our facilities inspection ratings we are meeting all inspect expectations for instructional materials and we will be working to improve our facilities rating so the average for all schools is 96 or higher which is our target after the end of three years other goal one metrics include data from our annual survey in this slide you'll see some examples of last year's district annual youth truth survey the survey is administered
006each year and in fact right now we are collecting responses from students parents and families and staff for the 21-22 school year and the results will be finalized in march questions include uh perceptions on safety and student sense of being challenged by their coursework and this data helps our district understand the rigorous learning environments that are part of goal one a new measurement for ausd is our progress in implementing teacher professional learning communities and we often call them plcs we have a new process this year for collecting plc data and reflection on implementation so we can continually improve our progress this chart shows progress of schools and implementing our monthly plc meeting these numbers are from december and they continually change because they're updated every month one of the powerful parts of the professional learning
007community is using data in the process and as teachers grow in their skills using the plc process we want to see that the outcomes of each meeting are decisions around instructional impact and this is a great uh start with baseline data who are collecting data around our plcs so some actions and services the progress to date include professional learning for teachers around our three success drivers which are collaborative practices cognitive rigor and academic discourse we have five teachers on special assignment who are implementing our ela eld mathematics history social science instructional support uh they provide lesson demonstration uh plc and student data analysis support and individual coaching they also continue to implement what we call our test kitchen and those are collaboratives where they partner with classroom teachers to test and implement innovative instructional strategies
008and a cycle of we're super proud of their work and their expertise as they are working on job embedded coaching and support for all content areas a couple other quick examples uh randall good is our tk through 12 science teacher on special assignment and he's leading elementary science learning around our elementary ngss align curriculum and he's also been doing some after school professional learning with our robotics and we have 30 teachers that have committed to spending 45 hours beyond the school day to learn how to implement the robotics we also have um another project kimberly dahm who is our secondary ela and eld tosa who's leading a secondary literacy professional learning um program and we've got 20 secondary teachers who have recently completed the first module of that tonight you'll also hear from heidi johnson
009and she's going to tell you a little bit about the work that she's been doing with literacy with one of our principals and some other teachers as well we continue to offer spanish and art at the middle schools and latinx studies at our high school we've purchased supplemental materials and supplies such as literacy materials and science lab equipment we've also added behavior behavior specialists and psychologists to support our students social emotional well-being this slide reflects our progress uh spending for this first goal um for detailed examination of the expenditures broken down by each action and service those are included in our lcap january written report which is found on our district website while this presentation and accompanying hellcab january update report provide you the progress on paper there's nothing like seeing the lcap in action
010so now we will hear from some of our our teachers and students and staff who are living out the lcap um and after each goal they'll take a few minutes to be able to provide you with some examples um and you'll have an opportunity to ask questions and interact with them as well so first up i'd like to introduce mr david hartman from paramount elementary and david we uh yes yes yes thank you and turn on your mic good evening thank you for having durham out here uh for president greer good to see you again superintendent ortega board dr mitchell i want to offer again our thanks for supporting our program i briefly want to tell you how we started last year during the distance learning we had an idea to start our our stem
011after being at boston for 31 years and eliminating sixth grade with paramount we wanted to continue the stem program there we started online provided presented a lot of difficulties but we were able to work through that and uh in fact one student was on my business learning last year in the stem and then this year we were able to bring it on campus and it's three days a week and these kids are coming after school voluntarily they don't want to leave each day and the wonderful thing about is this phenomenon based learning is project-based learning where they're presented with a problem and they have to solve it so we've just had a great time we all have wonderful t-shirts provided for them and we've had over 110 t-shirts and about 45 hoodies and it's that
012all that cost and so i want to have them come up and talk to you we are now opening a third yeah what a 2-3 stem program and of course five we're expanding at our school because it's so big that we give them real life problems they have no pollution so if my four wonderful students could come forward please and uh come on up here you're gonna come to the bike come on up the rescue right over here you want to talk about what you have again oh it's like a robot though dr mitchell provided kids and justified legal minds for the index this part of the uk and uh you guys built and they stripped theirs down today but you want to tell me what something what well the challenge was that um we
013needed to code these to run a track but we didn't have anything we have any books tell us what to do so we need to figure out by ourselves so we did it by ourselves we could build your you could copy one from the program for the website or you can make your own and do anything you want with it mr hartman knows how to click did i tell you how to do it no no no that's the way that textile learning is how do we do this and uh honestly i'll explain like downloaded the joystick and they have to learn the parameters of the turns and how to make this he's gonna demonstrate a little bit what they uh he's gonna drive kind of go up and do they have a maze on the
014floor and they have to be able to turn one of the problems was that when they would turn it left they would keep turning left and then they had to bring in another spider turn add to put it back to zero so it would go straight and they could reverse the maid and this is all basic drag and pull coding but one of the other things is that this is python language and they can learn the dragon pool can be converted to python so they see how to uh to do a program so that's fantastic thank you alex you want to tell us thank you alexis hello good afternoon in stem we face a lot of challenges and we do have a little bit of difficulties as well but as richie said that mr hartman
015doesn't help us he does give hints along the way and when we get it wrong or we messed up like when we did the airplanes he didn't tell us what to do we just did it and then after a little while he started teaching us um how to make an airplane different ways to make an airplane and if it failed we wouldn't give up for anything we just eliminated a way that didn't work and i think stem will affect your future in you know college taking out your major and deciding what you want to be in life and also you can put um engineering and programming on there if like programming how to do a joist like a joystick or how to program it to make sound i know mine didn't work with the sound
016but savannahs did in the beginning and we were able to make big noises and sticking noises as well and um it will affect your life because you can have a way to um go through your life and learn things especially with like building a house or you know um computers anything involves programming and engineering and i think that will affect your future in any more hi everyone so there are some difficulties in them and we could also solve some ways and stem for some things that we do have but we know that in stem we could work with other people even if they are another group we know that um we know that that we could also like how alexa said we can't eliminate ways we can do more with that we also don't make
017mistakes instead so like let's say we make we could also fix that mistake by helping others or we could get help from others thank you so the collaborative teamwork that has been has been shown by these guys is fabulous they uh they'll get their own solved but then they are all willing to go and help the others to a certain extent as long as it's not a competitive advantage they'll help one another this is savannah kindred um good evening my name is savannah kendrick and i would like to tell you about a near impossible project called the tower building is where anyways it's we were giving a piece of paper and we were supposed to make support to hold up a whiteboard four inches off the ground while putting books on top of it it
018seemed impossible at first but um nothing is impossible and mr harmon told us someone actually stacked 75 book which was impressive and i think that just lifted our spirits and just proves that even if something seems impossible or something seems like it can't be done you just have to at least try my hypothesis was 16 book and i got 45 books very impressive like 75 pounds away on this paper support yeah and i always like to talk about it because you know it always just gives me motivation just to think that even even if the most impossible things you can just do it it wouldn't hurt to try so in conclusion we we are so honored to be here and these guys are so fantastic when we started this stem program at boston about 10
019years ago maybe i had two girls now i have 16 and that just thrills me to death we took all comers we had i wanted to take about 20 students but we took all comers 20 i everybody signed up with 26 students and we have a waiting list and uh we're just so grateful that the zoo stands behind us even though it's an after school program these kids are coming regularly they're learning and they're they're just using the academic language they're solving real real world problems and i could not be prouder of them well thank you very much for having us here thank you so much mr hartman do you have any any questions for the for the students i i just wanted to say um you young ladies are doing a fantastic job but
020one thing i really like about is your positive attitude you know i mean if you can reach one way you go another one you know you figure it out and you eliminate the things that are doing wrong so i think your kids are going to go a long way in life with if you keep that attitude that's really good and it's a great job and i love your t-shirt i'm going to give you one i just want to congratulate you guys for stepping outside your comfort zone um right now what you just said making a mistake is what did he say it was a quote we eliminated that is such a powerful powerful quote because if you can apply that to stem right you apply it to life everything will work out right so i'm
021super proud of you guys and get others pumped because stem you know we them is amazing and well you guys are on like the brinks of something exciting and you please come back and share some more love to hear about it and post it on your social media so we could see it too so congratulations and good luck thank you so much mr hartman and paramount stem team it's really uh so so proud of all the work that you're doing and uh you are definitely leading the way with robotics and this was just another example of the professional learning that we're providing to all teachers so we can spread this to all of our schools as well so we're super excited so thank you again i bet it's very hard for mr hartman not to
022say anything when he knows the answer but he's not saying anything right yeah different way of teaching good i i forgot to say one thing i would i would like to thank the teachers um without you this program wouldn't be where it's at so thank you for your dedication all these years and i've worked with some of you guys and i know what great quality of teaching you guys give to our students so thank you guys for going that extra mile thank you all right we are going to move on to goal two and a zeus unified's second goal seeks to increase and improve the district's partnership with our parents and students there are many studies that found that parental involvement in all forms is positively correlated to student achievement we value and desire to
023increase engagement with our parents and our families and our community and students so we can collaboratively create outstanding opportunities for all of our students and for our parents and our students who have leadership roles as well so here are some samples of uh we have many metrics in our goals and this is some samples of our metrics in goal two that measure our progress so these parent engagement factors help measure our progress last year we had 2091 parents respond to the district annual youth survey so that was last year and this year's our second year of doing that and we're looking to increase that number this year our surveys do give us very powerful information and helped us to improve our services to our students and our families uh survey results from last year's show
024that the majority of parents feel they have input in decision-making at the schools and in the district over two-thirds of parents in the district would recommend aoc schools the youth truth survey asks students also to respond to a wide range of questions on their experiences as well students sense of connectedness and belonging are an area of focus for zeus unified when asked whether they felt their voices were heard 47 percent of students felt that they were and as we continue to implement our actions and services in goal 2 we expect to see these numbers increase and we have lots of actions and services that support leadership and engagement of our parents some that include our parents azusa parent learning network that has offered projects to inspire to parents across the district and that comes to
025us from the california association for bilingual education um that program provides high quality education resources and leadership development to all of our parents and our community liaisons are a big part of that we also have communication enhancement we have staff to oversee monitor and implement all forms of communication between our district families students and community and we use technology to improve our communication as well we've purchased additional materials supplies transportation and resources for our foster students we've also improved filtration that create paper classroom our parents participate in a statewide leading and learning network that's focused on our family and community engagement we also have our input through our with our community liaisons as well this slide reflects our progress with spending as of december along with the remaining balance and so far we are on
026track now for our second lcap in action uh i'd like to introduce mrs luz fernandez i have her come on up to the podium um as one of our amazing azusa unified parents give her a round of applause [Music] mrs fernandez has been involved in leadership for uh in our district for several years she's currently one of the parent members of our community engagement initiative professional leading and learning network team um and so uh and she's been involved in all kinds of uh of groups tech plus and everything so um so she's gonna tell us a little bit about some of her involvement today so mrs fernandez tell us what schools your children attend and what grades i um i've been here for 10 years my parents have started the elementary i've i started off
027uh i started off in uh doing esl uh grassroots um i don't know it was just something that it was not even planned i was sitting at a bench and you know anybody knows sandra he's very convincing and um he came up to me and said do you want to do um are you interested in the esl program no and she's like are you sure i think you would really like it well okay you know i really this was the first time i was in the district so i really didn't want to do much i was kind of watching and then once i was in the esl program i said you know what they have a lot of things i mean i just it wasn't just the is that was the um apparent meetings that
028they had uh also being student in the student site council you know just learning a lot of things i said you know if i'm not involved how am i gonna know what's going on you know and being in the esl i heard a lot of voices from parents you know because you know they don't speak english but you're helping them and in the process you know you understand and you see the things that they're struggling with it's the same thing i was struggling with but i mean i could use my voice more because i can you know obviously i understood and um i have to say that being in this district has been really good obviously there's nothing that's perfect right everything is a learning process um you know my kids have been in elementary
029canal azusa high school it's like you kind of just the transition alone is a process of learning so i think that learning from elementary to middle to high school staying involved paying focus knowing who to reach out to knowing who i can you know call and ask questions was all part of me being involved if i wasn't involved i wouldn't know especially with all this the reorganization teams and everything you know i know a lot of people are upset i think one of the main things is that they don't come to the meeting they don't go and get involved they don't ask the right questions i mean we don't really know which ones to ask because hannah we're out there and we're listening but we think oh they're not going to hear us they're not
030going to hear our voice but the thing is is gotta show up more you gotta make sure you ask questions you know who better to be an advocate for our children right not just i mean me i have a special need so i'm my daughter's voice i'm her advocate so i say why can't i be with my other children i have to be involved i've been a part of all these um you know committees and everything and i've loved it i love just learning thinking like i don't know i i had another district before before we came here and it wasn't as interesting uh i don't know if it was just the people i meet along the way you know it was nice the engagement alone kind of you know threw me in a little
031bit you know it was it was nice and now i'm part of the pln uh pllm team which is great also i'm learning a lot of things that part of other districts how they're learning to kind of carrying engagement you know teachers talking to you know students or finding out what everybody really wants how we can communicate and i think that's great a learning process so it's only the beginning and um this is just my first year so so far i'm loving it it's brand new to me i love how they're offering and implementing different programs like when it comes to homelessness um mental you know illness everything you know everything is in there you just like i said being a part of this team kind of makes me see that hear it and understand
032it and if you're not a part of it you don't understand what comes with but um yeah it's been great i can't really complain much i think that some of my even the you know the things that i've gone through it's i always along the road somebody has told me we'll talk to this person um make sure you reach out to them email them um call them and that's me you know i'll be that parent i'm like hey did you get my message like yeah i'm gonna get back to you okay the next day uh did you get my email yeah i did i'll be waiting i'm very patient i'm not that parent that's like um please what are you doing you know this is not right it's not in me to do it that
033way because i'm like you know what it was a learning process with my kids so i have to be this way with filth because we all kind of do things differently and we learn differently i've learned that with myself too um yeah can i say the people thank you for that um pac plus you're on the pack plus committee can you talk a little bit about um what you've uh the the involvement that you've had with pec plus um it's just actually is i i thought it was really good um when i just first find it i really didn't understand it i was like how are we going to make these decisions how do they know what how do they know um you know you know what's going to work for every school because there
034were so many programs in so many schools and it was hard to say you know what okay this one doesn't need it we need to cut this because we need to do that or whatever but i think um being involved in it kind of made me realize all the things that were really in those programs and a lot of people weren't utilizing them and that's kind of why they kind of just fell like a lot of people weren't um getting involved in maybe some of the extracurricular programs that were actually good like stem for example right nobody would have even known what stem was because everybody was like all about avid right until have it was done and then stem actually my daughter was doing stem so i thought that was great too that i
035think that was interesting i was like wow i my daughter did independent studies for the first um semester so she wasn't able to be in school but i know to her this year she wasn't able to be in it because she came in after i was like i wish there was a way that i could have pushed it more you know given the circumstances um just like i was saying that i get distracted um the pack plus is just interesting alone a lot of the the way they organize everything the way they figure out the budget those are things that if you don't attend those meetings you don't know what's going on you don't know how they make those budget cuts you don't know why that's why there's so many parents that are upset but
036then you tell those parents like hey it was the reason why they had those meetings you would have just gone maybe you wouldn't have understood it maybe maybe you wouldn't have but you could have seen like somebody could have explained to you well thank you so much mrs fernandez for your involvement um and telling us about your parent involvement journey and sharing with us today we wholeheartedly appreciate um everything that you're doing to support all the students and attending the different committees and and your engagement in azusa unified it means so much to us thank you so much thank you for having me [Music] all right we are on to goal three before we go into goal three i i just want to thank uh miss louise fernandez miss louise fernandez i i just want
037to thank you for for your time and dedication i've i've known you for quite a while now and i see what a hustler you are and you are a team player and i truly appreciate that and one thing that you just said right now that we all do things differently you know i think and and you you know sharing right now with other parents like getting involved being current going to all the meetings listening to what what is happening i think is key and i think you're one of our greatest advocate here in our district and i see how involved you are so thank you thank you thank you for all the time that you give to all the schools where you volunteer i want to personally thank you our third lcap goal focuses on
038preparing all of our students for college and careers after high school we want to provide a wide range of opportunities for our students to explore and prepare for their transition many of the metrics for goal three relate to graduation outcomes we have both the state seal of biliteracy and the completion of career technical education or cte pathways we also have our graduation rate we have uh the graduation rates from uh our senior class of 2021. one of the things that we know that in azusa unified even though in the state it did graduation rates did dip as zeus unified continues to exceed the county and state rates as well we also have some data that show the percentage of our students at our comprehensive high schools who graduated meaning cal state university of california intrinsic
039requirements also known as a3g and that's another indicator of how we are progressing toward ensuring our students are college and career ready we have both the ib program and ap classes that have exams each year last may 26 of our ap test takers earned a three or higher which is a passing score 79 of our ib students earned an average of four of four or higher on all of their ib exams we also have early college metric is also displayed here as well um our early college program we have seniors uh 100 percent of the seniors in the program earned 30 plus uh 30 30 more units for their college education um looking at this graphic here we have our percentage of our high school students who are participating in college preparatory programs and that's
040ib ap early college program and dual enrollment as well our progress toward meeting our college and career goal this year has many actions and services such as training for avid ib and ap training for college board suite of assessments professional learning for our counselors we also have course offerings we offered a district-wide summer program last year that was very successful and we have been in major planning for the next one that we're very excited about for this summer we have medical and engineering pathway courses of course we have ib and ap we have our cte pathways and rop courses as well um we have purchased materials uh text fees uh materials and supplies for our programs and also naviance college and career planning tool we have agreements with universities for automatic acceptance of asd students
041who meet the entrance requirements with such universities as us university of la verne aussie specific and grand canyon for example this slide shows expenditures for goal three as indicated and we are within our budget at this time so now it's time for another lcap in action presentation at both slauson middle school and azusa high school we are helping to prepare students for careers in engineering and the stem field you saw how our youngest learners at paramount were programming and coding and learning the robotics and now i'd like to invite our slauson middle school feminist and we have donna hawkins and mary naggy who are here with us today and we have one of our students as well to share about their experiences and activities so i'll turn it over to you [Music] good evening and
042members of the board parents students and community i'm donna hawkins and i have with me today peggy and we're going to talk about middle school um this is our third year um seminars is a program that was started by cal poly pomona and now san diego university's involved a partnership with high schools and middle schools encourage young women to be interested in stem careers our first year we had i think 15 seminars and this year we have and we meet after school uh we meet on thursdays after school um we have really great materials provided by the district and by the rotary club we have these beautiful robotic kits um he's so cool because it's kind of like a disney disneyland um [Music] uh ride you can build something and it's beautiful and sparkly colorful
043and feathers and then you use robotic kit to make it animated to respond to sound so it really appeals to everybody actually girls girls and boys but just way more feeling than just a simple robotic which is which is a really great too but this is another element of engineering i think by a whole different people we also have um toolkits that were provided by the rotary club and um and that was a really generous gift from them thank you and we have um first first in the year we were working with our coding and now recently we've been using our toolkit to create toolboxes for the girls learn how to thrill the other now that's what they're coding but uh but they have fake news create is definitely seeing more the thing a fun
044side of the teachers and also having friends to do the project and creations we make i've learned about drills while making these boxes that there's more than one drill bit and it may be obvious that there's more than one but that's me that's why feminist is a great place to go so you can learn about but darlene mentioned is something that as teachers we also see we see a different side of the students we see in the classroom when you see them so kind of shy and um more introverted you see when they come to feminist we see some of these kids that are just outstanding they thrive in using these tools we see some of the quietest kids some of the quietest girls get these power tools and boy do they go to town
045and and it's so wonderful to see them um one example of just how beautiful this is i was helping one of my girls and she's not my student but i've been working with her after school and tutoring and so lacking self-confidence and she split a piece of the wood and when she did i said you know i'm just not satisfied with that we need to make it right so let's grab another piece of wood i'm so sorry what are you sorry about well i wasted a piece of wood i said it's a piece of wood it's okay we can we can get another one so as she did it then she drilled and and she kind of put the um uh i don't know she drilled a little bit too far and as she did
046it and she started to put the screw in it it went a little bit deeper and she said i think i did it wrong and i said you know what that's actually perfect and because what the professionals will do is they will use some wood filler and they'll fill it in and when they paint or stain you don't even see that there's been a hole there there's no screw so that's actually professional and she was so proud of herself and she i thought she was gonna cry but she we took pictures and everything it was so beautiful to see that she was so excited about what she did and she was you know it just completely turns kids around so i look forward to thursday afternoons more than i could imagine anything else it's it's
047a bright side of every day it's wonderful to see these girls um just really shine so thank you so much for supporting the program for providing the materials that are necessary and these kids are doing great thank you and i just want to add on to it very said um you even see it it's almost effortless i mean you put all the work together and it doesn't really feel like it's great thank you very much any questions for teachers or students before we move on yes i just wanted to say you know i think it's really great that we see that we have the elementary level middle school and high school and that's such a great um career pathway but also just mentioning about the the young ladies that you know they're shy and they're
048coming up but what it is is they're building their self-esteem behind that just saying you know what i can do this if it takes me two or three times just even listen to the elementary students but we're going to get it done so i think that's really great real it was confidence and i'm glad that we have this and i want to thank the teachers and the students that are all getting involved and continuing the stem program thank you everybody it's um i went to the participate participated the nsda fellowship um a few years back and one of the engineers said this is the best time to get girls interested in fam as possible and so i just like this is a really important program agree yes yes and thank you all i i just
049want to thank you guys um i can't you said you guys went from is it 15 to 30. i can't wait to see you guys at the mega middle school i i'm so excited because and i have a question how do uh the students find out about this when's the enrollment can they come and drop off just walk in and enroll or is it the beginning of the year how does a student get involved the first year i actually recruited the kids i i thought would succeed because i didn't really know i was going to go so let me select last year that are accounts for by anybody who was interested and i thought oh no but it ended up being fabulous i mean it's just kids who i didn't decide whether they belonged or
050not like hey i want to do that and we have girls of all disabilities it's just wonderful i mean that's what i do i want to say hey if you're interested in sign up can they go during the year and just sign up or i've actually i'm sort of like i'll just take i've had kids joining all the time and thinking oh yeah because it's not a word of mouth thing and flash from the pandemic it was really tough so this is kind of it almost feels like yeah but yeah i had kids sign up a girl sent up last week we even have a young man in our our group it is geared towards women but we don't we don't yeah do you guys have your pictures up on on lawson's website and this
051is a great pr everybody needs to know about this we have in the past and i i know i've i've given photos to uh yvette great great we'd love to see more or congratulations thank you thank you so much everyone congratulations young lady on all of your uh your achievements and your work in the feminist program and thank you to our teachers as well another example of project-based learning all right let's move on to goal for azusa unified's fourth l cap goal seeks to increase student achievement from all students and the narrow gaps that may exist between student groups it also includes increased focus on language acquisition and academic progress for students who are learning english goal for progress is measured by results on annual smarter balance assessment so here is a bar graph that
052reflects the 2019 performance of students in grades 3 8 and 11. we do have a breakdown of results by school by student groups available that is detailed in our january update some of our basic services also service metrics for goal four and you can see the percent of students with standards-aligned instructional materials percent of fully credentialed teachers and percent of appropriately assigned teachers as well one of the many new metrics in our 2122l cap includes third grade reading proficiency levels and this chart shows third graders across the district and three of our student groups including our emerging multilingual students another new metric in azusa is used that we're using for goal four is the percentage of abc grades earned by our ninth graders and we've been doing a lot of work this year with our
053on track for college group with our california education partners team evan shows that students in ninth grade if they earn grades that are a through c they're more likely to graduate more likely to be prepared and the college and career measurement another metric is our reclassification rate for emerging multilingual students and we can see the rate here as of december students are reclassified continually throughout the year as they show readiness and we know that that number will uh will increase we have lots of actions and services some examples for professional learning we have workshops and training to support all students and focus on those who are multilingual learners we have vibrato early academic language professional learning that you heard about at our last board meeting we have job embedded coaching aimed at improving instruction for
054emerging multilingual students we have music at all levels elementary middle and high school we have a spanish dual immersion program and of course we purchase supplemental instructional materials and technology for our students as well programs uh also include uh after school programming uh for learning acceleration and you've seen a couple of programs as well for our students as well goal for expenditures uh here's a slide that shows progress on our our budget and we are within budget at this time all right so now for our next lcap in action very excited to uh have our we have our principal from powell school of the arts jennifer wiebe we have our teacher on special assignment for english language arts and english language development heidi johnson and we also have pal teacher jennifer steinold here to share
055the amazing work that they've been doing to ensure that students are proficient readers i'm heidi johnson the pk6 ela eld teacher on special assignment and i want to take a moment to share a highlight of my 22 years in the classroom what i miss most about this time of year on a monday morning during recess a little one would come to me miss johnson miss johnson i went to the restaurant this weekend i went to mcdonald's and i could read the menu and i would look at them with a big smile on my face and i would say of course you can you're a reader once a child realizes that they have joined the literate world everything changes literacy is the key to far away places the wonderment the doors of opportunity every ausd child
056deserves to hold their own set of keys to use as they see fit our promise to ensure all students achieve at grade level on california state standards and achievement gaps are reduced must be met with a plan every child must learn to read which lays the groundwork for reading to learn and there is a difference we do this by modeling we do this by meeting students where they are and providing them with what they need we also do this by supporting teachers through job embedded professional learning ensuring that high leverage research-based practices are being used in the classroom that instruction is targeted and focused driven by data and that the whole child is tied hal became the perfect partnership to be our pilot school for an intensive literacy professional learning campaign we've been working together
057to make sure that small group instruction is happening and that every child joins the literate world and can read and be part of that world i turn it over to jenny to share a little bit about what's going on at pal good evening everybody i am jenny weavey proud principal of pal school of the art however tonight i don't get to talk about the art but i'm going to talk about our focus on reading um what is win win stands for what i need and is a special program that we designed at powell to give every child daily differentiated instruction in order for them to become a capable and proficient reader it's not an intervention program just for struggling students it is a school-wide k-6 systematic effort to meet kids where they are and accelerate
058their learning during wind time children move to different classrooms different groupings based on data and student need and all of our support staff push in to ensure that every student is receiving daily intensive small group instruction at their level this can only happen by working together as a team and at powell we have an incredible group of teachers who are committed to kids they are willing to do the hard work we have a staff of learners multiple pal teachers participated in heidi's volunteer book club last year and over the summer others have worked closely with heidi welcoming her into their classrooms for coaching and planning they work with one another regularly in plcs sharing data and collaborating to improve instruction and student learning and then this fall nancy akkavan came to usa usd to model
059effective small group instruction single powell teacher participated that's the kind of staff they are there their commitment is strong so finally two weeks ago nancy and her team came to powell for one-on-one coaching with every teacher i'm helping us to learn how to take our efforts to the next level so we're here tonight just to let you know that even in these challenging covered times um things are moving and shaken over at powell school of the art one part of our school song that we sing every monday morning says i can go anywhere that i want to go i can be anything that i want to be i can climb the high mountains i can cross the wide sea i'm a great powell panther you see by giving our kids the tools they need to
060become proficient readers we believe we are helping them to fulfill this potential and to be able to succeed in life and go where they want to go and be who they want to be it's exciting and profound work now i'd like to turn it over to jenny seinold one of the most dedicated and talented teachers that i have had the privilege to work with so that she can share a little of what it looks like in the classroom on a day-to-day basis good evening i'm jenny seinold a third grade teacher at bowel i've been teaching for over 30 years but it's my fourth year in azusa because i just love it here at powell we teach the whole child we don't see deficit but rather what each child brings to the reading table what do
061they need and how can we accelerate their learning students get targeted daily instruction based on data we use the one-on-one running record the words their way spelling inventory and the i ready diagnostic to place student the consistency of daily grade level reading instruction small group reading instruction and reading books of their own choice gives students exactly what they need all group differentiated instruction includes guided reading and words their way guided reading students read books at just the right level so that by using their decoding strategies and with a little coaching from the teacher they can read the book successfully in words their way students start learning and practicing spelling spelling patterns that they are using but confusing i love my students i believe in them and i pass my love of learning and reading onto
062them when kids are motivated to learn and grow the the results are awe-inspiring this graph is just a snapshot of the growth i'm seeing with all of my students this happens to be two english language layers kendra is blue and scarlet and red i've had the privilege of teaching them over the past year and a half because i had them as second graders and asked to keep my entire class to teach in third grade as well scarlett and kendra started second grade four and five grade levels below uh grade level they made good progress during the g year jumping four and five levels but they were still below grade level at the end of second grade they both made big jumps over the summer from discovering a love of reading and chapter book and started
063third grade just below grade level both girls have increased two levels since the beginning of the year and i'm happy to say that as of december kendra and scarlett are reading at grade level by providing rigorous grade level instruction knowing my students personally and through data and giving intense differentiated instruction every day based on what they need i've been able to watch my students blossom and celebrate their successes i want to thank thank heidi and jenny for their continued guidance and support thank you so much we have any any questions i just want to thank you uh teachers and you know all the teachers that is unified you know for working with our students it's personal to me because my mom was illiterate um so we cannot go a lot of things were not able
064to just because she couldn't read and she spoke spanish also so it was like a double so as we grew up we needed we would read things to her to help her understand but i think it's great that um you know i went to an elementary school and the so many students were receiving the accelerated reading awards and it's good to see the elementary students you know their second first third graders receiving this award and they read like so many books and it's really good so i want to thank you for doing that because i think it's that's the number one you need to learn to read in order to get ahead you're totally correct and even to go wherever you want to go right just read a book and you may be somewhere else
065thank you all right i would like to take this time to um thank you guys for what you guys do miss heidi johnson bye i've known you for i would say about those 20 years and i i've been in your classroom and i've seen the success in your student you know one of them being mine and so i i truly feel that when a child feels value valued in love right all these interventions that you guys are doing are like icing on the top because they're ready to learn there's no child that doesn't want to learn even if there's a behavior problem i mean there's other issues of that you know that's going on but i truly truly just want to thank all the teachers for the dedication their patience and their love for our
066children like you said you love everything i know you do so thank you thank you again our fifth and final lcap goal involves focusing on our district diversity equity and inclusion implementation our district annual youth truth survey asks you to respond to a wide range of questions about their experiences in ausd and we are looking at perceptions of how our district and schools value diversity and how they encourage students parents and staff to speak out against racism these are the results from our parents and staff from the 2021 surveys and again we look forward to getting our results from uh this year's survey as well it also helps us to measure students i'm sorry can i ask a question yes please do do we have an lgbtq uh group or a support group for our
067students in any of our schools i believe at the high schools they have gay straight alliance okay thank you you're welcome the youth truth survey also helps us to measure students levels of being comfortable speaking about diversity and as a result of our efforts to increase and improve diversity equity inclusion practices we hope see these levels increase staff levels of comfort speaking of by diversity are also an important metric in goal 5. our teachers as uh reflected in last year's results our teachers have mid to high levels of comfort thinking about diversity and again uh with our work this year we hope to see that level increase as well the district desires to continue to increase culturally relevant teaching and the survey also helps us to measure how we're doing and offering opportunities staff to
068learn teaching strategies that are culturally relevant and so here are some data that also show levels of elementary middle and high school that shows uh staff opportunities to learn about culturally relevant teaching and again this is from last year so we're looking for this year's result to improve as well on in the actions and services uh under professional learning we have workshops and training from the western justice center that are focused on restorative practices and culturally relevant pedagogy and implementation of diverse equitable and inclusion focused tech we also have been working very hard to develop our ethnic studies course um that we will be implementing in the fall we have latinx studies elective course at all three of our high schools we purchase classroom library resources decks from diverse authors and focused on ci issues
069and stories uh purchase materials and supplies as well we also have our our our consultants that we've been working with that have been providing and facilitating professional learning also have a focus on dei as well especially when we've been doing small group instruction with our with our elementary teachers as well here's a slide that shows our expenditures and for our last full five we'd like to hear about some amazing work that's being done at magnolia elementary and that is contributing to our efforts to improve diversity equity and inclusion in our classroom and i would like to invite mrs angela wright and i believe she has her students who will share about their learning this year good evening ausd board and cabinet i'm angie wright and i teach fifth and sixth grade at magnolia elementary as
070a teacher i feel is important to ensure that my students feel valued and represented i want my students to see themselves and their learning see themselves in history and in the books they read i want them to feel empowered by the challenges and victories of those that look like them as well as with those who do not it is important that they learn and understand that all cultures and ethnicities have value that we all bring something special and unique to our world the way i bring diversity equity and inclusion into my classroom is through literature poetry relevant topics and discussions i could tell you more about what we do but i thought you would rather hear it straight from a couple of my amazing students it was my great privilege to present to you to
071my sixth graders alvin greer and yeah hello i am calvin greer and for the past two school years me and my class have been learning about people from different ethnicities culture and abilities through the books we have read about um [Music] and learned people's challenges and how they overcame them the overall theme of these books were how people of different backgrounds and different lives had to show others that they could do the same things everyone else did every day we read short biographies about people who contributed to our global community there were men and women of all races and of all ages and abilities they whether they were singers dancers or studied science they all made history my favorite part about these biographies was that i would share them with my family and was able
072to teach my parents something new about these amazing world changers these people were very interesting to learn about because of their backgrounds and what they had to go through to get into the history books we read today brown girl dreaming was also an amazing book to experience because it gave it gave me a perspective of a person like jacqueline woodson and her life and how people start off as children just like me and end up to be amazing people who can make music and write books like jaclyn woodson brown girl dreaming has inspired me because every page is full of poems and each one was amazing but there were some special ones that i really enjoyed like the one called how to listen when i sit beneath the shade of my block's oak tree the
073world disappears these poems have made me want to write my own it was also amazing because of all of her life experiences her ups her downs her challenges her life overall it was an amazing book to read and discuss with all my classmates out of my mind was also an amazing book to read because you could feel the author's emotion what i loved about this book was that it really made you feel what the main character melody felt there were lots of parts that were exciting but my favorite parts were when melody was talking about how her differences made her who she was what i thought was very cool is that the main character had a disability that i was able to connect to because my brother leo does too this book has made me
074more interested and has helped me to learn more about disorders and disabilities it has helped me to appreciate my brother and really see how hard he worked these books about races and disabilities have helped me to see how hard life can be for people but how perseverance is the most important part that even if people believe or won't let you do something you should be allowed to do all you need to remember is to keep dr martin luther king's word steady loving confrontation in mind and you will be able to do anything i would also like to give thanks to dr mitchell for supplying us with these amazing books and um well thank you now you will hear from my amazing classmate yeah okay um hello and good evening my name is and i have
075been in mrs bride's class for two years i will be sharing with you what amazing things we have done in fifth and sixth grade last year my class did a detailed writing about the the traditions our families have during the holidays writing about my family tradition made me feel really proud because i got to share with my my class how amazing our traditions and culture the assignment was very interesting because we had the opportunity to listen to my classmates traditions and their customs when we presented them in class with our family i heard many traditions that were really amazing because each of the students had a unique tradition that was different yet similar to each other i felt like i got to know my classmates better even though we were online and distance learning something
076that stood out to me this year was the book esperanza rising esperanza rising was about a young girl forced to travel to the united states for a better life and was accompanied by her mother many things in this book stood out to me and it also was very well written and had lots of detail what mostly caught my attention was that some words and a few sentences were in spanish and it also included some detail since my first language was spanish i was really proud to see spanish in a book for school while reading this book had multi multiple connections with the characters and some events happening for example esperanza had a very strong bond with her parents i am very close with my parents and have a strong bond with both of them i
077appreciate them for being amazing parents me and my youngest i have had an amazing childhood and also thanks to them i will keep moving forward and work hard to achieve my goals it's important to read about people who have the same struggles as we do because we should all know that everyone struggles and we can overcome the challenges that we are facing together i would like to conclude by expressing my gratitude to miss wright thank you for dedicating so much of your time and patience into your career as a result of your dedication sacrifice and patience you are foundational to my personal development more so your advice teaching and wisdom had equipped me to adequately and confront and resolve adversity i may face on a daily daily basis thing thank you so much nick water
078i just wanted to thank miss wright and the students um calvin and yadi well said you know and thank you very much for sharing it was very touching very understood i i said you probably go way beyond what a teacher's role is to be able to make things happen in your classroom this is the prime example guys um i i just said uh spanish that you guys you t thank you guys for expressing yourself and being so eloquent in your words and just i felt it and i truly appreciate that how you were saying um i just loved what you both of you said but you said uh when you were reading and it reminded you that some people have disabilities and some people you know are bullied you know how old are you 12.
079i commend you for saying that because you know what adults sometimes forget this that we're all different but the same and i truly appreciate what you just said and for the other students keep it up girl yeah keep it up for both of you guys thank you guys for coming today and mrs wright wow thank you thank you so much thank you before i um talk about the next steps i just want to say one more time thank you so much to all of our our teachers our educators our students our families that came out tonight to give us some examples of the lcap in action and just i mean it's hard for me to keep it together um this was just amazing um all of the different examples and we're just all so grateful
080for the work that you all are doing and um just such i'm so proud of everything and i'm just grateful for you all being here this evening and just sharing and thanks again parents for um for supporting us and for being here as well so one more round of applause for it thank you to the parents i also wanted to thank dr mitchell um i think this is a great presentation but i also i like to see this in the future that they come and they show us what they're doing right instead of reading about it and talking about it they're here actually showing us an action what they're learning and what they're doing in their classrooms that was great thank you thank you i just want to wrap up with uh with next uh
081steps for the lcap and so um we will share be sharing the update with site administrators and teacher leaders at meetings we'll be sharing the principles we'll be sharing the update with parents and staff and we'll also share the update with our pac-plus parents and staff and with delac and with our student advisory council we'll be posting on our district website and sharing on our social media platforms as well we do also have the supplement to the annual update to the lcap the supplement is something that is required by law and so we do have our report that contains information about how our district will spend the additional three million dollars in concentration grant money that we received this year uh the funds were approved by the state after the approval of the 2122 lcap
082so this report describes how we will be using the funds uh since it's not included in the lcap the state requires the funds to be used to increase staff to work directly with students during the 21 22 school year and we have added two additional teachers who have been serving as a substitute for each site in the district who are supporting instruction and that also enables us to lower student teacher ratios those classroom teachers can provide small group or one-on-one instructional support uh to meet the needs of learning and accelerate the learning uh in addition uh uh to the description of how we're spending the concentration add-on the report provides description of the community engagement the process that we use um to be able to develop this we use the same process that we use
083for lcap the same system for engaging our educational partners in the process also included in that is an update on the espa-3 plan and we will also be including the report added to the lcap documents that you approve in june and with that i want to thank you all so much and if you have any other questions and i also have my team uh that is on zoom uh that's that that can answer questions as well uh yeah i have questions the first question um um just a couple just over um just first thank you i appreciate um seeing like all these wonderful examples happening and really not only the students and them leading the way but seeing the deep capacity that our educators have to really expand opportunities that our kids have so thank
084you to all especially our educators who have really made this happen um just just some questions in terms of um because of the the programs you chose to show tonight just in terms of implementation um in terms of the stem and the stem program training um what are the plans to scale to make sure that we have some kind of consistency across the district i will say um the caveat is i appreciate having building capacity of educators as opposed to like bringing in like a project like a package program that we say okay everyone do this i'm just wondering if we have volunteer teachers doing this how do we plan to make sure that you know whichever school kids go to they're gonna get an opportunity that's a great question so um so right now
085uh the professional learning has been around uh the ub tech robotic kits with this first round so we're going to offer another summer training for other teachers who want to be part of it as well there's there's two ideas here one is that we begin to learn how we can use the robotics and also the 3d printing that's the next phase that we have so all schools will have the 3d printers as well so how do we begin to incorporate that into integrated units of study this is something we've also been working on as well right i mean steel is a great example of that but we're doing it in other situations so you can take um the robotics right and you can incorporate that with with language arts with science right and so how
086do we take that and also put it in the classroom we have enough kids to be able to do that as well um once we finish with this segment of professional learning in the summer then we'll keep doing that right so we can get more and more teachers involved the next piece is around um 3d uh 3d printing uh there is a program that we'll be using called tinkercad which is part of the autocad suite um and so the students will be learning how to use that which is just another precursor to you know when they get to high school they can learn the autocad program as well um and then the last thing is is that we want to be able to see it during the day we also want to be able to
087continue to have after school programming for students so this program um that paramount for example is leading the way we want to see that and have that opportunity at every single site that's the goal so with the in classroom integrated piece right is that going to be just really dependent on the teacher that's gone through the training that decides they're going to put it into the classroom or how is that going to be embedded into or integrated into the core academic yeah we want to make sure that every student has an opportunity to be able to participate so that is the goal that every classroom will have a unit of instruction on the robot and so yeah no no i'm just going to say we um so we have um we purchased the um beginning
088kids the advanced kits so for our um our primary and our upper grades we also purchased something called ibo and that's for our smallest learners as well so everybody will have an opportunity and we also purchased uh some beginning very beginning coding for our our preschool students so they'll have an opportunity as well well thank you i appreciate i'm finding out about how we're planning on making sure that we're giving the teachers support so that as we ask them to do it there you know they have the tools um and the time within the classroom to do it um my other question is really around maybe not for answering now but like for example um new new pieces that we put into the l cap like project to inspire at what point are we going
089to come back and sort of evaluate and think about like how effective was it do we continue that investment do we look at other family engagement approaches when will that happen i can ask um norma camacho who is our director of multilingual services and categorical programs norma do you want to respond to that question oh i'm having a little bit of trouble with my camera i don't know if you guys can see me and hear me can you hear me yes we can okay um yes so we are um still in the midst of our project to inspire um we have cohorts um for secondary and elementary and we will regroup um probably in june to do a little examination of the outcomes the goals and objectives that we had established for project to inspire
090to determine next steps um as we continue to move forward with looking at how we are developing some leadership amongst our parents with project to inspire and what might be some next steps and um obviously there have been some challenges with us being virtual this year as opposed to in person um so maybe part of that examination is is looking at um you know the the participation rates of different populations of families um virtual um and we know that i think she froze i think we get the gist of it how those were met i have some other questions but i can't wait in case other people have questions one of the things that i just heard you say uh dr mitchell is that um you want what we're gonna get uh coding to start
091coming uh to begin in preschool so can you speak to that on how we are going to go ahead and start coding at the elementary and how when is that program going to take off i believe we have jenny lee who are is our director of early childhood education um mrs lee can you talk about the um the uh i remember it's called the kits that we have for our preschoolers that are the beginnings of the coding yes um good evening we have we bought the train set they're coding playsets that our preschool and our tk teachers receive for each of their classrooms so what they do is they use the kit to program the train set so based on what the students select they can program the train to to run on the courses
092that they they choose so it's a very uh early early coding skills i'm excited to share that um that our tk teachers are also using um the kibo kiba in their um in their classrooms um there we um i believe lika had gone into one of the um to join one of the teachers uh today to do a little recording of that of that work thank you very much it was really important we wanted to be able to have this opportunity for um preschool all the way through our high school and college and career pathways so we can have we can have programming and coding and robotics for everybody are we looking to to have this at every single school um as we are reconfiguring yes every single school and we have been um building
093out our innovation lab so every single school will have the innovation lab so we just as a matter of fact the um the rooms just got measured the other day um and we're ordering the furniture for that so um it's gonna be a really fun innovative space so um teachers will be able to do the robotics in their classrooms or they could go into the innovation lab and they can do all kinds of things in there but they could do the robotics in there they could do 3d printing they could do carolina biological there's a variety of things flexible seating really neat space yeah so um just a couple other questions so i um less a question but just um i just want to say i really appreciate mrs hawkins comment about how opening it
094up this year and just letting any kids sign up i think i think that's really been something that we've tried to do in this district thinking about like ap ap access other courses really around like let's not choose for kids let's give them opportunities so just really appreciate that comment um um and then i had a question about the ethnic studies course so um what what kind of course is it going to be it sounds like you have more definitive ideas so what kind of course is it going to be and what grade are kids going to get after that course all right so um the teachers that we have a group of teachers that have been taking this beginning course starting in august these are teachers that did not know about ethnic studies have
095not taught the course that don't have any background and so they have been doing i want to say they're up to 12 days of professional learning to learn deeply about about the course well now they're at the point where they are going to begin to put together the course outlines so they are going to they're writing a course that is for um english language arts and history social science so for example the english language arts course would is a would be an ethnic studies multi-cultural multi-literature cultural literature course that would replace one of the english language art courses so for example if it were grade nine students would not just take english you know one they would be taking this board um same thing with the history social science we're writing that course as well
096so um then we're going to look at the master schedule and see how we're how we're going to do that but it is scheduled to be implemented in the fall so so at one point is the conversation going to happen about what grade is it going to be what if it's for the the ela the english language art course what grade is it going to be um if it's a social studies course what what at what grade will students access that course when will that conversation happen we actually have a meeting already scheduled with uh with teachers and administrators to begin to talk about exactly where what grade level that course would be uh the ninth and tenth grade language arts standards are the same and so it could be a course where it could
097be um all ninth grade or it could be a course where ninth and tenth graders could take that um there's lots of examples of language arts and courses you know throughout high schools in california that that take an innovative approach to um to courses uh not always english one two three four sometimes it's a it's a uh language arts course that aligns the standards to 11 and 12 for example but it's creative writing right so there's all kinds of different things so this is beginning that conversation on how might we take a look at you know what kinds of coursework um our students might be interested in taking and one of the ways to find that out is to ask them and i want to ask so um see we have latino studies and ethnic
098studies and can you tell me a little bit what what is different from latino studies and ethnic sure so the ethnic studies covers a wide range of ethnicities and the latinx studies um covers the you know the latinx culture so that is a that force is an elective force that meets a through g um the ethnic studies course is um a broad range of different ethnicities and so they'll they'll read um history and different fiction nonfiction books around different thank you and then my last question is around the um the my more diverse book options so really appreciate the examples live examples from mrs wright's class of kids reading um and i know i didn't say anything earlier but just really impressed with sort of the authentic writing right you can tell that it's not
099scripted like kids aren't learning but really the kids are really doing really great editing and writing so just i'm really impressed with that um in sixth grade though i don't think i wrote like that in sixth grade i'm pretty sure i didn't so um but just in terms of um you know she referenced the some of the kids referenced some of these books right that that we that i think may have come especially out of um from some of the students that came for diverse fire narrative so how are these books um being adopted by schools is it is it a classroom by classroom thing is it a school by school thing how are is it district-wide how are these books being put into classroom that's a great question so for the the high school
100books um uh the high school students that are on the um the diverse fire narrative committee along with our uh language arts teachers administrators they they got together and um and co-selected the books that they wanted to have in each one of those courses which um is an amazing thing um and then uh as we have worked on um the the books in uh mrs wright's class this actually started last year is when we started um really looking at how might we be able to um take a different approach so it started because the course or the class he was teaching was a combination class and so what are some of the ways that we might be able to approach um the standards and take a little different uh a different approach um with the
101the the curriculum and the instruction so as we have been um implementing this now for the last couple of years um it's definitely spreading and so um this has been i would say a prototype for things to come right so now that we have these book that's um all schools will have the opportunity to have all of the novels how many novels are we up to now so um so we have done this is this has been an amazing pilot but all yeah and many schools do have the book um so we're going to continue to do some professional learning um and mrs wright has agreed to uh to help us with that as well i just wanted to repeat that so we're now in february right so how many books have you guys read
102this already yeah i mean i think um when i think of how many books generally are read in us in a classroom over a year like i think that's a good example for us to uplift um but so but back to my original question so then is this so i appreciate this like you know started it maybe started mrs wright's class and is growing or other class so so is it really just teacher by teacher right now or how like how is it how are people pulling these books into their classrooms right now it's teacher by teacher we make the books available um but it's also around the professional learning on how to integrate this instruction so for example this is not only language arts but it's history social science as well right so being
103able to um develop lessons that are integrated so this is something that we're going to continue to to provide professional learning around um as we implement this so if you have to estimate how many classes are using these you said you don't you can give it on friday it's fine you can give it to us on friday but i just want a sense of like you know where how many classrooms are starting to have use these kind of books in their classrooms so this friday is fine dr mitchell can you also speak to where we are in elementary versus secondary and the decisions that have been made on the books for those uh particular courses in terms of uh quote-unquote mandates are you talking about for elementary or for secondary first yeah the difference where
104we are like where we are in secondary with the diversifier narrative the teachers that have been working on that and that co-selecting and that co-design versus uh where we are at the elementary yeah so um with the with the secondary we developed again it was a committee they met several times we had our teacher on special assignment kimberly dom um lead the work in terms of what books are we selecting and how to use a protocol to make sure that all voices were heard but they selected these books and um it is in the curriculum so in terms of the elementary this isn't development we're not we haven't said this is what we're doing um what we want to do is to be able to say how do these novel sets fit in with the
105curriculum that we have and in what ways we support so mrs wright's class has been an excellent example along with other other classes in the district too um which books shall we select because as you could hear you've got to be want to be very intentional about what are the right books to be able to choose but the ones that also not only support you know the standards um but also our books that we feel are representative of the students um you know in our schools so so we will get there but this is the very beginning thank you for bringing that up this we're at the beginning of this but we also want to make sure that we're selecting um novels again that would work for an integrated instructional design just one one quick
106logistical question when you you spoke about the ethnic studies course and how it is not uh it separated apart from the latinx course as we look ahead to what will be an ethnic studies requirement does the latinx studies course satisfy that requirement or is that separate apart from the ethnic studies requirement i believe it would yeah it would it would yeah it would fall under that as part of the graduation requirement my understanding thank you and then the only other thing i i would add is just a just a a thank you to [Music] uh what what what we were able to see and witness and just the the tremendous pride uh and just i mean it's incredible mr hartman i was a student of yours and then so so i got to experience that
107firsthand and then and then worked as a teacher's aide in your class and so just just was able to to see what you do and it becomes you know tremendously evident here and and what we're seeing miss hawkins and miss nagy what you don't know is that as i've worked with uh students out in the community i've worked with them on on homework and assignments and things that they had been doing in y'all's class and and have been able just to see again what they how highly they speak of you and and the work uh and the ways that you push them and so grateful for that um i know miss miss wright she's out there in the hallway and and the only thing i'll say is um her work is tremendously evident as as
108we look and see um these students and and and what they're doing so thank you so much miss miss wright thank you uh and and just for for the students for the the parents the involvement just the the the entire kind of village that is that is together and and making this community great um we just we just thank you thank you for everything and dr mitchell incredible incredible stuff so thank you i would also like to thank um again one of the things you know being here since i was five years old graduating from here working here for 20 years i i can honestly say that we've we're evolving we're revolving we're we're finally catching up we're finally doing things and and that's cabinet that's all you and teachers cabinet for making it happen
109um being able to provide the resources for the teachers that can do this and the liberty to hey you know what you want to take this on because it's not easy work and being committed every thursday after school you know the stipend i know is not much but thank you for all of you guys that you know that do the love that you that you do what you do for the love of your students again much much thank you well with that we will move from item 4.1 to item 4.2 presentation of the governor's budget proposed proposal update ms jamal thank you good evening board fellow academy members and community members um tonight we are going to have the 22 23 budget study session i'm sorry would not be as exciting as being beautiful children
110and making you cry like it made me cry but i'm going to do the best i can to make this at least interesting for us all so here we're going to talk about the integral parts of the state budget as far as the governor i want to start by saying that this dollar projection so governor newson also gives us always gives us his budget update in january and that is just a projection it's his perspective at this current time based on information he knows today so the um the current state budget projects strong general fund revenue growth is the largest budget of surf bus that we've had in many years um governor newson highlights um has stick i mean five essential threats the california um budget which is over 19 climate crisis homelessness cost of
111living and crying k-12 education was not the focus of the governor newsome press conference nor of his budget development the budget news is good but it does not meet the k-12 expectation that was set by the legislative analyst office for the fiscal outlook governor newsom also put emphasis on the new state on policies versus on boosting the lcf based funding so here we're talking about proposition 98. some key factors related to proposition 98 is that the 2223 guarantee is now going to be 102 million billion dollars this is an increase of about 8.2 billion compared to the guarantee and the 2021 budget act um 2223 will be a test 2 percentage it will be a rebrand a re-bench from the 38.01 to 38.35 to accommodate enrollment increase for the expanded pk initiative that's currently on
112the table so here the public school system stable stabilization account um this is estimate to have a deposit of 3.1 billion into the pcsa or 2223 this estimate is due to the strong capital gains and the test one projected um funding year of proposition 98. the balance by the end of the 22-23 um fiscal year is projected to be 9.7 billion dollars this is getting close to that 10 percent level which um additional deposits will no longer be required from the governor's budget if the um csa balance um i'm sorry pssa balance exceeds the 10 million dollars this is going to put us in the trigger language which means that any district that has um reserves that's beyond 10 percent will actually have to spend down those funds in order all funds that are assigned
113and the three percent assign any fund balance would be at risk the only way to avoid having to be forced to spin down these funds is to commit the funds through board action oh go for it so um yeah and i know i've asked you this before but in terms of um committing i'm in terms of committing our reserves where how how we've been doing with that so we have never committed we assign a sign and so we can assign all the time but to commit takes board action what that means is that the board would literally say okay we are going to commit a million dollars for x expenditure for the out years that will take board action and if we commit funds once it's committed it only could be used for those funds
114that has been committed for and it will take us out of the risk if our any fund balance is greater than ten percent so at one point we expect to have a conversation about committing funds would that come with the budget adoption in june or when will that happen we most definitely could have that conversation well i'm just i'm curious in your mind like when would that happen i would love to have that conversation prior to budget adoption okay um but if not it would both definitely budget adoption and what i would what my goal would be is while we're developing the budget and we're seeing what our any fund balance would be after second interim come with a recommendation to the board i will put it in a weekly board packet first to see
115um what the board would like to do and from there have that discussion for that discussion to put on the agenda all right so more on k-12 spending um here we're allocated this is outlining where the governor has allocated funds so 3.4 billion dollars was allocated for the expanded learning opportunity opportunities program 3.3 billion has been set aside for the 5.33 projected cola 650 million was for universal access for school meals 640 million is for prop 98 500 million is to increase special education based funding additionally we have 1.5 billion for one on time money for electric buses and 1.3 million for general fund to support school facilities here is the district um current entitlement um based on the 5.33 cola we are seeing an increase in our base lcf entitlement a3 um tinder through
116third grade um base ada funding is going to increase by 431 as you can see up one to ninth through 12th grade that will also increase up to now again these are all projection if the material lies this is the increase that we will see in our lcfs-based funding any questions here all right and so this is our lcf entitlement continued so in addition to the cola for the base funding we also have an increase in our grade spent adjustment a gay span adjustment is for grades tinder through third and that's an additional 10.4 funding and for grades 9 through 12 we receive additional 2.6 percent of funding in addition the cola also is being applied to the supplemental grant which is additional 20 percent of our base funding and our concentration grant which is
117now additional 65 of the base funding that was previously only 50 but because of the great um concentration add-on that 15 was at and then can you remind us that additional 15 are there restrictions on the on those dollars yes and what are they yes that was talked about in dr mitchell's presentation that is to increase staffing to um i'm going to say lower class size but it's for increased staffing and it has to be directly the benefit has to go directly to the student so how are we going to um um how are we tracking that we're spending that 15 on increased staffing you want me to take that dr mitchell so currently right now we are utilizing that for our resident steps and so each school are what residence subs so each school
118has two residence stuff that they're utilizing where the teacher can actually the resident sub would actually instruct the class and the teacher can have small group pull out times in their class so are they subs are there like that's what they are yep we have assigned to what we're calling resident subs so they are at that school every day at their schools every day and so they can um what they do is they will take the class and the teacher can provide a small group one-on-one um unless we need them you know um if we have a sub shortage then they'll fill in but that's the primary that's the primary uh function okay any other question okay so here is decline enrollment so right now the administration has recognized that there's a fiscal instability facing
119many districts due to the decline enrollment and high absenteeism um this is currently there's a proposition or there's legislation on the governor's desk that gives three different funding options for next year it has not been settled but right now we have the option to the proposal is to either allow districts to continue to use the 1920 um free academic ada or to use the whole harmless which is the current ada for this year for next year's funding or we will have a three-year rolling average which will include 1920 2021 and then the actual ada right now each lea is going to have to seek assistance from the county office of education to see what the recommendation is food services is currently i'm recommending that districts use the three year rolling average um the premise is
120that this is coming actually from the educational office and typically when they make a recommendation that's what the governor adopt um that will help us tremendously because we know for the last two years we have been using the whole harmless ada from 1920 so that means we will basically have two more years where that will count plus this current year 88 that would help us in case we have a decline in ada are you saying when you talk about options you're saying that options that we as a district have for the purpose of projections which are options that the governor has or these these are or there's a point where in which we have we have options to choose back to be actualized later so it's twofrong so one right now until is signed until
121the governor makes the decision leas have the option to reach out to the county county office to see what they will allow as far as adopting a budget but once the governor makes a decision this is going to become the new ada calculation going forward so just to understand it correctly so it's going to be always projected kind of like lcap every three years like so every year um our funding is based our next year funding is always based on the current year enrollment but because of kova for the last two years it was a hold harmless and so since we weren't really taking attendance um we were always funded on the 1920 actual ada this year even though we're taking attendance most districts are having a huge uh chronic absenteeism and so the ada
122is projected to be lower which will impact the district's funding for next year because this year's ada will be used to fund next year's um education on budget what they're proposing is one either continue the current ada rule which is your current year ada will fund the prior year for all declining enrollment districts or they will choose to use the 1920 for one more year or they will have a three year average where they will take 1920 2021 and 21 22 that average will become your funding 88 for the 22 23 year if that is adopted then every year they will be taking three years to come up with your average ada for the next year country excited thank you for explaining that no problem let's one other question in regards to that i i
123know you and well enough and mr mall that i know that you're watching this but i have to i have to say it out loud nonetheless um it's it's as being a district that has to deal with declining enrollment as many other districts and and having the hold harmless and the ways that that that we're able to you know continue to provide just you know tremendous amounts of services i i see that we're we're keeping our eye on that cliff that is that is coming at some point when we when we realized yeah that yeah all right i'm going over to independent study so the governor proposes that independent study will continue to be the sole alternative for in-person instruction for the 22-23 school year what this means is um districts will have to offer
124independent study continue to offer independent study during the 20-23 school year it also allows for synchronous instruction account for instructional time in its traditional independent study in addition the student work product be encountered this also provides flexibility on the timeline that a district can collect the independent study agreement any questions my question is how many students do we have on independent studies still um due to covet 19 you know where parents are not wanting to send their children back to school yet do we have know how many students are still on the new kind of study i would have to say i will give that to you but dr mitchell may have that number ready available if you give me a couple minutes i can look it up okay and then my second question to
125that is um you know if we have a lot of students i'm not sure but what are we doing to to help them come back to school because i think it's healthy that they're in school you know in an independent study um you're home and you're doing a packet it's not even like when we had the virtual learning you know where it was a teacher on the other end it's more like you have a packet and here you are but go ahead sorry i'm still working on it but i was gonna say it's not um we we actually have teachers who are planning on instruction so we moved away from the packet well you did okay so i wasn't aware that but also like you know what grade levels are we talking i like you
126know grade levels and um you know high school elementary kids i just i don't think we've had that count in a while and i'd like to know that please you can put in the packet on friday's fine too okay i can do that most definitely thank you would you able to also add by comparison prior to ovid so we can just compare what potential impact possibly yes i can do that i'll put a request also free at the beginning and now because i think we have lots of parents like the parent that spoke today uh that probably started with like the unknowns uh what's going to happen at the school and so you see uh her students started in independent study uh and have transferred back into in person and so now we're going to
127identify some categorical programs um these are considered standalone programs that the government the governor currently funds but they will not receive the cola there is a longer list but what i'm doing is i'm identifying the programs that we have in this unified school district so the after-school education and safety program will not receive the cola the career technical education um ctic will not receive the cola our k-strong workforce nor our state assessments program we'll still get our funding but it will not increase by the 5.33 now here is our standalone program that will receive the cola so special education child nutrition services adult education block grant mandated block grant and our foster youth programs will receive any funding that will receive for those programs will receive the projected 5.33 cola any questions here so now
128we have our traditional kindergarten so it continues to expand on tk i'm to serve all four year olds i'm by the eight i'm by um 25 26. um as we know we're proud that azusa has already started this tradition we started taking tk prior to this becoming a state initiative so districts are now required um the follow suit of zoos as i'm going to say i'm required to offer tk to all children that are turning five between september 2nd through february 4th during the 22 22 22 23 school year it also um increases prop 98 prop 98 funding um so that um uh districts can receive additional funding to account for this new change additionally there is a ratio that is currently on in play um that has not been settled but the current a
129student to adult ratio is 1401 um because that is not a typical class size that is one of the reasons why the governor is allocating 383 million dollars of prop 98 funding to help fund this initiative so that all schools can be in compliance any questions here yeah i have a question about timeline for that so with the decrease ratio um what is what what is the timeline at the state level for that uh this ratio would be in place for next school year oh for this upcoming school year yes ma'am it wouldn't be phased in right so but then so districts but they're not required not everyone's required to serve universal tk until 25 26 or but you have to start in group so each year the uh the date of when you turn
130five is going to go further out but will we get some funded if we enroll some since we're already doing we have we essentially have universal tk so will we get full funding for all the students now or are we going to be like hamstring by those dates by those dates we will only get it for the students and we will still continue so it will be one of those partnerships where we fund this through our supplemental concentration in our lcap this will all it will be um supplemented by it so for those that qualify based off the state um state age spring that will we will receive um state aid for that based off ada and the others will still continue to be offered to take part but we will have to fund that
131and then in terms of the the child to an adult ratio right i think that's a child to adulterate 1401 um wha what our current thinking or plans in terms of being able to reduce that ratio i think that's a stuff or is that whoever it is i'm not looking at anybody i'm asking questions yeah i could take this question uh we um we are very aware of this uh ratio that is will be in effect next year uh we have backboard of map um a plan to um live positioned or fight these openings um beginning in may uh so that we um are going through the hiring and onboarding process so that we could start the year with these um uh instructional aids that could help meet this ratio for the beginning of next
132year so we'll have so what what's that going to look like so there will there be like a full-time instructional aide now in every ck class correct and so and they um we use the word full time i want to make sure that we we qualify that we it may not be an eight-hour uh position it may be a five-hour position um i meant within the class during the school hours we're going to have adults in the classroom with students for the entire time correct that is that is that is the plan and then because i mean our tk classes are not at 28 right they're at up to 24 is that 26 26 so i mean so then theoretically our ratio is going to be 13 to one because we're not going to change
133those ratios right we're not planning on being trying to up those ratios because we know we're they're going to have another adult in the class correct and so now our state peaceful program the total investment of 309 million dollars in california state um preschool program is to increase the adjustment factor for students with disabilities and dual language learners um this 197 197 million dollars is coming from prop 98 and 110 million dollars is coming from general fund um these funds that are allocated is to intended to serve at least 10 students with disabilities and to provide additional support for dual language learners so what kind of impact on does that have on us for example our preschool program that we have um that's for the um i i don't remember the name of it but
134the one that we we intentionally designed for the students with disabilities no we don't you know don't we have a preschool program that's focused on we do have i believe it's three sections if i'm not mistaken of uh preschool special education's preschool and is it cspp funded or not so then that wouldn't be eligible for these additional funds because they're not in these programs they're not a csv correct okay and then for the dual language learners um is the stake going to give us guidance and how we identify them is that going to be something we do internally because right now you know there's no requirement but it's not it's not in place yet so do we know anything about that yet i don't but maybe norma does we can ask norma did you hear
135that yeah maybe jenny lee i would say jenny or norma maybe we'll start with jenny i don't need an answer today just yeah if you just follow up on on friday oh fine all right so moving on so what does this all mean for us this is the unified storage that's not a happy face there i thought that was a it was a question like we're puzzled and i'm going to make this like i'm going to make some happy sp a millennial or a jazzy but i don't know the younger ones here can maybe tell us what is that you got to turn the smile up there's a motion on the floor that the face is sad i'm so sorry i don't second it but i will make sure i change it i would say
136i thought this was a puzzle look like what does this mean and i'm going to help but the smile looks sad i'm so sorry i will i will double check my emojis going forward to make sure they are culturally and financially appropriate all right so here we go so with the polo what does this look like so governor newsome released the latest cost of living cola percentages that he proposes applying to the lcf funding and other programs which are reflected in the table for you for budget development purposes we can choose um to identify a cola that is outlined we can do the polo that's uh recommended by the governor as well as supported by school services or a district does have the choice to have a more conservative cola um it is my recommendation
137as we have done in the past that we always follow school services i mean we adopt our budget using the projected cola of 5.33 unless we receive information during a re may revise the state's other one here this is to give us an outline a typical how the cola changes um this slide is coming directly from school services so i will not take credit for it um but what it tells you it shows you what the original budget would be um then it tells you what the budget proposal was and then it tells you what to adopt the budget so it shows you that the budget could be one thing um at the january budget then it changes at the may revise and sometimes it stays the same um last year the budget the polo
138that was recommended at may revised actually was the photo that was adopted but we also know in the prior years we had the negative deficit cola and then we were all grateful when that came back to just say uh zero cola i'm going forward you said that you tend to that you tend to to use the school services uh for projected cola as as opposed to an alternative is that where does that kind of where does it range on the spectrum of conservative or or not uh services bullet fuel services is typically more conservative than anyone else um normally usc disparity when we had this um presentation last year i gave four different colas one was school services one was the department of finance one was leo this is the first year in many years
139that everyone is on the same page um so it's not um and beyond that it will be what we call that silly guest where you just want to say i want to be super conservative because we never know what's going to happen that may revise this year i'm confident as i always use school services i'm more assured to use courses this year because everyone is actually on the same okay and so here this is still using the information that we presented at first interim nothing has changed so what i'm showing you is the same enrollment and ada information and this is only for us to go through the next few slides so i can help um educate the board on what our funding is projected to look like with this new cola this is just
140giving us a graphic of the same enrollment projection so now i'm talking about our fun um our funding so we have our prop 98 funds um we understand that k-12 schools is determined by proposition 98 formula and it's a constitutional initiative approved by california voters in 1988 um this has just given us a depiction of where we were in 11 12 school year and to where we are now um projected to be in the 2023 school year so that this is showing that the state is continuing to increase their funding towards education um but it's going through the prop 98 um funding prop 98 funds ocsf so here we are with ebola so we're showing that at first interim we projected um our funding for our tk 436 seventh grade the ninth twelfth as it
141shows in the current um grant here for ada and with the um 5.33 cola you'll see that all of our base funding is going to increase we'll we'll have um pk through three we'll go to eight thousand five hundred and twenty four dollars whereas nine through twelve will be ten thousand three hundred and twenty four dollars again this is the projection this includes that goal of 5.33 and this basically here this is to give us a dollar so based on the increased cola and based on our projected ada um we are projected to receive um 62 million dollars again this is using our current funding for ada which is our current projected apa for this year will be the funding for next year if the governor signs the legislation and says it's gonna be three-year-old
142on average this number would increase if the governor says you know what you're going to use the whole harmless this would drastically increase um so we still have the potential to receive additional revenue but this is worst case scenario if the current ada model um is adopted and continues this is what i projected based on the any questions here so this is looking at our gradespan you know we get our gray span adjustment only for phrase tk through three as well as gray's omni based on the cola three grey span will increase by forty five dollars and grades nine three four four increase 13. this is the allocation for a great spend adjustment based on our projected funding ada for the 22-23 school year our great spin adjustment will equate the 2.4 million additional dollars
143for lsdf and just to add all of this as part of the vape so when we talk about lcsf i'm just showing us the breakdown of how our lcf dollars are accumulated so we start with the base then we go to the gray span and then we have our supplemental concentration and all our other atoms so here is our projected supplemental concentration so again we did receive are we read the cola on our projected um for our supplemental concentration as well as the concentration add-on so what this is showing is what we're projected to receive and the out years so we'll see that we're going to receive 11 million dollars in supplemental um 9.7 million in concentration and 2.9 million and the concentration add-on the concentration add-on has been adopted and it will be continued
144at first we thought this was going to be a one-time allocation um this is now part of the formula going forward so here's a change in um funding so with the um lsdf um funding increasing by the cola we are now projected to have an increase from that was presented at first interim of 3.3 million dollars so our lcs funding will go up to 89.6 million dollars in the 22-23 school year and at 23-24 our lcff is now projected goes to 89.5 million dollars and that is an increase of 4.4 million from that that was presented at first interim and then 24.25 we're projected to have 90 million dollars and that is an increase of 3.2 the reason of the increase does not increase ada enrollment is all because of the projected fullest earth those
145solar projections have changed from that was first so our lottery you'll see um stays the same lottery is funded off our annual ada there is no change in funding lottery is one of those stand-alone fundings that did not receive a cola so the funding for unrestricted and restricted remain the same through our out now mandated block grant did receive um the 5.33 percent cola and it receives the fuller projected out years so you'll see our mandated block grant will increase from thirty two dollars and seventy nine cents for grades eight um grades eight through eight and it will go up to thirty four dollars fifty four cents and grades nine through twelve both from sixty three dollars and seventeen cents fifty six dollars so here there is no um current the governor does not include
146any funding towards um calstrs and pers the school service is recommending that all districts um are budgeting to absorb the projected increase in both outstairs and calpers we do know last year um governor did allocate additional funding so that the districts did not have to absorb the full increase for both calstrs and calpers but that is not currently scheduled in this current budget so right now with the um current increase in rates outstairs is projected to increase the 19.10 which be an additional increase for the district of one point five million dollars the one thing about us thurs is projected to stay flat um if there's project um there are no additional increases projected after next fiscal year that can always change but right now this is the projection for calpers on the other hand
147there is projected increase to go up to 26.10 and they will continue to increase up to 25-26 um calpers increase um for next year will be additional 423 000. any questions here all right and so here this is a slide also this is from school services um normally this is a slide of duma gloom so typically what this shows is based on what the cola and the increase it would also show that oh even though you're getting extra money let's laugh about it because your increase in calisters and calpers and special education rising cost is going to plummet that um to plant that um surpass that i'm sorry using the wrong word but as you can see over the next couple years it's actually getting more steady it's not equal um but it is getting
148more um steady and that is primarily due to some stirs not having any additional increases and the increase prefers not increasing in double digits whereas normally it increases from 15 to 20 we're only seeing a 0.9 percent or 0.2 so financially that is not a huge increase that what you already earn and in the current year and now going to our nyp um so using the same nyp from first interim i'm not changing any factors but the increase in revenue it has improved our financial position um we continue to meet our three percent reserve but more importantly we only show deficit spending um in next year which is the 22 and 23 school year and as i shared before deficit spending just identifies that our expenditures of the current year exceeds the current year revenue
149and that is anticipated as of this year like we have our sr3 funds we have four years suspended we are budgeting some of those expenditures that we are planning to spend next year so since that revenue is received this year it would automatically show that you're definitely next year because you're spending it in a year that you did not receive the money and with that i will open it up to any questions comment yes ma'am mr mod have a question um we talked about if um if we are able to realize the revenue for hold harmless that that would be a significant bump in next year's revenue um would you consider that to be one-time funds and if so um can you talk to us about your your current thinking about how we would invest
150those funds if they were to be one time yeah um so if the governor refuses to do the whole harmless it would have to change um the way the ada is recorded going forward so the likelihood of that happening is very slim because then the governor would have to identify okay what will be the whole harmless year every year going forward um so if that happens it would just be i it would be one time if it's this year but i wouldn't be able to say that because i know the governor stated that whatever he adopts is going to be ongoing so it will be an ongoing way of reporting ada and how lcs is there so are you saying that if that is if that becomes a new paradigm that the whole harmless would
151be determined each year and so that could be but could we think of that as it could be a significant increase in revenue next year but then in following years it could be a decrease yes we could have a huge cliff depending on if that becomes our new formula so do you have initial thoughts on what how we would invest if we received a significant bump next year how we would invest either in staffing or facilities or building reserve given that we could have a significant decrease in future years yes i would i could always make recommendations and we have not had that discussion at this time um but i would always for me the passion would always be the whole funds aside for a ready day um but with this um trigger language right
152now um that will put us in a position where we would have to commit it so if we found out we're going to be held harmless even if it is for one year those additional funds if we do not have planned expenditures that will increase our independent violence and the only way to not be forced to spend that down before june 30th would be for the board to take action and committed thank you i know we all look to you for your professional recommendations and i'm just asking questions so that we can start thinking about um what we would do with additional funds but knowing that there could be some seasons of uncertainty going forward yes i appreciate it and so board question there though it may seem unrealistic to use hold harmless and adopt
153that moving forward if it is potentially realistic to do the rolling average the three-year rolling average yes and we would still realize how many um from the first year that covets started now um what what is the increase in sark and sarb are we doing since we're not holding a part because i know that there's okay go ahead are you asking if there's been an increase um this year what is the comparison from like the first year right that covet um that we had covered uh we closed all the schools and that was what 2020 and now this year 2022. and you don't have to um you know do it now but if you could put it on a friday report um just the comparison of the cases of start and serve okay and pre-pandemic
154oh that's what i was gonna say yeah if we could do that could we include 2019 yeah and the next question is um what what are we doing to to uh campaign i know that before obid we we we had those banners up for uh for um being in school right what are your next steps your projection on how we can one of the things in the lcap was that it was this presentation i'm so sorry um you know l cap the the absentees right so if we had an increase an influx of absentees will of course obed but how many of those are actually not related to kovid right what campaign are we doing moving forward to be able to to make that a priority are we campaigning at each school do we have
155a contest we did have an attendance campaign correct in september i remember seeing banners at whose site he did not right we did we did have an attendance campaign in september that aligned with the los angeles county office of but but what are we doing to incentivize the families or the kids right we could have a campaign but what is the reward for that do we have anything i don't we don't really have any reward systems in terms of attendance right now um there is the um there's pbis and so we do have our schools that are doing that and so um but in terms of rewarding um just from what i know just like nature that you know um going to the elementary um awards assemblies they give for attendance and the second incentives
156incentive but it's mainly elementary school not necessarily middle or high uh i i don't know i don't i'm not sure i don't think they do i think they do that that's important yeah i think you're right um i think they do the attendance at the end of the year or you know perfect attendance they do those awards but you're right the elementary i forgot about that i do awards for that um the only reason i'm saying i i wasn't it wasn't the campaign was a little silent we need to make it bigger right i think it would benefit especially if we if we're moving into rolling out three years and doing the average um it's important that you know we we take in consideration that um that the ones that are coming in the ones
157that are not right um what um other than child welfare and attendance what what is each school doing to incentivize and promote um to promote attendance um it it's okay if we're moving formulas and we're doing but what are we doing to make sure our students are there on time um talking about time which i know we're gonna get um we're going to have a school board meeting um and the agenda item is going to be um high schoolers are going to be starting later if we have to do it by next year correct that's what the bill says will this also affect middle schools the bill the bill does affect middle schools but uh our currently our middle schools are either in alignment already with the bill or a couple of minutes off but
158there won't be a drastic uh change it's the high school where you'll where you'll you'll see the big change okay we can talk about that but thank you yeah thank you any other questions and that brings us to item 5.0 and specifically 5.1 adjournment is there a motion to adjourn make a motion to adjourn 5.1 second moved by board member rodriguez pena second by board member audionas any discussion hearing none vote and the motion passes five to zero and so we are adjourned at 749