001Okay. So, I know George is not attending. I'll go ahead and call the meeting to order at 306. Um, since I'm on my phone, I don't know if I can swap back and forth to see the agenda. Paula, would you mind going through the agenda so that I >> don't have to. >> So, the next section is public comments. Are there any public people here? >> Nope, not yet. >> Okay. Um, does anybody have any comments? You guys are the public as well. >> I'm excited to present about >> um public comments. >> What was that? >> There are no public comments. >> Okay. So, we can move on from that. And the next item on the agenda is the Aselis presentation. And I'll just give you a preview. Following that is an attendance um
002recovery update and instructional continuity plan update. Um and then that's those are the items on our agenda for today. >> Awesome. >> All right. So I can get started. Sweet. Um so um Alexa, everyone knows. Yeah. Um and we're going to be talking about utilizing a Celis Gold. So, uh, last year of course we started Asellis thanks to your suggestion, Briana. Like, it was amazing. Um, and it's been really cool to see the program growth over the years. So, we're going to kind of go over a history of uh four programs. So, can you go to the next slide, please? And one more after that. Um, so at in our district, we utilize Aselis uh in four different ways. Uh so when I talk about it just I want to give some background knowledge. So
003we have credit recovery which is only at our high school. Um and that of course is for targeted courses that students need to recre recover credits from or if they need to improve a grade that's a D or lower, right? Um schedule conflicts. So, this is for students who of course have, you know, since we're a small school, not every single student is going to be able to um be enrolled in all of the courses in person. So, we utilize uh Mr. Gaporian as a space for them to be able to take that course on a cell. And we also have just different give an example of that. Yes, please. So, for example, if we have a student that's interested in taking um AP US history and AP physics and they're offered in the same
004period, we want to make sure that we're not limiting their ability to take advanced level coursework or different opportunities. So, we provide one of those options online in a different period. >> Yep. Um and I think some people sometimes confuse this with wanting to take something online in person instead of, you know, in a classroom with the teacher. We do not offer that. We just allow schedule conflicts in the library. So if they have it available in their schedule, we always have it scheduled with a teacher in person. If not, then we utilize uh Aselis for that in-person portion. Um so that is in person how we utilize Aselis. And then two other programs we offer are blended learning where our students of course would have uh me as a teacher and they're taking those
005Aselis courses at home and they're also taking a uh or at at least two courses at home. The rest of them are being taken in person uh at Vasquez. A lot of students like to do, you know, our electives in person, whether that's culinary or um >> construction. A lot of our CTE stuff they like to do in person or, you know, they get to mix it however they want. So those are usually at the beginning of the day or the end of the day or both. And then finally is virtual academy, which is our homeschool program, and that's also done at home. Next slide, please. Uh do you want to talk about the CTE pathways? So this is just the information that we went over on um the CTE information from the last session
006where we talked about the different pathways that are now available to our students with the expansion into a list. So we have eight additional CTE approved pathways just from the virtual program alone to add on to our eight onampus ones. You've talked about the Ah, so fun. Love it. >> Very excited. A lot of our kids, this is going to be the first graduating class, too, where we have like RSLA students also getting CTE um what are those called? Stolls. So, they're really excited to be able to have those. So, so far it's going really good and the kids are rocking them. So, that's great. Uh next slide, please. So, we kind of want to talk about enrollment at Vasquez over the years. So I uh started in fall 2021 because this is when I
007moved from High Desert over to Vasquez and started as a tossa. Um so back then we were at 328. Um over the years we just keep climbing up up and as of today we have 421 kids. So we've grown almost um 100 students over that time which is amazing. And how that has to do with Aselis or you know our online program. Can you go to the next slide? Is um we wanted to show this is the same you know scales just different colors. Uh I'm going to go over each of these individually um but I want you to see just that about half of our school utilizes this program in one way or another over those four grow programs that we talked about. Um, so back when in fall 2021 until fall 2023, uh,
008it was me doing basically all of that with a few other teachers to take on credit recovery or schedule conflicts. No, actually they were just credit recovery because I did schedule conflicts. Um but this really just shows that it is a huge portion of our school and all those little graphs at the bottom. Uh we will have detailed like specific slides on. Uh so on the next slide please. >> The other thing to look at on that as well though is you can see there's kind of a correlation with the increase in enrollment with alo also the increase in the enrollment onelis. So those numbers are going up at the same time. >> Yeah. So, first we're going to focus on the inschool portion uh because it's not as long within Aselis. Uh it's a
009lot more simple than kind of the virtual aspect. So, for uh Aselis, first we're going to focus on what Mr. Deorian specifically does on campus with our students through credit recovery and schedule conflicts. Next slide. Um so, this kind of shows numbers over time. Do you want to talk about this at all? >> Yeah. So um the historical thing to to keep in mind is the 2122 school year is when we first returned to campus after COVID. So we had a significant increase in our students that had credit deficient issues because of course work that they didn't pass during that time. You'll see that it tapers down a little bit and then um the 23 24 it spikes a little bit. That also if you refer back mirrors when our enrollment started to spike as
010well. So, we had an increase in student enrollment. So, obviously, you're going to see an increase in those numbers as well. >> Yeah. >> Uh, next slide. >> Uh, and this just kind of breaks down this is what we currently have at the moment with the number of students enrolled in credit recovery. So, the gold is schedule conflicts and the uh I know it's probably really tiny on the phone, Brianna, so I'm just trying to walk you through that. But the black just co shows the total number of students on uh a roster. So those are the number of students enrolled utilizing Aselis for credit recovery and schedule conflict. So this year because we opened up more sections um of classes like on campus our the number of schedule conflicts went down because more kids
011could be able to sit within a class. We didn't need it as much. Um, and our credit recovery from last semester to this semester did go up a bit, but it just kind of breaks down those numbers so you understand uh how our students are utilizing. >> Question. Yeah. >> Um, part of schedule conflict, isn't that also students who are taking classes we don't offer? Yes. >> Like some of those classes I noticed you have ASL, um, um, American Sign Language, >> French, German. Yes. So that's part of that is the things that are not available. conflicts who are offering students above and beyond the curriculum that we have. >> Correct. >> At our school, including the CTE pathways. >> I just wanted to highlight. >> Yes. No, that's a good point. Thank you for
012reminding. >> Yeah, my bad. >> Yeah, exactly. >> Um, so let's move on now. Next slide, please, to virtual and blended. So, right now, this year in particular, um, it's exploded. I'm going to be talking about the numbers uh over the year, the history uh when we brought on new staff, all that. But it's really exciting. Uh so next slide please. >> So right now over the history of our virtual um we started with about a little like what 45 students in both of them and over the years that has gone more and more up to the point where this year I have 108. Now that is only a student enrolled. So out of 420 students 108 of them are my students and that means you know a quarter of our school is utilizing Aselis
013for this isn't even credit recovery. This isn't even schedule conflict. This is a virtual program. Um and compared to last year where we had 60 utilizing that I mean that's huge. That's a huge >> difference. You think just more kids are >> so was new last year. >> They're more more kids are doing blended. They're taking advantage of the book. >> Oh yeah. They love the blend. Yeah. By the >> So we have a lot of students that have words got out pretty much. So we've had a significant increase from last year to this year just in our enrollment alone. A lot of the community is now aware that we have a celis and it works for their family whether the students are involved in it. >> Enrollment. Yes. that and within our own students
014really liking the program and wanting to utilize it more. >> Yes. >> But I haven't noticed looking at the master schedule that our inerson and instruction classes have not gone down. No, >> those are so if for example if for some for some reason this went away we would not have enough seats or rooms to accommodate >> hire teachers. Yeah. for so for example in blended in my sixth period I have 71 students >> 71 so we honestly don't even have space for those 71 to come back like we need the blended program >> because there is not 71 spaces for those students to be >> so it's it's a mix of both it's the it's an increase in enrollment and also an increase in student interest and the opportunities that it it like you
015mentioned as well the different courses that are available. >> Yeah, it's really cool. That's awesome. Uh, next slide, please. Um, and once again, so there's a difference between students enrolled with me. I have 108 students, but that does not mean I just, you know, if we're thinking a trip a typical elementary mindset, uh, if I were to have 108 students, that'd be 108 students, you know, over six periods. But since we're talking high school, that means I have uh, students on my roster. So it's a lot. Um and we have amongst those 331 students 374 courses being monitored for blended >> sections you're teaching. >> Yes. >> Yeah. Going to go section >> section. >> Yeah. >> That's going to go up tomorrow. >> Yeah. That's going to go up tomorrow. 179. >> So more
016since I just talked. >> Yep. So um it's really exciting stuff. Um, and a lot to monitor, but it means our program is growing. The kids are loving it. I love it. Okay, next slide, please. Uh, this just kind of shows it all together of uh those what's that like the students scheduled across period numbers. So, this is closer to what course enrollments are. Um, I just didn't want it to be confused amongst like, okay, if we only have 420 students, that doesn't mean, you know, according to the graph, it would mean every single student had a cell, which is what I'm saying, the seconds they're taking. Exactly. >> And it takes five sections or five different courses. >> Yes. So, you're teaching upwards of 400 courses for a certain amount of student, right? >>
017Exactly. And this line on the graph is important because there's a staffing difference back then. So, prior to that, I was pretty much doing all of that. Um, minus credit recovery where we had those sprinkled in amongst a few majors. >> Yeah. Um, but when when we started adding we had a staffing loss that year, but once we started adding the the staff back Yes, please. It's a counseling one. So those two years, those two years were postcoid. Prior to COVID, we had a designated teacher that oversaw the credit recovery program. When we had a loss of enrollment returning back from COVID, there was positions that were not backfilled at that point in time because of our decreasing enrollment. So we were spot filling. Yeah. as our enrollment increased, we went back to best practice
018and instead of it being sprinkled across different classes, it's one designated person that's overseeing it because that's where we see the most success with students >> completing coursework and re returning to credit status. >> Yes. So, that's the year that we hired Mr. Gaporian. So, uh can you go to the next slide? previously. These are my numbers uh of course all the years that I've been working. Um as you can tell it has gone massively up which is great and this is before we were hiring Mr. Gaporian. So you could see you know back in spring 2023 I had a certain amount of number and then it massively peaked that year. Uh we grew massively within virtual and blended. So then we hired someone to be able to help me and then once we hired
019him, can you go to the next slide? uh he took that credit recovery and schedule conflict portion that I was running and um he's now the teacher of those and it gave me a little more leeway because of course I do run virtual academy but as a toa I do other things too. So it allowed me that time. Um now as we can see over the years it just keeps growing baby. It's really really awesome. Um it's a we're figuring it out. Uh but yeah after we hired Mr. Forian. Um, luckily the program still continues to grow over time and you can just see over the years. I mean, it just keeps getting bigger and bigger, which is just fantastic. Uh, can you go to the next slide? And we're going to go over this
020for Mr. Gaporian, too. So, here's uh where he was when he first started. That was in fall 2023. That's where he took um the credit recovery schedule conflict. And then he also took some blood in virtual. At this point, we didn't separate it. We were just trying to make it even between us two. That way we could both, you know, work simultaneously and, you know, we could teach him the job. And he's amazing, doing fantastic. And then in spring, we noticed an increase on his uh blended and virtual. And we went back to what Nicole was talking about with the best practices model of one person teaching credit recovery and schedule conflict and one person doing virtual and blended because our students on uh credit recovery they may have multiple classes. You want to talk
021about that or even though he has less students it's individualized by student credit status and what they need. So you may have for example 25 students in front of you in a classroom that you're monitoring but each course each student is going to have a different number of courses. It may be two for one student. It may be six for another student and you're monitoring each of those students pacing and progress and their goals. Yeah. >> So just to clarify on the slide it says that Mr. Gaporian took virtual academy. It should say schedule conflict and credit recovery. >> Oh whoops. Yeah it should. Yeah. Sorry. Schedule conflict and yeah I'll change that. caught that earlier and I I wasn't sure if I was correct. So yeah, here we go. >> Here I can edit
022it on the spot. >> Okay. >> And >> I just caught it otherwise I didn't I didn't have time. >> Oh, good. Credit recovery. Boom. All right. It won't show on there, but maybe when you go back and go. >> Um and then uh next slide, please. So summer school. Do you want to talk about this cuz you >> Yeah. So last summer was our first summer utilizing Aselis for our summer school program and it was very successful. So as you can see of the 140 students that attended summer school through us, 128 finished what their goals were as far as getting on track with their credits. We even had students that finished early and asked for more. They were so excited about the program. they felt so confident about what they were doing that
023they also asked, can I can I start a CTE pathway? Can I take an additional course? And we had additional students who actually asked to retake coursework to make sure that they were A throughG approved as well, which is our college admission requirements. So, we've actually seen such a shift of less students that are credit deficient that and it's more students that are actually looking for post-secary plans and CTE pathways. So, we're even moving beyond that. They're doing more. And I think that's also attributed to our increase for this year because so many students had their first taste of it last year during summer school. >> Yeah. The kids hear about it and the parents see too, so they they tell their friends. Yeah. >> Yeah, that totally makes sense. >> And then those 12
024uh they were able to just continue those during credit recovery this year so they didn't lose progress or anything. Um and then yes, go ahead. >> Sorry. Is there a cap amount of credits that they're allowed to earn during summer school? >> No, we don't cap it. What there is uh the limitations is there's that certain amount of time period to complete and the way um Aselis is compared to our previous programs. Our previous program students can test out and they can kind of get ahead where this one it has AI detection. You have to go through everything specifically. Show mastery of knowledge. >> Three steps. >> If you go too fast, it times you out. Yes. And it will not let you get back on the system until you've had the right amount of
025time to actually do the reading and do the work associated with the assessments. >> So it takes do that too. >> Yeah. So they can't just speed through it. They have to actually show that they're had calls from parents asking me and I'm like, "Yes, that is do more than 40." Yeah. 30 steps per week and it's like, okay, it's it's because of retention into long-term memory. >> Yes. Yeah. So, that's kind of cool. >> Yeah. >> Um, >> and with those students, we just allowed them extensions. So, even though our our summer school ended at that specific date with the 20 days, we provided them the opportunity. We didn't shut down their account. We said, "Hey, continue working." And then I just would email them weekly and just say, "Hey, just want to check
026in with you. You still need to be showing that you're making progress in order for me to keep your class open." And then we'll just award the credit when you finish in the fall. >> Yep. And next slide, please. And then we just kind of wanted to show difference between like one progress report using one program compared to OSLA. So we took the data from the first progress report of fall 2023 when we used Apex. Notice we had 465 courses and at that time we had, you know, about a 76% passage rate and a 24% non-passing rate. this first progress report with Asselis, uh, we had way more courses. We have 671 courses and only five uh.1% that had a no mark or not passing. And then, um, let's see, it says 90 about 95%
027with a passage rate. So, so far, students are doing better. So, that means we're getting more out of credit recovery and we're not having more flowing into credit recovery, at least from our platform. For those of you who aren't aren't familiar with that, the way that Aselis works is there's that builtin intervention piece where students who they're showing gaps in any particular concept or area, it will actually assign them um remedial information. Yes, they they refer to it as vectorred instruction. So that way they're not missing those gaps and it's not just trying to push them forward. It wants them to actually learn each of the standards and concepts. >> Yeah. And then we were kind of meeting as a department to go over what we want as future plans with the cellless. Um can
028you go to the next slide? Sorry. And uh we definitely want to expand programs. So make sure that we're helping the needs, you know, of our students who are English language learners and also our uh specialed population. So, Aselis, we did get a grant uh for $60,000, which was great to be able to have utilize an online uh way of assisting students with IEPs to make sure that their goals are being tracked within a Celis um using the AI. So, we're in a beta test of that to see how it works. Um and so that's really cool. We're just testing that to see how it goes. Uh we want to just utilize reports more to get more data tracking. Um, we did a lot of data fund for this presentation. So, that was really cool,
029but we're definitely want to dig in more. So, there's another Aselis conference in March where they're really going to be digging into how to utilize those reports for personalized learning. Um, professional development, they do provide that, you know, cost covered uh through the, you know, life or partnership we have with them. >> Yeah, they pay the PD, we pay the airflight and the, you know, the actually, I should say the food because they feed you. I think we had dinner twice. Everything else was covered. >> Um and yeah, you cover regist. >> Yeah, >> it's a pretty good PD. >> Yeah. And then special lessons. So something that I think is important to um is Aselis does really good with the first three levels of Bloom's taxonomy. So when we're looking at how students are
030learning information, it does really good with recall with um basically the first three levels of learning and then there's the top three levels where we get into more deeper understanding and deeper learning application um and expanding upon their knowledge. So Aselis by itself does autograde do all that kind of stuff and covers those first three base levels. But the part where the teacher comes in handy is we utilize something called special lessons that are built in within Aselis. And this is the deeper learning portion to take what the students have learned within you know the AI system and apply it and you know expand it with projects and writing and just different ways to explore their learning and apply their learning. Um and then you know that's that interactive back and for back and forth
031piece of Asellis. So uh we definitely this is expanding more and more with the special lessons. So something that we're taking advantage of to bring the the person also back into Aselis. That's something they're really big on is it's not just about utilizing a cell saying okay go ahead you use the computer use that all for learning. The personal input is also just as important. So that's what that special lessons uh portion refers to um which is a new offering that they're doing. >> All right, next slide. Any questions? That was a lot. Sorry. >> That was a lot, but so very thorough. That is I learn something new all the time. That's just incredible. >> What an incredible program that you guys have brought to our students. And obviously it's making a huge difference.
032That's awesome. >> Very exciting stuff. >> Super exciting. So, thank you. That was a really thorough um presentation and I'm definitely looking forward to that at um at an open session board meeting. I think this is stuff that >> you know needs to be shouted from the rooftops frequently. So, you guys are just >> fantastic. I just I our school is definitely blessed to have you all. So, thank you very much. >> I concur to >> um Oh, sorry. >> Yeah, go for it. >> Okay. Next on our agenda is attendance recovery. So, just as an update for attendance recovery, I'm working with our principles. There really were a lot of questions. So, we pushed our um the start date for attendance recovery. That's kind of like our Saturday school until our January date. Um,
033some of the things that we are looking at amending instead of doing two sites was doing one site and having one admin. And we uh the principles thought and we and I concurred with them that we would use metalark. That way, um, our K through six kids would have kind of more of a playground feature. And then the the se so the K6 would be in one classroom and the 7 through probably the library and the 7 through 12 um would be in the multi-purpose room and using the lunch tables food and um would be served during Saturday school uh attendance recovery as well as having a custodian on site to open close the open the school and close the school and clean the school. So originally we had talked about doing two sites but
034we were concerned you know with only two admin pulling our admins for Saturday. So they really wanted to do one and I know in the beginning I'd done Saturday school before this program's a little different but it still requires kids to be there on a Saturday. You know always get a lot of kids and in the beginning we probably won't get as many. So it be we thought we'd start with one and then as it grows we'll make adjustments as we need to. Uh any questions on attend the attendance recovery update? >> That's fantastic. I'm excited to hear how how that first session goes and and how students are utilizing it. >> Yeah, us too. Um okay. And then the next on the agenda is the instructional continuity plan update. Um we were working on
035the in the event that one of the schools would need to close like what happened to Vas Vasquez last year with the electricity being off. So, um, the plan that we came up with in meeting with the principles was if VH VHS was to close, the kids would go over to High Desert School, they would utilize the library as the first choice and the NPR if we had more students, but we felt like the library based on the number of students would probably hold them, but we kind of wanted to we wanted backup. Um, the kids from High Desert School would go over to Vasquez High School and again the same thing. The library would be the first um resource to use as a space, the gym if needed, but the library over there is
036pretty big and it's set up with tables and things. Um again, u metallark students would come over to the little owl's learning center. Um the H building is is going to be used this week for the awards assembly, but there is other things being done to update that building, but it's a pretty big building inside and there should be lunch tables. Um or we would also have the boardroom available here if if necessary. Again, if it's only a few kids, we would probably want to keep them, you know, in in the boardroom just because they're close. There's more people here. And then if if it was Little Al's Learning Center that closed or was closed, we would move them over to Metalar um and they could access the library or if necessary the NPR. >>
037And this is talking just is my am I on? Yeah. Um this is talking like not mandatory. If it's closed, students can stay home and do work online if they choose. This is for the students that I really can't be home. My power is also off at home. I want to come to school, get my work done, use the internet at school. I want to get lunch at school. That kind of thing. >> So, we're not saying all students. I just >> No, it would be for the students that for those reasons or some students, you know, they just don't have access to internet where they live. >> Yeah. and how >> students that it's better the isolation wasn't good for students you know so for some students having them be around others and peers
038it is you know beneficial >> yeah um how is this being communicated is there a plan to communicate this to families >> yeah so the first step is to get it incorporated into the instructional the the continuity plan so I need to update the plan and then the next step is we're updating all the safety plans. This is a part of the safety plans. There's some new requirements for the safety plans as well, which will be presenting to the board. I think in February they get approved. Um part of that whole piece is um me working with principles to update them, them updating staff, and then from from the those meetings with principles, we'll be pushing out information to update our community through the weekly um messages that go out from our sites. And then
039this will be incorporated into the site like safety plans that you know each year. Not that everybody reads them but they are available and made a made available but we do when we you when we add new language that has to do with families we um usually advertise it um in the weekly flyers. Like for example, I I want to say it was two years ago. Um one of the things that got added to the safety plans that that districts were required to was to notify parents um of the import of gun safety and how to lock up their guns if they have if they had any kind of weapon. So the law said now the district has to notify parents about what gun safety is. So we put that in the weekly flyers that
040went out that hey this is being added to the safety plan. please be aware, these are ways for you to keep your kids safe. And so, you know, it just kind of highlights that. So, there there will be some new because there are some actually there is some new language that was that's new this year that has to do with our safety plans and even with training sites. So, I mean it's very new like I have an email like okay here's and I need to share it with principles and then we have to decide how are we going to disseminate that to our staff. Um and then again from there also will go out to the But if if you were to tell me, hey, we have new language in our safety plan. I'd be
041like, >> cool. >> But if you tell me like, hey, if if the power goes out, here's our plan. That's that sparks a different >> We'll do a little flyer probably that about what the instructional continuity plan is. And in the event that we have some kind of natural disaster and schools close, that we have a plan for online instruction. that also includes um instruction on campuses if any campuses are open like once it all kind of is together. >> Yeah, >> I will I'll do something like just so families know that we have and and also part of that would be communicating with our community how we will communicate with them in the event of an emergency because it's in the plan like it says specifically how we will and what and what the
042timeline is that will be shared with parents too. >> Just >> that's important. That's awesome. >> Heads up. >> Yeah. Hopefully, we won't have to have to >> I know thinking of all the whatifs is a lot. So, thank you for putting all that together. I think that that will ease a lot of um families going into, you know, the windy season. >> Fire season. Yep. Uhhuh. >> Fire season, wind season, power shut off season, >> storm season, flood season. >> Yeah. Even right now. Um but that so that's it for our agenda today. Um, do we have any future agenda items that we would like to add for our next meeting? >> I think we should probably think on that unless anybody has suggestions because I don't yet. >> Um, I'd like to do
043just a mini dashboard update for the community. >> Yeah. >> Information at this point. We just got the dashboard data. >> A lot of really cool information that I would like to share with the community through this venue. >> Yeah, let's do that. >> Okay. >> Thank you. >> Of course. It's my pleasure. >> All right. >> So, that's that's it for me. Um, one more thing though. Um, George is now working every Tuesday during our meeting. So I would like to suggest that we move >> before the policy meets. So we can do ed education meeting um for an hour and then he can pop into the policy and finance meeting. >> Does that work for you? >> Yeah. Because the policy and finance goes at five o'clock, right? What do they go for?
044Okay, I'm going to look. Do you want us to take the hour before then? >> Yes. So, give us a good hour and then they can start and then I think we roll into a board meeting. >> Okay, I will look. That meeting is already scheduled because we just had that meeting and I made sure that the next one was on my calendar. I will look and I'll probably just email you and say this is when the next meeting is. It'll be at 3:00. Perfect. >> Then I'll update the agenda. I'll let >> the cabinet and everybody know. Um, and then we'll get our agenda for our next meeting posted. >> Beautiful. Thank you. >> Thank you. >> You guys are awesome. I really appreciate you. So, we'll go ahead and close this meeting at
0453 3:40. >> Awesome. Perfect. Thanks. >> Yeah. Thank you guys. Have a great day. Bye. You too. Bye.