001Um, so I'll go ahead and call the meeting to order at 3:05. >> Hello. How are you? >> Good. How are you? >> Good. >> Here's a water bucket. Hey, Raina. >> Oh, there too. >> You know, I I just put their name on. I never say, but you're welcome to. Okay, we're done talking, Brianna. Okay. Um, so right now is public comment and I know we don't have anybody um from the public here yet. I did text Tracy since she's always here to make sure that she logged in if she wanted to. Um, so if she does decide to log in and has some kind of comment, then we can come back to this. Does anybody else have any opening comments? No. Okay. So, we'll just go ahead and move. Okay, we'll just go
002ahead and move on um to the main event CTE pathways and Paxton Patterson um presentation. >> Yeah. >> Well, first actually, thank you guys all for being here. This is a giant meeting. We usually don't have this many people here in our meeting. So, thank you very much. >> Um, actually, I'm going to text George really quick before you get started. >> Purple is very, very cool. I like that. >> Or you got purple, too. >> She also has >> You got your dream for We can't help it. school skirt all all around. >> Yeah, I have one of those at home. Maybe I'll buy a purple cover for it. I didn't buy the keyboard though. >> I just grabbed it. Came all together. >> Fancy one. >> Thanks, buddy. >> They actually It actually
003works though. >> No, the C the keyboards are nice. >> And you can even do the mouse like a regular one. You get an Apple one. >> Okay. All right. So, I texted George, so hopefully he'll pop on. Um, but we can go ahead and get started so we don't take up the whole afternoon. >> Thank you. >> Do you want me to turn it off? >> Do you want to go to the next? >> Okay. So just as an overview um for the California dashboard, one of the criteria that we have to report out on is the college and career indicator. That is something that's a little bit newer um where students meeting both college readiness criteria and career readiness criteria. So our CTE pathways are built within that framework where we've been very
004strategic over the last five years on any new courses that we bring into specifically Vasquez and then um Miss Van Orum will share a little bit later is where her pathways as well kind of tie into that. Uh so that way we're meeting the specifics. So the students are tagged and showing that they're meeting the CTE pathway for the state and we're now getting credit for the hard work that our students have been doing. So if we if you want to go to the next slide. So for students to be considered prepared in the career area, they have to meet a CTE designated pathway through our state as well as meeting another area which could be completing college courses which we've have with our partnership with dual enrollment with ABC or also based on state
005um assessments the smarter balance but for approaching prepared they just need to meet the CTE pathway. So just wanted to give the overview because that goes on to our next slide where we start talking a little bit about our CTE pathways. So in person we have a total of eight different pathways um on campus. We were able to add an additional two pathways starting this year with the um capstone courses added for VAPA or visual and performing arts program and as well as finishing off our computer science. So, biomed, engineering, and computer science are all through our PLTW program, which we're going to get into a little bit more um than a later slide, but we have construction, engineering, biomed, culinary arts, film production, digital media arts, computer science, and visual and performing arts. And
006within the pathway, for it to be considered an official state pathway, they have to have a concentrator and a capstone. So you need a minimum of those two courses and it has to have that concentrator and capstone criteria and we matched our course content based on what the states content requirements were for those CTE pathways and then Miss Quesada we'll talk a little bit more about what we've added with Aselis. So, next um with the adoption of Aselis uh last school year, um we were able to add an additional 8CT pathways um at Vasquez. So, again, these courses, their descriptions matched what the state requirements were for coding these as pathways. So, they have concentrator and capstone. Um one of them has an intro course. Um but again it's the grades that the students are
007getting in the main two courses and um we were able to award students um for in-person pathways last school year. This year because it's now the second year we'll be able to award students um completers as CT pathway completers this school year. >> And if you want to go to the next slide. Um and then for our updates, so last year um we at Night of the Stars, if you were able to attend, we awarded our CTE pathway stoals. So Miss Quesada has done a really good job of uh looking at the data within our ARY system and making sure that we're tracking this properly. But we were able to not only give those students who awarded were awarded that year, but also retroactively for students prior to us being able to code that properly.
008We had 70 different students that were awarded at Night of the Stars last year for completing a CTE pathway. And right now we're on track to have 80 students potentially complete a CTE pathway moving forward. And then uh with the project lead the way courses, we're able to offer a hands-on um programs for students in computer science, engineering, and biomedical science. Um and those courses have been able to be linked to the CTE pathway. So they're all all three of them are being used um in our pathways and that leads right into high desert. Um so one of the things that we've been working on um the vision of being a steam school started um several years ago and every year that uh for the last 5 years we've expanded that and so um with
009a PLTW grant that we applied for two years ago. Uh that was the beginning of it. So we got a $15,000 PLTW grant for two years. This is our second year of that. And then um we got one another one last year for an additional $5,000 and that was for um fifth grade. So, we were able to use it for the first one for 678 and this past one for fifth grade. Um I have applied for an additional PLTW and those awards are supposed to go out mid- November. So, we may be getting an additional one in elementary and in secondary to continue to expand the program. So, I've already sent in the application for that. So, um, so PLTW, um, is the same program that they're using at the high school, um, but they
010have launch and gateway. So, launch is the K5 program and then gateway is the 68 program and then it goes into specific areas at the high school level. So, for us, um, things that we expanded this year was into fifth and sixth grade. So, app creators was added last year for seventh and eighth grade. Um, and the ones we added this year were fifth and sixth grade. So, Miss Ayes was trained and is now doing medical detectives for sixth grade and infection detection and robotics and automation. Um, Miss Hickden is teaching it for the fifth graders. So, our long range goal for all of this is um the state is just now bringing out where middle schools can apply for pathways also at the middle school level. And so our goal is to become to
011have pathways at the middle school level. Um we're not there yet, but this was the building block that we needed. We needed it to start in fifth and sixth grade and then we'll have that building block to be able to have pathways for um so that's the plan for next school year is really to solidify those like before we start for next school year and and most likely we will go back and retroactively like the high school did award pathways. Um, but that will be our first group with them would be next school year. So, next >> Michelle, can I ask how what does that look like schedulewise for your fifth and sixth graders? >> Um, so that was the big change. Um, basically we made them into exploratory rotations. So, which is not a
012brand new concept. When I first got hired, that's what we had was exploratory rotations and they would rotate like every quarter. um except for they now do it every week. So um and we do it with PE. So basically um fifth and sixth grade their lunch ends at like 1:22. So they have an hour at the end of the school day and um in that hour they rotate between PE and exploratories um which are these PLTW classes and other things in the arts. So like we have art history um which we'll get to that and I'll show you exactly what's offered. it. So, like for fifth grade, if I were a fifth grade student, I would have PE on Monday. Then I might have art history on Tuesday and infection detection on Wednesday and then
013PE on Thursday and then the third option, uh, creative writing, I think, is the other fifth grade option. Um, does that make sense? So, they have PE twice a week and the other three days during that end of the day, they rotate between teachers classes. So, the whole class goes together and they all get to experience all of those electives or exploratories. >> That's really cool. >> Yeah, we're we're pretty excited about it being able to do that for fifth and sixth grade. >> Yeah, that's awesome. The other piece, um, it's kind of a two-pronged reason, is we were finding a lot of students had trouble with trans, um, like rotating classes, going from one solid teacher in fifth and sixth grade to like seven teachers in seventh and eighth grade. Like that was a
014big jump. And so we've made a couple of shifts in that. So fifth grade, they start just with this exploratory rotation. And then brand new this year, they actually rotate for subject areas, too. So every teacher teaches two, they teach the group of students twice. So they'll have science and then like math, but they'll teach math to everybody and then they'll do science and history or science and English. And so the kids are actually rotating for academic subjects as well, but again as a core because it has to fit into the elementary school um multiple subject credential model. So the kids all stay together and just move between the teachers. Um, so again just trying to support that transition. So they go one teacher with exploratories, then they go to three teachers with exploratories, then
015they go to all the teachers when they get into seventh grade. So it kind of had a dual purpose. >> It kind of also helps them with a bit of a transition between sixth and seventh grade when they're moving from class to class. >> Yes. Exactly. Yep. So, um, as I was saying, the the steam part started years ago. So, we got, um, we used, uh, I'm pretty sure Esser funds possibly to do the CTE lab. I think >> it was when was here. I forget, but I think it was Esser Funds. So, it kind of started with the CTE lab. So, the CTE lab is now in its fifth year of being utilized. Um, and that's that's really kind of where it took off where we had so many different offerings for our students.
016And so this is just an example. There are 17 units in in the room, but in a semester a student would do anywhere from 3 to five depending on how long it takes them to complete a unit. Um, and so when we were selecting CTE units to offer in the CTE lab, we coordinated with the high school and talked about what do they offer at the high school and then what do we want to offer here that could lead into what they're offering at the high school. So, I just want to point out like the vision of us being aligned started way back then and we intentionally cuz there's probably 50 things we could have chosen from for CTE lab, but we picked things specifically that would align with what we have um and with
017where that program was going to be expanding. So, um I I won't read all those, but that's the list of the CTE lab um units and kind of we categorize them. So under engineering or computer science or biomed or culinary. So you can kind of start to see how the pathway is building even at the um middle school. Go ahead. And then um the this slide I just um I wanted you guys to have an idea of kind of what it might look like for the kids. So in fifth grade um Miss Rallis is doing hands-on science and cast prep. Um, so that's the first time they actually have to take the science test. So, we're giving them an extra um section of that just for prep for that. Um, prior to that in third
018and fourth grade, they only take English and math. So, that's the first time they take the science test. uh cursive writing uh um just recently I think July 1st of 24 was brought back into I mean id learned it when I was a kid but now it's back as a mandate uh from K to 6. So we're doing cursive writing in the and the kids are also working on the newsletter. Um then PLTW that is Miss Hickden and she um went to PLTW training. she's actually going to do becau uh she's going to do two different units because um uh like one each semester. So they're starting with infection detection and then second semester they're going to do a unit on robotics and every single fifth grader will have access um and we are full
019inclusion and so that means includes all of our special students in special education as well. Um they all go to all of those classes, PE, electives, art, music. Um then sixth grade, uh Miss Ays is doing medical detectives. That is far more involved because it moves into the PLTW gateway instead of just PLTW launch. So launch are small units and you're meant to do multiple of them throughout a year. Whereas the medical detectives is much more in-depth and that's meant to be like year-long curriculum. So there um Miss Ays is doing that and then um art history with Miss Hornet um or Miss Ra as the teachers call or as the kids call her and then um Miss Torres is doing theater arts. So you can kind of see the steam aspect of this. We're
020trying to get art, music, performing, all of that included, not just technology um type electives. And then um the other big thing that we did this year was that we expanded our electives. Uh so now every seventh and eighth grader has two electives. Multiple reasons for this. Um the block schedule we love for everything, but it is a little challenging for an elective class. Um and so we our schedule is exactly the same. We just took the elective and split it in half. And so instead of having the same group of kids for 90 minutes, they have two groups for 45 minutes, but the rest of the bell schedule is untouched. Um, and so for the teachers, they preferred this to have a shorter amount of time to really focus with the kids. Um, the
021other piece for us was that at a middle school level, um, because they have so many required classes, if you only have one elective and a kid needs intervention, that means that they don't have a fun elective at all during their day. They have core academics just drilled all day. Um, and so we were trying to make it where they can get intervention, but they can also still have an engaging elective. So it it brought us the ability to do a math intervention and a separate English intervention. And a kid, even if they need both, we don't let them do it in the same semester. So they'll have either math or English first semester with an elective and then they would have either math or English like the other one second semester if they needed
022both with an elective. So we're really trying to engage our students. um and get them to, you know, enjoy school and see that school's not just um it's not always hard, like you can do things that really engage you and are fun. So, um and that's the list. And so, the ideas behind the things that we brought in came from teachers ability to teach them, but also students interest. And so, we did interest surveys for the students to come up with ideas for where we wanted to go. Um, and so you can start to see like we now have an intro to culinary and we're hoping on our Steam night in March to do a grand opening of that culinary room and the esports room. Um, so we've had some some room changes um and
023brought in some new programs also. So the plan is to do like a mini like ribbon cutting for those two spaces um that have been brought to light this year. So, I think that's all I had for High Desert. Does anybody have questions? >> I got a quick question. Great program. I like it. Um, so each the fifth grader will take all those three courses and the sixth grader will take the medical detectives, the art history, the theater arts or they are they going to choose which one that they want to get into? >> They take all three and in the same week. So like one day they would do the science. So one day a week they'll have science. One day a week they'll have cursive writing. One day a week they'll have PLTW.
024And then the other two days would be PE >> during that afternoon block. >> Gotcha. So when you're in seventh and eighth, is that when you start picking those electives for the ones that you actually want that lead into the high school level as far as continuing? >> That's correct. >> Okay. >> Yeah. So, we're trying to give them exposure to lots of things and then they'll start picking and choosing the things that they want. And even in seventh and eighth grade, they actually have four electives that they will have over the course of a school year because all of our electives are semester except for ASB. So, like if I do CTE lab, I would do a semester of CTE lab, but then I would do something else second semester. So, they choose new
025electives for the second semester. Gotcha. >> Great. Thanks for the presentation. Appreciate it. >> Michelle, what are the expanded electives? Like what is the difference between double electives and expanded electives? >> Oh, that probably shouldn't. These are the ones on the left are the ones that existed last year. The ones on the right are all the electives we added by going to double electives. So by having a sixth and a seventh period, we were able to add all the electives on the right hand side. So, if we only have one elective, that would be on the left, >> which is was the model we had before. >> Awesome. >> So, you can see like like there's a ton more available to our students. >> Did we already have the culinary room? Is it equipped with
026the you know the ovens and the stoves or we had to put bring that in? >> So, the culinary room existed um long ago in a far away place. The High Desert School was actually Vasquez High School and High Desert School on the same campus. >> Yeah. >> So, like one room even has a rollup door where they used to have an auto shop. Um, that room that we're utilizing is a culinary arts room and it was originally built to be a culinary arts room. There's like a a hallway that used to be photography, like a dark room. Um, so we have like remnants of things that used to be >> uh it does not have it did not have any equipment in it. So, that's part of what we're having to rebuild. But, like
027it has a demonstration countertop with a stove top that's already there with all the gas hookups and like it has the hookups for water and it has, you know, um sinks. It has four sinks. So, it basically has four kitchen areas with already sinks with like garbage disposals. And so, there are things like that that we've been able to use, but like we turned on the garbage disposal and it had pencils in it. So, we need to replace the garbage disposals. Um, we bought for right now we have countertop ovens until we figure out the venting system. So, there is stuff like it's not fully operational right now. Um, we're working our way to that which is why we're pushing out like to second semester any grand openings or fun things um because we need
028time to pull all that together. But that >> um the arts grant is what we're utilizing to pay for equipment for that room. So, the LA Arts Collective Grant >> um because it falls under the steam electives. So, we're using that grant to purchase things. >> Nice. >> So, we're right now what it looks like right now is there's four kitchen stations. So, we bought these like if you can imagine like those rolling countertops. So, it there's like four rolling countertops and there's like a toaster oven, but we bought like a big huge one so it could fit like so that they could actually bake things um toast them, broil them, things like that. And then we're using skillets, um electric skillets that could be plugged in, uh because we don't have stove tops until
029we solve the range, the gas range problem. >> Gotcha. Thank you. You're welcome. >> Um, can we go Sorry. Can we go back to like the first or second slide? >> Okay. Maybe not the first slide. >> Um, next one. >> Where where our kids don't have to meet. Can you explain this one more time to me because I know I had a question and now I my question is where are we but that doesn't make any sense to even me. >> Um so this is partly what we shared with the board. I believe it was last year when we did our our our long-term information of what we were looking at as a district and specifically at Vasquez for how we were expanding both our academic and career opportunities. So what we use for
030our information is the the CCI indicator is something that we have been strategically as a district um looking at how are we off in the sense where our data was not matching what our students have been doing. Our students have been doing great work on our campuses both at the middle school and the high school level. But when you look at our dashboard, the data is not matching what we are seeing at the site level. So with site leadership and our IT department, we have been working very strategically to make sure that our courses are coded properly that we are very specific at the as the courses that we're offering the information that students are getting so that we can get and without better words uh more bang for our buck. I'm sure as you
031can tell between High Desert's presentation and Vasquez, we have a lot to offer. Even for being a very small school, everything, every decision that we make as far as what curriculum we're offering, what pathways we're offering, we're being very strategic. So that way we can highlight and show on our school dashboards everything that our district has been doing and what our kids have been doing. Because at the end of the day, the dashboard is just showing how great our students are and what they're accomplishing. And we just want to make sure that we're matching what our students are doing in our data. I don't know if that answered your question. >> Sorry, my office. So, I just w want to add like as far as where we are um because I think that's where the
032question was headed like where where are we now is that the high school now has established pathways. Um and the kids have to take both of these courses in order to get a pathway stole and be designated as achieving that pathway. And because the kids can take multiple electives, it's actually entirely possible that they'll have multiple pathways that they've gone down. Um because again, we're offering a ton to our students. As far as at the middle school level, where are we? We wanted to get make that connection to fifth and sixth, which we've done this year. And so then our goal is to turn them into official pathways um that that will be outlined. And so that's kind of our progress this year is to create that plan. And so that way when it gets
033rolled out next year, we can roll it out similar to how they're saying like where you would tell a kid, if you want a construction pathway, you need to take this and this. If you want a film production, you need to do this and this and this and this is the criteria like you have to get a C or better and you have to do like there's criteria you have to get in those courses. Um, so, so we're going to develop similar to that at a middle school level, but even just at a state level, middle school pathways are super brand new, so they don't even have them all figured out like they're they're just getting high school off the ground. Um, so it's kind of cool because we're right on like we're right on
034the edge of as things are changing around us too, just like big huge districts. So, I'm pretty proud of the progress that we're making. And again, for being small, we offer a ton for our students to be able to do. >> And then as far as the data standpoint, um, with our Calpads reporting is this is what our our SIS system in Aries. It connects with Calpads and that's the state reporting information that is used for the the dashboard. Unfortunately, you only see kind of your data from the year prior. So, we've done a lot of work to make sure that we're coding things properly in our SIS system, making sure it's connecting properly with what our Calpads reporting are, but we won't get the update until November. Um, >> so we should be seeing
035>> what the change we should see this year is based on the data we entered and um put in our system for the CT pathways. So you should now see CTE completers and students being tagged as completers for this reporting period for the November data that's coming out on the 13th. And then um moving forward, we should be seeing more kids meeting and aligning with meeting more than just the CTE or just A throughG. We also were seeing a discrepancy between what our actual A throughG students were meeting and what was being recorded. So we should see that change at least in this dashboard data. But a lot of the work we're currently doing where we're going to see more students be not just approaching prepared but prepared in both college and career data and
036the CCI metrics is going to be in the year coming forward. So the work we're doing right now in our data system and we've fasttracked this pretty quickly. Um, so last week, uh, we attended the California School Counselor Association conference and we met with, uh, multiple districts that have were kind of in a similar boat where the data was not matching what was showing on the dashboard versus what was on their site level. And they said on average it took them about two to three years to do the full cleanup process. And I would say from our between the work that we've been doing at the site level and with it, we should be able to do it within two years if not sooner. So I just jumped on our the California school dashboard and
037what you're talking about see if I can I have all my wires hooked together. That's what you're talking about, right? >> Correct. dashboard and we're looking at the college and career section. >> It can't get any closer because I wired my wires together. I get that back. There we go. Okay. So, right now we're in the yellow for college and career section. What is our goal? It look it looks like it says 21.7% prepared increased by 9%. What's our goal there? Our goal would be as close to 100% as possible. >> So when we see prepared 21.7% we think that can be up to like 95%. >> Correct. Because with that data right now it is showing zero completers for CTE even though we have >> we know we have those. Yeah. >> When you
038say we had 70 students graduate with a stole. So we should at least be showing those students, right? >> Yes. Right. And it it'll depend on by class because you can be a completer as a sophomore because you're completing the courses freshman and sophomore year. So you could be a first pathway completer by sophomore year, but you won't be reported to the dashboard until you're a senior >> because it also considers the A through G pathway, which you won't know when you're done until senior year and you're finished with all your courses. So the reporting error is that because is that on our end or or is that on their end? How do we recognize what was the issue? >> So it's with our SIS system. It's how things are coded but it's not something
039that is easy to identify. So with Calpad's reporting, you typically get an air report if it's something that's an air, but because it is it's very specific course information and pathway data, it it may not be something that shows up in an air report. So, we have established a almost like a committee that we've been working on with the district that we've met a couple times already where we're looking at the specific data with the people in the room that are on the ground hands-on utilizing that information because whoever you know is the principal at the time or whoever is submitting the cowpads report for example um Mr. RTS if he's submitting the cowpads report and he's not getting an error for the CTE pathway, he's not going to know offhand how many students that
040we have completing a CTE pathway. It's the people at the site level that have that information. So, we have established a committee to make sure that we're inhouse looking at our data and making sure that everything matches and aligns. And there are updates every single year as far as where things are supposed to be tagged and area. So those are things that we've been doing ongoing professional development to make sure that that all of that information is accurate and that we get the annual updates every year. >> And this wasn't a reporting metric on the school dashboard before. So this is relatively new to all schools. So some of these areas were being reported but um for example on the SARKC report on other types of reports that weren't as um out there for people
041to look and see kind of what our school has to offer. The college and career dashboard data is relatively new as of what is it two three years ago that it's been reported and we see this on the dashboard. >> So it's it's safe to say it's been reporting inaccurate numbers for about two years two to three years. Is that >> yes since the establishment of it being a criteria on the dashboard because >> what's what's the impact of that as far as our school district? Do we lose grants or or what's the the overall impact? >> No, that's a great question. There's really not a significant impact. You know, these the data itself drives our internal processes, you know, tightening the processes in place, you know, increasing pathways, making sure that there's accessibility by
042our students and so forth. But as far as let's say an example that you brought up, Dr. De Jesus in terms of grants doesn't necessarily impact. I think having the lower numbers may actually help if there were grants um in in order to secure some grants that heighten the efforts, but overall it it does not impact. It's really more of an internal reflection. >> It's almost informational. I mean, for families to just look up our school and see what we have to offer and what our kids are doing. >> Thanks. And I appreciate your work on trying to rectify that and getting that getting us to where we need to be. Appreciate that. And if if I could just make a comment, you know, um, our CT pathways, you know, thanks to administration, Nicole, Tiffany,
043Michelle, has grown exponentially clearly from from the presentation itself. But on the dashboard itself, you see chronic absenteeism as another indicator. And I think either one of you or maybe three of you mentioned some sense of engagement and making sure that students are engaged. I think this is all just interconnected clearly preaching to the park because we all know this but our focus among many um is is attendance and just anecdotally having you know visited the construction class numerous times there's a few students that would approach me in indicating if it wasn't for this class I'm not sure if I'll be coming to school every day and they're pretty pretty blunt about it. So all of this really connects and to see the growth and thanks to the good folks here at this table, you
044know, we're seeing our attendance shoot up in terms of ADA based on the offerings that students have access to. So thank you to everybody here. >> Yeah, I think Miss Van Horn put it best is when students feel there's more to that they have available to them other than just strictly academics when they have engaging programs. >> That's 100% correct. It it all ties together and it also motivates them to also work harder in their academic classes >> like you said right there's prerequisites got to get the C if you want if you're really interested in this >> you know take over the dra academics and earn a C here earn a C there or better of course >> right >> does any of the CTE uh pathway courses at the co at the high
045school level give credit for the college courses or is something different >> yes So, our culinary arts class is connected to u Mission College. If you go to Mission College, it gets um a waiver between classes or requirements that they have there. We have been working with uh College of the Canyons to see if we can connect some of our other courses and um the construction classes aren't connected to the college, but they're connected to the trades. So if you take our courses at the high school, they wave requirements if you want to go into the trade and be a part of the union and enter the program there. And we've been in talks with COC to connect those as well and as part of the program, but also to connect it to other areas
046of the college and career indicator so we can help meet other areas. So, that's currently in the works and we're hoping to partner with our neighboring colleges to build more opportunities like that. >> Outstanding. Have we um reached out to ABC our neighboring college up here? >> Yes. Uh but we do have a a quicker connection for College of the Canyons. Um one of their head directors at their CTE used to work for our district, so they're a little bit quicker to respond to us. And then it um our Aselis courses are NCCR certified and COC offers the testing. So we've been communicating to COC to try and see if we could arrange that our students who do our online CT pathways may be able to get the NCCR test because the courses prepare them
047for that. So it's a um certificates in the traits, but again it's it's still in the works. Um, we have to figure out some uh course instructor and uh their certificate. So, we're still working on that. >> Thank you. >> That's fantastic. It feels like you guys have so many um we're working on this, we're working on that while you're building everything else up and your actual like high school counselors to students. you're not just like course experts, you kind of do everything. So I like you guys are fantastic. Um and the principles too, Raina and Michelle um and Paula. I know Paula supports. So you guys are really fantastic. I I'm still looking at this um list of the CTE pathways that's still up on the screen and it just like blows me away
048how you're able to make that master schedule even work. How you're able to have um teachers You're giggling. I know cuz that's hard. That's I know that's hard. just how you're able to offer so many different things and that's on top of all of the core classes and AP classes and support classes. Um, and that you're able to make that work for what it's is there like 300 kids at Vasquez 350. >> We're at 420 right now. >> Oo, 420. That's awesome. That's cool. That's I mean it's >> we might be at 421 by the end of the week. >> Very cool. Definitely growing. I know we like our school isn't much lower than yours and we offer less than half of what you're able to offer. So, I just think that's really incredible. Um,
049and how you're able to pack it all into um pack it all into that campus. That's that's so much and it's incredible opportunities for our kids. Um, and then the creative scheduling at High Desert is just fantastic. So, you guys are doing an amazing job. I really like everybody just needs to hear. Is is this information available on our website or on Vasquez's website? Um, yes. So, Tiffany did create uh posters that we put up in the classrooms and also flyers. I believe they're also linked on our website. And I know that Dr. Smith sends them out in her newsletters as well weekly. >> Awesome. >> And then on our website, we're looking to, you know, as a school district, we don't have a link to at services. >> So, it's something we're working on
050it. And so, this actually um Alex reached out to me like yesterday. >> So, but we're going to try to meet this week. >> Work in progress. >> Yeah. And I just want to add in um as much as our creative ideas um I just want to really give a shout out to our teachers. They're the ones you know like double electives is not possible without teachers willing to take on two electives. Like that's a big ask for them. Um and same thing fifth and sixth grade they could say nope we're just self-contained teachers and you know not go on this journey to expand all of these options for our students. And so I really want to give a shout out to our middle school teachers. Um they they're not choosing the path of least
051resistance or what's easy necessarily for them. They're doing what's best for the students. Um and and really taking that on. So I just I want to make sure I acknowledge them. Um because they make it happen. They're making all this happen on the dayto-day. Absolutely agree. Um well, thank you. George, do you have anything else? >> No, just thanks thank everybody for their hard work and I I I agree with you, Brianna. We have the best leadership team right now at the different schools. I'm so happy that you guys are in those positions and the schools are running well and I can't ask for a better leadership team. So, thank you for everything you guys do and the teachers and everybody involved, the counselors. You guys are amazing. >> I agree. >> Thank you. Um,
052okay. So, our next meeting, thank you guys all for being here. I know that that's it's a long time out of your day and for preparing um the presentation. I really really appreciate it. Um, our next meeting or meeting agenda items for the future, Aselis, an update on our attendance recovery plan, um, and our instructional continuity plan. Um, that's going to be an update. And Paula, feel free to, um, to if you have an update, add those in there. And it doesn't have to be a a ton like before. Just if you if you have an update on those, go ahead and throw them in there. That would be great. Um I'm looking forward to hearing like details of Aselis. Um I know that that is that's a huge thing on Vasquez and I don't
053think a lot of people even know um like they hear the word but they don't know what it is. So I'm excited to hear more about that. Um so if nobody has anything else we can close the meeting. All right, we will adjourn at 3:49. Thank you guys so much. >> Thank you everyone. >> You Thank you. Thank you. >> Bye.