001test test. test. Yes. test test. I >> think we're we're good. All right. Um good evening. Uh, the board has just returned from close session and while in close session, the board took action to approve and ratify the final settlement agreement and general release dated July 18th, 2025 between parents and district in student versus district Unified School District special education due process case OAH case number 2025 04846. It was moved by board member Hasso, second by board member Holggin, and it was passed unanimously. Uh, and I I guess I should say 4 is uh Raina is not here. Okay. Uh and additionally, the board took action to approve and ratify the final settlement agreement and general release dated July 17, 2025 between the parents and the district in student versus Deward Unified School District special
002education due process case OAH case number 202541127. It was moved by board member Hginin and seconded by board member Hasso and that passed four to zero. Uh, all right. So, we can go ahead and open the regular meeting. I'll call it to order at 7:08 p.m. Uh, we'll do a quick roll call here. Uh, board member Diaz is absent. Board member Finley present. Board member Oolgin >> here. >> Board member Hasso >> here. >> Board member Reyes >> here. >> Excellent. All right, Dr. Hillman, is all of your crew here and accounted for? >> My team is here and accounted for. >> Excellent. Thank you very much. All right, we'll move on now to the flag salute. Mr. Reyes, would you mind doing that? >> Yes. >> Thank you. >> Please stand. Place your right
003hand over your heart. Ready? Begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. All right, we'll now move on to our beliefs, vision, and mission. And I've asked board member Holene to go ahead and take care of that. Thank you. Our beliefs. We believe we are a community of learners. We believe learning occurs in a culture of caring and respect. We believe all students are motivated to learn when they are engaged in meaningful work that connects to their lives. We believe expectations do influence performances and outcomes. We believe learning increases when there is a high expectation for performance and conduct. We believe we have the responsibility to find solutions
004that enable all students to learn. Our vision 21 century schools producing 21 century students. Our mission provide the knowledge, skills, and inspiration for each student for success in college, career, and life. >> All right. Thank you very much. We'll move on now to item number seven, which is the adoption. Oh, yes. Thank you very much. Dr. Hillman has reminded me that we do have an announcement about translator. So, board member, can you take care of that? >> Thank you very much. I was just smiling because I was reminded no less than three times about two minutes before the meeting about the translator and >> I still forgot. So, apparently I need to wear a shot collar or something like that. All righty. So now we can move on to agenda item number seven, which is
005the adoption of the agenda for this evening. Do I have a motion to approve? >> So moved. >> Second. >> Motion by board member Reyes, second by board member Hasso. Is there any discussion? Seeing none, all those in favor say I. >> I. I. Passes for O. >> All right. Now we're moving on to presentations. And Dr. Hillman, would you mind introducing our presenter? I would very much so like to invite uh Mr. Louie Haro, our principal of Darty High School and our director of um secondary curriculum is going to give us a presentation about the work in developing our ethnic studies course for Darty High School. Mr. Harl, we'll take it from here. >> Hello. Thank you for having me and I'm excited to share our progress where we've come together as a school
006community and develop our uh exciting new course, our ethnic studies course that is uh here at DHI High School. So, we're going to go through a brief presentation about uh ethnic studies. Um you'll learn about what it what it is, the goals of the model curriculum, uh the the process we underwent to adopt our curriculum and the process that was over a two-year period and then the benefits um and the goals of ethnic studies. So if we could next slide. So, uh, there's an assembly bill that, uh, was approved a couple years ago now, which requires all schools in California to start offering an ethnic ethnic studies course by this school year. Uh, and this graduation requirement is for the incoming eighth graders. That's a second um piece of the legislation that uh, describes that
007our current eighth graders, it will be their graduation requirement. So moving forward after this year's freshman, it'll be a graduation requirement for all high school graduates to take at least a semesterl long course in ethnic studies. So to understand what uh ethnic studies is, I'll go through a few slides describing the the focus uh the curriculum and the goals. Uh it is a course where we're uh going to go through um four diverse groups. Uh in DHY, we are we celebrate that diversity here in Dherty. So, it's a it's a great course that we're adding to our course curriculum. Uh it is a focus on um the African-American experience, the Latino experience, the Native American indigenous groups, and also our AsianPacific Islander group. And there's also a key component in identity. Uh what it's not,
008it's not a course where we're looking at um which is sometimes controversial. It's not a course where we're looking to create any uh divisive uh um conversations uh or teaching about uh separating groups. It's all about bringing students together, learning about their own identities and the identities of others so we can grow a greater appreciation of each other and um greater inclusivity. So the process we took uh this year we're working with USC UCLA history geog let me say that again UCLA history geography project we have a consultant uh by the name of Chavez Gonzalez she's been great she's been working with our team uh this last year uh the curriculum development team um at Jordy High School are listed there but it's myself Miss Bowden Miss Butos Mr. Lynch who just recently retired and
009then um most recently our our teacher for ethic studies is Miss Casey Ramirez and the process we took it's been a couple years now uh in 2324 the um the process was as you can see it started off with Darty High School and MIT team of teachers and and me uh we went to Leo for a few sessions four of them to be exact uh just to get understanding of what the requirements were and start getting introduced to what the curriculum would look like. It is really important to understand that it's not standardized like our ethnic studies course is not going to look like uh a school up north. So, it's it's really about our local local context. So, what does it look like for us in our diverse community? Um this current year we
010did go through this process where we were having um Miss Umparo come out uh throughout the school year. The dates are listed there. I think there's 11 of them. Um, and also we've had a couple parent meetings through SU school site council and a parent meeting over the summer where uh 12 parents did show up and at that meeting we went over all of the um requirements and what our course is beginning to look like. And then we gathered input from our our fellow parents. um they seem to really appreciate the local context of our course where we're going to learn about uh local history from LA, even Dwarte. I'll get into a little deeper, but that was one aspect that I did understand from them that they really enjoyed um that our students are
011really learn about themselves and the local context. So, what is it? It's it's going to be a course where we're learning about history is often left out and learning about different perspectives. Um and through that process we're going to learn it in not just uh lens of history but also through uh literature, economics and also there's a big piece in our course in all courses in ethics studies about identity. Um that next slide. So um there are some frameworks to uh that we did lean on. uh there is a model curriculum that was developed uh by u a variety of people in the state of California. Um but this is what it has to align and we made sure that we did all of these things when we developed our own curriculum. Uh of course
012we have to align it with the model curriculum. Uh it is a focus on inquiry. So our units of study start off with an essential question that guide the lesson and guide a lot of the critical thinking. uh we do we do learn a lot about the counter narratives. There are many perspectives on um what happens in in the past and we have to also take the perspective of not just the the main narrative that we all learn in schools but also the counternarratives. Um it is a focus on our community our local history. So we will learn about the Pico and we'll learn about andarte and we'll learn about other key figures in our local area from California to Los Angeles. it does take um a key insight in looking at critical thinking and
013analysis. So this this class is not just a class where you're going to be taught you sit there and take notes. It really does uh require engagement so they can um and a lot of dialogue so we can have that critical thinking skills develop in our in our students. Of course, everything we do has to align to common core standards and um the there is an action project that's a goal of all ethnic studies courses and I'll get into that in a second. So the goals of ethnic studies curriculum as you can see there um it is um it's important that we look at the pursuit of justice and equity. Uh we do this is an absolute uh given and it's going to happen. uh it was a focus on our curriculum development that we
014work towards greater inclusivity. So through the identity unit and throughout the lessons we're really focusing on trying to have students understand themselves a bit more and then each other. That way we can gain greater appreciation of ourselves and our own heritage and our own uh cultural makeup but also even more important is to gain a greater appreciation um of others as well. Um it is a like I said self uh further self-standing uh developing a better understanding of others uh recognizing intersectionality and support of community focus and I'm sorry I'm just reading this but uh it does develop interpersonal communication as well. So those are key aspects of this class that is a lot of critical thinking skills and a lot about learning the that skill of interpersonal communication. It's not just a matter of
015the way you talk but being able to understand through um the written word but spoken word how we can communicate in for a greater good so we can reach better understanding of each other. Some of the core topics that ethnic studies requires um are the following. Um we do have uh intersectionality. So it's important to understand that um our diverse ways um people aren't just one certain way. There are many things that make up a person, different identities and through that create a unique experience for themselves that often leads to discrimination or privilege. So it's it's important to understand that uh people don't fit in just one box. They all have their own unique experiences. Um and it encourages people to really look at the whole person. Um immigration displacement is a key aspect of
016what they're going to be learning about. Um the resistance and activism. Um throughout history we've seen many groups of people uh come together uh and fight injustices for the greater good of the whole community and that is written throughout California's history and we'll learn a lot a lot about those uh different um rises and activisms. So also a community in solidarity. So looking at what we'll learn about specifically, like I said, there is an identity unit and then we do get into the four groups that um are listed in the um model framework. Now, if we were a community where it had a different uh race, a lot of them, then they would focus more on those, but the four main groups of people that we'll be uh looking at are the indigenous and Latino
017histories, the Asian-American Pacific Islander histories, and the black uh history as well. So those four subgroups are the main groups of people we'll be uh looking at um like the study of the Tonga people um who are the original stewards of this area the San Gabriel Dhy area um and then we'll also explore the Latino histories from um the missions all the way to modern activism. So some of the key figures uh of these certain groups I just mentioned are like the Pico who was the last governor of Alto California. He was born in one of the missions here in San Gabriel. We'll learn about um Victoria Reed who was a Tonga woman granted land under Mexican rule. Bill Sto, Louisa Moreno, just to mention a few. Um Bill Sto was a legislator from Laente.
018So it is that local context that we're looking at. He um was an Ali Caesar Chavez and Dolores Huerta and he was a key figure in the farm worker struggles. So, in thinking about the African-American and Asian-American uh experience, uh we're going to highlight the contributions of Asian-American Pacific Islanders and the black communities in the San Gabriel Valley and greater LA area. So, for example, we have some key figures and narratives. We have Frank Emmy, who was a World War II draft resistor, activist against Japanese American incarceration. Um Judy Chu, we all know our first Chinese-American woman elected to Congress. Gilbert Leang is an architect shaping Chinese American landmarks throughout Los Angeles County. And for the African-American, um we have lots of stories to tell, but some of the key figures we're going to be
019talking about is like Julian Fischer. He's a first black member of the Monurial Police Department, uh namesake of the Julian Fischer Park. We have Isaac Burns Murphy, renown black jockey who rode Balden's resources, raceh horses. Uh Jaws John Isaac Wesley Fischer. He was a skilled blacksmith recruited to Balden's Rancho. So, lots of local history and to see how they have their own uh counternarratives and how they contributed to our communities. And finally, there is um how we'll learn. So, this like I said, this class is not just a stage on a stage type of class where teachers are just speaking. It does require some deeper levels of learning. So, uh the goal is to have them have discuss um rich uh discussions through diverse readings uh looking at different medias um and then this action
020project at the end of the unit. Um and through that action project, we're looking at um the history and to learn more about Rocktown is DH's local nickname and heritage. That's kind of the action project they're leaning towards. is um not completely completed and they're working on the details around that but they're going to look at um that heritage. So, um the skills that we hope that students, if we do this right, these are the skills that students are going to walk away with, um critical analysis, research, as you can see there, communication skills and having them be more socially aware of their of the histories and of the people that help develop this this community. Is and that's it. Is that it? Oh, yeah, that is it. Are there any questions? I know I
021said a lot in a little time. Uh, are there any questions that you may have for me? >> Uh, thank you very much, Mr. Haro. Board, any questions for Mr. Harlo? >> Yes, Mr. Harlo. So, the ninth graders, they they are the ones who start with this class. >> Yes. So, it is a semester long course. So, it was a perfect fit for our freshmen to take because they are required to take a semester long health course. So, we paired it up against that course. Uh in the future it might change with the um adoption of uh personal financial literacy that's coming down the pike as a graduation requirement. We may want to pair it with our seniors or juniors when that course comes on board. But right now it's um it is for our
022freshmen and it's going very well. Kids are really engaged in the curriculum. Uh Miss Ramirez is doing a fabulous job um getting the kids to think and participate. So it's exciting to see the kids really get excited about about this class. So if anybody else wanted to take it say second semester can anybody else take it besides ninth graders? >> Not not this year. Uh we have just the two sections and um but we are also offering it through early college. So a lot of our early college uh students who are upper classmen are taking that course because that course um is also an I geti requirement. So students that go to community colleges and four-year colleges have to take that course. So we added it to our course curriculum this year so they can
023take it that way and plenty of students. We did a kind of a pilot this summer for early college and the kids in the class really enjoyed it. >> Thank you. >> You're welcome. And uh so Mr. Har so this is uh f the first year that this is going for for all the ninth graders. So anyone who's in 10th, 11th or 12th, they're not required to take it um because they've passed that ninth grade. But every subsequent 9th grade class will take it. >> Correct. It's actually uh the law states we have to offer the course this year, but it's a graduation requirement for current eighth graders. >> Ah, I see. Okay. >> Yeah. I guess they wanted us to work out the kinks before, >> right? >> Offering it as a graduation requirement.
024>> Okay. And and so then this is an extra one semester class. This isn't supplanting an existing class. This is an an additional class and credit that's required. >> So we still are going to keep the 220 credit graduation requirement. We we just reduced the number of electives because we have 80 requirement 80 credit requirement for high school diploma and elective category. So now it's going to be 75 >> elective credits required and that was um uh brought to the table last school year for following school year. >> Okay. >> Yeah. >> Great. Uh, thank you very much. Any other questions from the board? >> Um, hi Mr. Howard. Um, you said that this Assembly Bill 101 is a state mandate. >> Um, so does that mean that CS Arts and OFL as well, their
025ninth graders will be taking it? >> I believe so. Yes. Um, it is a state mandate. So I think all schools will comply. I think >> Mr. Moreno happens to be here from OL and OFY. Sorry to interrupt Mr. Harrow. Um, and he's shaking his head. Yes. So that is a state mandate. It doesn't necessarily as Mr. Har said Harrow said it doesn't mean that students have to take it this year. It just means it is a graduation requirement in 2029 30 something like that. So Darty High School is starting to get ahead of it to make sure that students are if they're taking it at 9th grade we're not everyone doesn't take it last minute. And we're fortunate to have Miss Ramirez back from Rol Oaks to teach this class because she um minored
026in it in college. So she has a true passion for it. Uh so it's going to be taught uh very well. >> Um thank you. And um no, that was it. So we should be good now. Now it's optional for the 10th, 11th, and 12th graders or not yet. >> It's not It's not optional because we don't have space. >> Okay. >> We're only offering two sections of it. Um, and it pairs up with health, so they flip-flop out the semester. >> Yeah. >> All right. Uh, thank you, Mr. Haro. And, uh, it looks really well done. So, I'm thrilled that we're having this offering at DHS. I know it's a California requirement, but I appreciate the detail and care that you put into this. I really love the um, local aspect. DHY is uniquely
027unique >> um, in many ways. We're not like an enclave city. It's, you know, we have lots of representation and I think it'll be really good for our community. Um, I did have a question. Could you say again what the action project is focusing on? >> So, they're looking at the uh nickname of this town, which is Dur Rock, I mean not um >> Rock Town, >> sorry, that's I've been here quite a while. >> Rock Town and the heritage. And uh they're trying to get um some uh groups of people to come down to talk to our students. um uh who can explain more what that was uh what what it looked like at that time um and that's that sort of thing. >> Yeah. A few of them are still living in my
028neighborhood. >> Yeah. >> Okay. >> Yes. >> Yeah. And then if um I would love to come visit a class sometime and see it in action. Um so I'll get a hold of you. >> Absolutely. >> Thank you so much. >> You're more than welcome to come anytime. >> All right. Excellent. Well, thank you very much again, Mr. Ho, for for being here to present this stuff to us. Um, I do want to just echo uh what Dr. Hillman uh had mentioned. We want to recognize uh Mr. Richard Moreno here in the audience. Uh he's our wonderful partner from OFY and OFL. So, thank you very much for being here. We appreciate it. Uh all right. Uh then we can now go ahead and move on to our superintendence report. Dr. Hillman. Good evening everyone.
029Just to let you know, the first days of school always bring such a wonderful energy and this year has been no exception. Um I've had the opportunity to walk into classrooms. I've seen students already learning um and leaning into that learning, raising their hands, working together, and new challenges. Um and just as importantly, I've seen friendships forming, smiles exchanged, and those first connections with teachers and staff beginning to take root. Those moments remind me that school is not only about academics, although very important. It's about belonging and being part of a caring community where every student feels seen and supported. At the same time, we know that uh learning can only flourish when our students are safe and cared for. Uh we've been watching closely the high heat these past weeks, especially today, right? Adjusting
030outdoor activities to keep everyone healthy. We're also paying attention to other conditions that affect our campus from addressing areas where mosquitoes gather to keep an a watchful eye and also for keeping a watchful eye for any unauthorized visitors. These steps reflect our belief that learning occurs in a culture of caring and respect and that we have the responsibility to feel to find solutions that enable all of our students to learn. On tonight's agenda are several items uh directly tied to how we support our students. The math math literacy project which began last year is up for consideration to continue and build on the strong foundation already in place. We are happy to once again to partner with CS Arts to provide dance instruction in the elementary grade so that creativity and moment movement are in
031part of every child's day. At the high school, you've heard about ethnic studies and we're also welcoming a new USC college adviser who will be working closely with our seniors as they take their steps toward college and career. And of course, we are very excited to introduce new staff and who are joining our DUSD family this year. So, every one of those efforts, whether in the classroom, on the playground, or in the broader community, is rooted in our shared belief that together as a community of learners, we are preparing our students not only for school today, but for their bright futures ahead. I want to take a moment to thank our board of education for their continued leadership and support. Their vision and commitment makes it possible to bring for bring these opportunities to life
032for our students. That concludes my report. >> All right. Thank you very much, Dr. Helman. Uh board, we'll go ahead and move on now to the general functions. Well, we're going to first approve the minutes from our last regular meeting which was on July 17th. Oh, sorry. Getting ahead of myself there. Uh so we request to address the board. Uh >> we don't have any. Okay. We don't have any, >> but I wanted to acknowledge that we have. >> Yes, absolutely. Thank you very much for doing that. I appreciate it. >> All right. Now, jumping on to the approval of the minutes from the regular meeting of July 17th, 2025. Do I have a motion to approve? >> So move. >> Second. >> Motion by board member Reyes, second by board member Hasso. Any discussion?
033Seeing none, all those in favor say I. >> I. Passes 40. Next is the approval of the minutes or the minutes from the special meetings from July 23rd and July 26th. Do I have a motion to approve these minutes? >> Move to approve. >> Second. >> Motion by board member Hasso, second by board member Oin. Any discussion? Seeing none, all those in favor say I. >> I. Motion passes 40. Uh the next item is the adoption of the consent calendar. Does anyone have any items that they would like to remove for separate discussion or action? >> Yes, I want to remove uh number nine and number 10. >> Number nine and 10. Uh all right. So, um we um board member Reyes wanted to requested to approve the consent calendar with the exception of items
034number nine and 10. So, do I have a motion to approve the consent calendar? >> So, move >> with the exception of nine and 10. >> Second. >> All right. We have a motion by board member Reyes, second by board member. All those in or any sorry any discussion. Seeing none all those sorry that okay. Okay. The discussion is later. Thank you very much. Um, so all those in favor say I. >> I. Thank you very much. All right. So there's been a motion to approve the consent calendar with the except I already said that part. We'll now consider item number nine. So is there a motion to approve item number nine from the consent calendar? >> Move to approve number nine. >> Second. >> Motion by board member Reyes, second by board member uh
035Hasso. Any discussion? >> Yes. Um Dr. Dr. Hillman, could you get this? >> Absolutely. >> Explained to the community. >> Happy to do that. I'm actually going to ask Dr. Lawson to give more detailed information about the proposal from Village Life Education for math instructional professional development for the 202526 school year. Dr. Lawson. >> All right. So, good evening. Um very excited to talk about the map literacy project. Um we did start last year partnering with um math the village project and um we got really good responses from our students, from our uh parents and from our teachers and so we looking to continue it this year um with the math literacy project. The first one number nine is related specifically to professional development. And so last year when the project was here um some
036of our teachers received training that were a part of the instructional piece of the program. And so looking to see how we could extend those strategies and skills to other teachers so that we can ensure that more students have access to those to the the strategies and the skills that were being used. We we we brought on we want to bring on professional development so that we can work with our teachers in grades 6th through 12th grade so that our 6th through 12th grade math teachers receive um professional development on those strategies. So not only will our students when we talk about 10 for the students that participate in the extended learning opportunity for it will have access to the um the skilled teachers will and the training that they receive. our teachers also can
037have a greater in um influence on all the other students. And so we're trying to have a more global impact on what's happening here in terms of mathematics. And so last year we started focusing we try to take a more in-depth focus on what we needed to do for mathematics. And so we just want to continue it and then provide more professional development for our teachers because the research says that if you want to improve learning for students, you need to improve the capacity of those providing that instruction. And so we recognize that our teachers need to have not they everybody needs to continue to grow, but we want to make sure that we're providing those opportunities for our math teachers. Um, we had discussions. I actually did a survey at the end of last
038year to um, poll our teachers to see what type of professional development they would like to see continuing in our district. And then we got great responses on continuing with the NAF literacy project. So, we're we want to extend it by adding professional development this year to all of our math teachers in sixth through 12th grade. >> So, who's who's benefiting from it right now? Well, all students in math >> all students all up to the high school it's being used where >> once so they'll be trained they'll receive the math teachers will receive training this year and when those teachers receive the training all of the students in those math classes our goal is that they receive the training and they actually implement those strategies in their instruction and if they do that then
039the students in those math classes all of them should recognize the benefit from the professional development piece that's strategically um targeting our teachers for mathematics And how did you find out about this? >> So I do we do have um Dr. Kirkwood here. He's the consultant for the math village project. And so he is here to ask if you like I can have him come down and you can ask how it works. Yeah. >> Yeah. I So Dr. Kirkwood welcome. Come on down >> please. >> Yes. You're welcome. >> Absolutely. Yeah. Please come right up on up here. >> Hot seat. Good evening, distinguished board. Um, and >> please speak into the mic because I hard hearing. >> Can you hear me now? >> Yes. Good evening everyone and thank you for having me. Um,
040so a little bit about the math literacy project. Um, it was actually birthed after um me studying Bob Moses um who founded the uh algebra project. And Bob Moses founded the Algebra Project after working with Fanny Liu Hamer um who was a a former um work in the fields and he recognized the disparity of access math for low-income folks in Mississippi. And so he started the algebra project in community spaces so that students can have access to culturally relevant mathematics. So that being said, I designed the math literacy project to pattern to bring to schools so that students can experience hands-on culturally relevant mathematics including engineering projects, math, coding and exposure that will get them to love and appreciate mathematics. And last year it was a tremendous success because we had students going home telling
041their parents how much they love mathematics. And we also had parents coming up to the schools saying that they wanted more of this. So give me some of examples of hands-on. >> Yes, hands-on activities. So we have one project called the Barbie bungee jump >> which I adopted from the National Council of Teachers Mathematics. It's all about lines of best fit and data analysis. And so you take these bar Barbies and you wrap uh rubber bands around their feet and you measure them from about um six feet tall and you add rubber bands and then you measure the distance of the fall and the number of rubber bands. Essentially what you'll get is a line of best fit or a linear a linear equation. And so it's an early introduction for third graders to graphing
042and understanding charting. For our upper uh level students, it's an introduction to lines of best fit and algebra algebraic equations. So that's just one example. We also did Mayan mathematics. Um we introduced our students to the uh history of math accounting systems started by Mayan community which is located now in in what we know Mexico. Um one of the first advanced uh mathematics systems in the world. Um they use a base 9 system. So we talked about their numerical system and how they developed that numerical system and then we use that base nine system to understand numeracy early numeracy for our younger students. Um I was able to sit in on that class and your students literally sat up in their seats when they discovered the earliest number system started in uh Mexico. They took
043great pride in that understanding. So we only not only do we teach common corebased standards and not only do we have handson activities but it's relevant and germaine to their experiences. So students understand it much more in depth than um a basic rope memory type lesson. Very hands-on and it requires critical thinking. And for the teachers we uh provide professional development before we start the program and we provide professional development throughout the entire program. Every week we meet with teachers to recap lesson learned. What was impactful? How did they improve their pedigogy? And then your teachers took that practice from the afterchool program to their respective classrooms as well and improve their level of instruction for those students. It was amazing to see that that transformation happen. >> Yes, just two examples. >> Thank you.
044>> Yes, you're welcome. >> Uh and also I want to mention that we did do uh introduce MIT coding. So I don't know if you're familiar with MIT Scratch. It's an early introduction to engineering and coding. So your third graders started coding as early as third grade, eight years old, learning coding, advanced coding systems um with a clo a global community. In addition to the coding, we did engineering activities which were hands-on. Students built a biomechanical hand. Uh they built so solar powered cars. So they not only learned math but math related opportunities. And so as they're becoming more and more informed of 21st century um careers, then immediately they are more aware of the need for college. And then lastly, a part of that project, I brought Cal Poly Pomona to your high school
045campuses as well to emphasize the need for mathematics. And Cal Poly Pomona provided a presentation on outreach, admissions, and access. And so essentially, you had an overall transformation in terms of math on the campus. And I guess the reason why I'm standing here is because the teachers wanted more weeks and the students wanted more weeks and the parents wanted more weeks in the program to be involved because it was just that engaging for them. >> That's great. So this is our second year. >> Second year. >> Great. >> Yes. Thank you. >> Yes. Backed by popular demand, I think. >> Thank you very much. Any other questions from the board? >> So I I do have a quick question. So uh this sounds amazing. I I I love the the bargie Barbie bungee um >>
046Barbie bungee jump. >> Got got all sorts of things. I got this cool visual in my head here. Um so so how how widespread is this program? Is it being done in other districts around here? Are we kind of some of the first or where how widespread is this now? >> No. Um Long Beach Unified School District, Rialto Unified School District, LA Unified School District, just to name a few. Uh I've been teaching since 1998 and um I've done my research in math education and have a doctorate in math education and so this is something that I really love and I'm passionate about and so when I had an opportunity to bring it to your district I really um took a full commitment to ensuring that your teachers were empowered um that your students really
047loved the material. We brought all the resources. So it comes with all the resources. They get to keep the Barbies if they want to, all the all the um opportunities to code, all the opportunities to do the um engineering projects as well. It comes full package as a full package. >> And and uh so my understanding is is this this uh second time around will now include the the upper grades up through high school. Is that correct? >> And in terms of professional development, yes, that is correct. and and uh Mr. Haro had had mentioned that uh it's going to be a requirement potentially in the future to have a personal finance class in the high school. Is that something you all currently have or would be looking to develop? >> As we're planning for
048uh your your um your school district this year, we're building out more lessons and so we will include a financial component for the students because who doesn't like learning about earnings? >> Yes. >> Exactly. Yes. >> Excellent. All right. Well, thank you very much. >> Appreciate your comments. >> Can I just add though um it's at all it will be at all the sites. So, um all four of our 3K8s and our A6 will have the extended learning map literacy project. >> Yes. >> That's great to hear. >> Yes. >> Excellent. All right. Anything else, board? All right. Thank you very much for your comments, your time. >> Thank you. >> Uh All right. Then with that board, we can now go ahead and um I guess we we is there any more discussion about
049item number nine from the consent calendar? All right. So we have a motion to approve. So all those in favor say I. >> I. >> That passes 40. Uh now there's item number 10 which is related to item number nine. Uh but is there a motion to approve item number 10? Move to approve item number 10. >> Second >> motion by board member Reyes, second by board member Oeen. Uh discussion board about item number 10. >> Just the question, where's the funding coming from this? >> Dr. Lawson, you want to be specific with that, please? >> We were playing for it out of our um SNC funds. >> I'm sorry, for LCAP LCAP SNC, >> our supplemental concentration funds. >> Thank you. >> You're welcome. That that's the only question I have. >> All right.
050Thank you, board. Any other items or questions? All right. So, we'll go ahead and take a vote on that then. Motion is to approve this item. So, all those in favor say I. >> I. All right. That item passes 40. All right. Now, we can move on to I believe it's the first reading of board policies. Is that correct? Okay. So, first reading of board policies. Do I have a motion to approve? >> So move. >> Motion by board member Gin. >> Oh, okay. I have a motion and a second on mine. Yeah. So, we had a motion. Is there a second? >> Yes, it was. Yep. Resa >> recommendation receive for first reading. [Music] >> So we do we do vote on >> yes >> second. >> Okay. So we Okay. So is there
051any discussion on that board? All right. Seeing none. All those in favor say I. >> I. >> Thank you. That passes 40. All right. Moving on to the second reading and approval of board policies. So, is there a motion to approve? >> Move to approve. >> Second. >> Motion by board member Reyes, second by board member Hasso. Any discussion? Seeing none, all those in favor say I. >> I. Passes 40. Uh we're just receiving for information item number six which is the construction and modernization project update. Uh we can now move on to item number 12.1. This is the approval of the K through2 data sharing and services partnership agreement number with the California college guidance initiative. Is there a motion to approve? >> So moved. >> Second. >> Motion by board member Reyes. Second
052by board member Hasso. Any discussion board? >> Yes. Uh could this be explained please? >> Absolutely. Dr. Lawson, would you care to give some detail on this project? Uh this item, please. >> Okay. So, this is an agreement um data sharing agreement between the California College Guidance Initiative and uh K12 schools. It is a state mandate that all um 9 through 12 eleas enter this agreement. Um this is a it's kind of like a clearing house where information is housed and transcript information about the requirements for CSUs and for the UC system. This is also a place where you will information is housed for the FAFSA when they file the information and so um we will share that information with the CSUs um NUC's um as a requirement by the state and this um platform
053here the California College Guidance Initiative the platform that we're using this is the platform that's used by California there are others but this one is probably the most comprehensive of the ones that are out there. Thank you. Any other questions for Dr. Lawson? All right. Seeing none, uh then we'll go ahead and vote on this. All those in favor of the approval of this item say I. >> I. >> All right. That passes 40. >> All right. We are now on to the non-aggendaized items for board members and the superintendent. Um I will go ahead and go first. Uh, I'll probably just go straight down the line. So, or list as it's listed on the agenda just in case anyone was wondering where they're falling. Um, all right. So, uh, it's it's an exciting time
054of year as I think many uh, parents know uh, to have everyone go be going back to school. There's a lot of excitement and I've seen that in my own household. Um, I think I mentioned at the convocation at DHS last week how uh our our oldest uh Belle, she she had said that um she didn't get to go back to school yet because she has graduated. And so it was I thought it was an interesting choice of words um because I think that really sort of uh indicated to me that she enjoyed being at school, learned something valuable there and was really going to miss it. And so I think that's a testament to to the great uh high school that we have here. Um and I and I know that uh the two
055boys that are behind her, one at the high school and one at Royal Oaks, they were there was there was no alarm clocks that had to be set, no pushing and proddding to get them out the door. They were excited and ready to get back to school. So um it's an exciting time of year. Uh, I'm really, um, you know, I have a lot of hope for the great things that will come out of our classrooms and our campuses this year. And, uh, we've got big things ahead for our students. And so, I appreciate the efforts that, uh, teachers are putting in, staff are putting in, and that families are putting in because this is just as much a push uh, on the home end of things as it is on the classroom end of
056things. So, uh, thank you very much to all those who are making it happen. Uh, we'll move on now then to board member Hine. >> Thank you. Well, I got to visit a couple of schools on the second day. I got to go to the high school. U, thank you, Mr. Haro, for being out there making sure the traffic is flowing to the best of everybody's ability and to keep the unauthorized people out. Um and um I also got a chance to visit Beersley and Maxwell and I was impressed too. I wasn't able to get in. Thank you. Um we do have some concern but you know I can't jump a fence. So anyways, but um I did um I know some of the parents were concerned and some of the kids and I just
057want to um let you know that I do appreciate that everybody was out there where when I went um I went early when um school starts and I went kind of late when school ends. So, gave me an idea of what's happening out there. But it was really exciting to see all the kids out there again and um I look forward to some football games. >> Y >> anyways, um thank you so much. >> Thank you very much, Borini. It's It's hard to think about football when it's 100 degrees out, but hopefully it'll cool down quickly. >> Yes. All right. Thank you. All right. Board member Hasso. >> Yes. So, definitely one of the most exciting times of the year. We just wrapped things up in May and it seems like it was yesterday and
058here we are um in August and back at it. And so uh had the opportunity to attend the convocation and just a great time to have everyone back together and fresh and excited after having a couple of weeks off and ready to get back at it. Um, I was able to attend the Valley View back to school night last night and just the the energy is there and the excitement and the happiness and the welcoming and um just a testament of what is being offered um in our classrooms. And um thank you to Mr. Haro for sharing the ethnic studies um information. And I I'm sorry I didn't get your name. I'm so glad you were here though to fill us in on your math program. Uh, thank you so much. And I just want
059to share a quote. Um, lots of things on social media around the beginning of the school year. And I love this one. A new school year means new beginnings, new adventures, new friendships, and new challenges. The slate is clean and anything can happen. And in what other industry do we get to have that fresh start every year? And so I just wish everyone uh the most amazing school year, students, teachers, staff, parents, everybody. So, and with that, um, hope everyone has a good evening. I'll pass it to Mr. Reyes. >> Thank you very much, board member Hasso. Board member Reyes. >> Yeah, you took a lot of my Yeah, we we it it was nice to go to back to school night at Royal Oaks in Valley View. Um, it came fast the beginning of
060school. Boy, summer, it's, you know, uh, it doesn't seem like it's long enough. Uh but um especially for parents, they they uh I talked to quite a few parents and they were excited to have their kids back in school. It's it's now a little break for them as well. Um, I I would I would like to see um that they start a little later because it seemed like Royal Oaks didn't have the parents that they've had in the past because it seemed really early, a real early start, and I I don't know too if that was due to the heat, you know, but but one of the things that I think we should emphasize when we have a group of parents is the ADA and how important it is for our kids to be in
061seats, you know, and show up to school because of of, you know, the losses that we've had in the past years. I think we need to really emphasize on emphasize that to them, you know, and because uh it's important to do and I and I think all of us need to when we see parents, right, is is to let them know, hey, it's important to get them in in school, you know, don't let them stay home. Come on, bring them out here because it's because that that that all adds up. It all adds up. So, um I guess we're going to go to close session, huh? >> Uh yes. >> Okay. So, have a good evening everybody. Thank you. >> Thank you very much, Board Member Reyes. So, uh Dr. Hillman, did you have anything
062you wanted to say? >> Okay. I have one thing. This is not very conventional thing to do because there's somebody out there watching and it's his birthday. It's my husband Tim's birthday and he watches every board meeting. So, happy birthday, Tim. >> Happy birthday, Tim. >> That's all. Thank you. Thank you, everybody. >> All right. Thank you very much, Dr. Hillman. All right. So, yes, indeed, we are going to uh head back into we're going to be adjourning uh this open session and we'll be going back into close session. uh after which we will report out any action that's taken after close session and that will be back at the district office. Uh so I guess um we do >> uh I was told we don't have to. Yeah, we can report out over there.
063>> Um so we do we do adjourn this meeting though. Is that correct? >> Okay. No, we just go. All right. So all right, we will we'll adjourn later. So thank you very much everyone.