001all right thank you very much I was about to announce that we did not have the live stream but apparently we do so no no no it's just internal okay so we're going to we're hoping the live stream will be up soon and seeing that we have our board members uh I hereby call the November 2024 meeting of the State Board of Education to order at 8:37 a.m. and I understand that member rodri is participating in this meeting from a remote location uh so member Rodriguez I see you there on the screen consistent with recent changes in the laws governing our meetings I must ask you the following would you confirm that you are present yes good morning would you would you confirm that there is nobody in the room you are participating from remotely
002there is no one in this room right thank you and I'd like to commence by saluting the flag and vice president GL you please lead us in the pledge of alen and I'd uh like to welcome uh board members uh staff and members of the public who are attending this board meeting in person uh we will be clearing the room for a closed session midm morning and taking up closed session after item three reports from the 2024 student Advisory board on education uh there are three agenda to the agenda item one 2024 state board screening committee recommendations regarding appointments to The Advisory Commission on charter schools advisory Commission on special education California practitioners Advisory Group and the instructional quality commission item two 2025 26 State Board of Education student member recommendation of three finalists for
003submission to the governor for consideration and appointment item three reports from the 2024 student Advisory board on education the proposed waiver consent items are W1 through 13 and the proposed regular consent items are items 6 through 12 uh we have a few changes in the agenda we will reopen item one later this afternoon to take action on the preliminary report of actions draft September 2024 meeting minutes we will reopen item one for a second time towards the end of the day to report on our liaison assignments um item nine the California assessment of student performance and progress regulations uh was withdrawn by the state board on Tuesday November 12th because the permanent regulations that were the subject of this item were accepted by the office of administrative law that is an accomplishment it takes a
004while for that to happen and submitted to the Secretary of State which has obviated the need for further action on adoption of emergency regulations at this time public comment will be accepted either in person or by phone members of the public wishing to call in for public com mment should view the live stream of the meeting to know at what time public comment will occur for each item public comment may be provided by dialing the phone number entering a participant access code and then following each of the operators's prompts those will be displayed on the screen uh as we go through the meeting upon dialing in callers will be added to a caller queue the operator will notify callers when it is their turn to provide public comment we also ask callers to please turn
005down the volume on their computers if they're following the live webcast to avoid an echoing effect members of the public wishing to provide public comment in person should sign up using the binder at the table just outside the room the binder is on the table with separate pages for each item number this will help the staff ATT track the in-person speakers for each particular item public comment will be limited to one minute for each speaker where speakers require interpretation two minutes will be provided item 16 is the general public comment item during which members of the public May provide comment on matters that are not specifically listed on the board's agenda I'll now open item one which is our state board projects and priorities item uh and I will turn it over to State superintendent
006for his report thank you madam um president and members of the board um I'd like to start um by welcoming our student Advisory board members we look forward to your presentation and uh the focus on how we get uh input and voices um on school boards all across the state U which is the law and um a good law not just because I was the author of the bill but because we think it's a great thing to hear from our students and I would note that um in one of our 58 counties now students are able to vote in Schoolboard elections and I believe that that should be the way that we should go in this state to welcome the voices of our students so we look forward to your presentation i' like to also
007acknowledge that um this is Native American aware uh heritage month and that we should acknowledge the many contributions that the first people of the State uh have provided uh to us and that there will be many celebrations uh including one hosted by CDE later this month and um I I want to as a note of personal privilege um thank board members who um um represent tribal communities um who have have done great work uh for us and um as a note of personal privilege that I will have a chance to visit um the uro community this week to celebrate Veterans and uh thank you to our board member for your incredible work and for the invitation uh uh while this is the first meeting after Veterans Day I want to say thank you to all
008those who have served this nation and those who currently serve uh this nation I want to share some good news um as we start out we have acknowledged several we have selected several California teachers of the year um and you'll have a chance uh to meet them um including Matt windheim who's a middle school stem Aviation and Mathematics teacher at the space Aeronautics Gateway um at the academ at the magnet academy in Palmdale Unified School District Kristen LEL who's a high school mathematics and AP Calculus teacher at Grossmont High School in the Grossmont Union High School District Rober Robert maer a high school Career and Technical education Transportation Automotive teacher at Corona High School in Corona Norco Nicholas Westfall a high school physical education teacher at Alexander Hamilton senior high school we also have um
009selected two principles or two principles in California have been selected as Golden Bell Award winners uh we have Principal Paul Smith from Madison Elementary School in San Leandro Unified School District and principal Belinda ail from South Lake Middle School in the Irvine univer uh Unified School District um this is a national recognition and um they are among nine School leaders selected from the 2024 cohort of National Blue Ribbon Schools and to that point I would also like to acknowledge that California has received a selection of 30 uh schools in the National School uh the National Blue Ribbon Schools for 2024 uh 30 schools out of 356 recognized throughout the nation uh for their efforts to create powerful learning environments and to work on overall academic performance and closing of opportunity gaps can we give a
010round of applause for our teachers of the Year our Golden Bell winners and our Blue Ribbon Schools um you know I'd like to continue that and just say thanks to all of our Educators teachers classified staff administrators especially in the areas of special education um you know I'm just going to put it out there in the open this week there's been a lot of consternation about what's going to happen to special education because of threats that have been made to abolish the US Department of Education I'm going to be really clear education is the Cornerstone of our civilization and our democracy and I've been approached by so many special education staff who are concerned that a threat to abolish the US Department of Education means that there would be no special education in California um
011I don't know if the live stream is back up but I want to be clear we will always deliver on special education for California students because it is the right thing to do and it is guaranteed by law idea could not be more clear that every student with an IP or a 504 plan or other is entitled to certain benefits in California counts on the federal government for almost $8 billion from for special education uh and we will stand to protect uh special education so we don't want any of our special Educators or School psychologists or speech and language professionals or onetoone Aids walking with their heads down because no matter what California will protect California education and so I want to be clear about that for those who I've heard from and uh we
012will continue to work with Congress and other Advocates to protect education in in California and really in this nation this is not a partisan issue this is an issue of providing what is right for students all across the country and we will work to preserve that funding for California students even if we have to fund it ourselves and so uh let us continue to uh focus on accelerating learning in the state in the many great opportunities that we have you know the voters have just passed proposition two which gives US1 billion dollar to support education in prek through 12 and in the community colleges sector so that our students have First Rate uh environments to learn in and we know that these environments support learning uh I hope that you all will will join me
013as we continue to provide supports for our Native American students in the state we provide millions of dollars in Grants for after school programs and mentoring programs and tutoring programs and you know excited to work closely with um the uro tribe and yocha Dei winon nation and Wilton Rancheria and other tribal communities um in the Sacramento area and throughout the state um we have much to be grateful for and proud of and we will continue to work on things like improving um graduation rates for Native American students and reducing chronic absenteeism and addressing homelessness for our students you know they say that a rising tide saw boats and if we work harder to support our Native American students and black students and Latino students and low-income students we will see a rising trend for all
014students in our state and so in that way I also want to mention that on Friday we will also be hosting a webinar on black student achievement and uh we will talk about how we support and overcome racism when students get text messages in this country that say that they're going to be enslaved we really realize that we still have work to do to overcome the impacts of racism and I'm thankful to the governor and many of our law enforcement agencies who are working with us to investigate these threats that have popped up just in the past week uh to say that we will support all of our students and we invite you to participate in the black student achievement webinar on this week I I would also mention that we will continue to support
015um our immigrant families and that California has an incredible tradition of supporting immigrant families and we've heard from families who are fearful that students may go to school and come home and their parents won't be there and we know that this has a a mental health effect on many families and we want to remind anyone who's seeking mental health support for any reason to use 988 a number that you can text or call 24 hours a day 7 days a week for anything to get uh support but we want to send a message that we will work with our schools to uh support them as we support our immigrant families because it's the right thing to do and in California if students stay home out of fear of some deportation consequence that not only hurts
016their learning it also hurts the financial stability of our schools that are already willing to deal with and counter uh declining enrollment and so um we're I'm grateful um to organizations like California's together who've already offered to work with us on how we help our schools as it relates to any fear about deportation consequence quences and we invite any other organizations that wish to work with us uh to reach out I'll close with this um we are going to be uh working with three 250 school districts across the state and what we're calling the move the needle um uh effort um we're very proud that there's been some growth for students in many areas of proficiency on Statewide test scores and we like to continue to build that and so we're working with 250 school
017districts that have received the learning recovery block grant expanded learning dollars um have received professional development Grant educator Effectiveness grants uh we want to work with these districts to Leverage The Power of all these grants together to continue to grow um and expand the work of the move the needle uh cohort I want to thank Dr uh darling Hammond for participating in the first meeting and first convening of this cohort um some of these districts are very small without resources but they have important resources reading coaches and Specialists and we believe that we can Leverage The Power of all these grants in tandem to help Drive student support and so um Madam President we uh proceed with our heads raised High thanking our Educators and families for their persistence even when things are difficult or
018cloudy we will stand for special education we will support our Title One schools we will support um financial aid for California College students uh and we will continue to preserve and protect education in the great state of California this concludes my report thank you so much um I want to start by thanking superintendent Thurman for all the important work that he and the department have done to both launch schools this year and I have great confidence that we will protect and preserve and improve California public education uh and U as the fourth largest economy in the world uh we will uh work with the federal government where that is possible and do our own California thing where that is necessary for our students so appreciate that um there is a great deal to tackle right
019now and I also want to welcome the student Advisory Board um I saw some of you in your bunny pajamas out there at 5: in the morning when the alarms went off at the residence in and we are all dressed up you look terrific in your uh suits and ties we have we are uh ready for a long day uh and we're excited that you're here with us as you may have seen uh the post election the governor did call a special session of the legislature to protect Californian rights and access to critical services and programs uh and for our part we're going to continue to work collaboratively with our education Partners uh to be sure that all of our children have the opportunity and the environment in which they can Thrive and learn and
020succeed um I do want to mention that our hearts go out to the Ventura County uh Educators and parents and students uh who continue to feel the impact of the Mountain Fire which closed close to a 100 Schools and impacted more than 60,000 students we are grateful uh for the efforts of calire and the California office of emergency services to contain the fire and help start the recovery process um on a positive front we do celebrate Native American Heritage Month a time to celebrate uh the diverse and Rich culture and history and traditions uh of native people in California and also to educate everyone to raise awareness about the struggles uh that native people have faced in the past and as well as in the present and um I hope we can find meaningful opportunities
021throughout the month and then the year um you know these these months where we celebrate things are useful for Consciousness raising but really we need to be thinking about um the work that we're doing all year round and not limit it uh in time and space as we move into the fall and winter months our work certainly doesn't slow down as all as as superintendent Thurman mentioned we uh recently released the Statewide test scores um and the department will be presenting those results in more detail uh later on so I won't go into great detail but I do want to um acknowledge that we are continuing to turn the corner on the pandemic and we had gains in English language arts and Math and Science and even as we have seen seeing uh increases in
022the numbers of uh vulnerable groups of students uh in this year there was an increase of more than 60,000 low-income students in California uh since I joined the board since you uh came on board we um went from 58% of our students to 65% of our students being socioeconomically disadvantaged growing rates of uh homelessness uh in fact those students uh in that um category improved even faster than uh the state average on the test this year so the Investments that we're making I think are paying off black and Latino students showed positive score Trends in math across all grades and in English language arts across most grades um students experiencing Foster carea larger than average gains in many levels so I think that we're you know leaning in and supporting students in ways that are
023beginning to uh show um a payoff in many school districts um the significant increases uh really do um tie together with the programs that superintendent Thurman mentioned uh with Community Schools with the investments in TK with the investments in uh meals and mental health and I think that all of those things plus the investments in professional development are um beginning to show their effects uh as you know the governor and the legislature um have also supported after school and summer learning and that will continue so many states did that during the pandemic we are in this for the Long Haul in California addressing literacy has been a particular focus of Governor nome's administration of superintendent Thurman's administration of the state invested in professional development and adopted new policies uh that comprise our literacy strategy uh
024including the funding for literacy coaches uh in more than 800 schools and uh assessments uh new assessments for pre-service teachers uh we will be hearing about the new screener for risks of reading difficulties that will come to us for approval in January at our last board meeting in September we heard a comprehensive presentation from the smarter balanced um assessment Consortium about how to understand the results of our assessments and how vital it is for continued gains that we have an accurate understanding of what's being measured and what the scores mean and that we can communicate that clearly and we'll take that issue up again today as well as we lean into evaluating and Improv improving student learning and later this month we will officially release the remainder of the 2024 California school dashboard which is
025a key component of our accountability system uh which includes you know the latest data on graduation rates and suspension rates test scores college career indicator chronic absenteeism and local indicators and we are optimistic that we'll have more good news to share uh of course um those student achievement in high quality schools go hand in hand hand with high quality Educators and superintendent Thurman congratulated our uh teachers of the year and I want to add my congratulations to them uh and to the recipients of the Terell Bell outstanding School leadership awards uh which honors School leaders who are committed to education as a powerful and liberating force in people's lives principal Paulette Smith from Madison Elementary and San Leandro principal Belinda ail from the South Lake Middle School and Irvine un ified uh were among those
026announced by secretary Cardona uh just recently and U we appreciate them and all of the Educators they represent for their hard work and dedication finally in Bitter Sweet news I want to take the opportunity to congratulate Jessica Holmes who has been offered and has accepted a position as the program budget manager of the education systems unit at the Department of Finance this this is a wonderful opportunity and uh Jessica is eminently qualified to take on this responsibility fortunately we will be keeping her in our family as she will work closely with us in shaping the governor's education budget we are excited for her but she will be sorely missed by all of us here at the board uh appointed by Governor Nome Jessica served as State Board of Education Chief Deputy executive director for the
027past three years she's been indispensable in developing and implementing our California for all kids TK through 12 initiatives in many many areas too many to mention um but uh in particular in recent months she has stepped in to lead the work of the reading difficulties RIS Greener selection panel which has been an enormous uh task we didn't realize when the bill came our way what it was going to inail her breadth of experience her expertise has been instrumental in fostering cross agency collaborations with agencies such as the Health and Human Service Agency the office of Youth and Community restoration the California natural resources agency uh prior to coming to us and I will just say what in this period of time it's I have learned so much from Jessica and I think all of us
028have she is extraordinarily knowledgeable uh about uh almost everything that goes on in education in the state be uh before she came to us she was with the uh Department of Finance as a finance budget analyst so that's been an enormous uh body of expertise uh she was before that a math and Engineering teacher at Futures High School in North Highlands California and uh she served as a fiscal and policy analyst in HHS during the Schwarzenegger Administration so she's had an amazing um set of uh experiences that have we have profited from in so many ways uh you've made an indelible impact on the board and we look forward to continuing to work with you and celebrating your achievements on behalf of the students of California we do have a certificate for you and a
029hug and Brooks will do the honors Madame President we invite jessco back to do some guest teaching and math and Engineering anytime you like we welcome you back congratulations I will be brief um because I know we have a lot of important work to do today but I just wanted to say it has been an immense honor to serve um all the members of the State Board I can't tell you how inspired I am by um not only your great expertise um and your heart and your love for this work but also the fact um that you guys really enjoy each other and um do I think are able to accomplish so much more because of your excellent uh commitment to each other and to the students of California um thank you very much Mr
030superintendent you've always been so supportive of me um Linda you are an amazing North Star and Beacon for all of us and I look forward to continuing um to support both um the priorities of the board of you and of the new Administration in my new position and finally um state board staff are the best staff um of any state board in this country not that I've met any of those other people but I can't imagine um that they're they come anywhere close um to the folks um that work here and I'm just so grateful for the time that I've been able to spend with them so thank you all very much appreciate [Applause] it all right well we are going to jump into the agenda I know we're all looking forward to hearing the
031reports from our outstanding student Advisory board members MERS and so let the program begin we are going to start with item two uh of our um agenda with uh the recommendation for a finalists for submission to the governor for consideration and appointment and while we've just mentioned we've just welcomed Julia to the board and we're thrilled for this year that you will spend with us it is already time to begin the selection process for next year's member so uh the um State Board of Education screening committee recommends that the State Board approve these three finalists as identified in the item addendum uh and the item will be presented by the screening committee chair vice president glubber Woods thank you president darling Hammond and good morning to everyone um as you all know and we say
032this every year the uh student board member selection process is always a highlight of the work that we get to do and um as in years past we have had an amazing amazing group of applicants this year just as a very quick reminder every year high school students in their junior year are invited to submit an application to serve on the State Board of Education as a student member and last year um really under the requests and probing of many of the students that were part of the CC and around we were encouraged to look at additional ways to increase the applicant pool and um I will say we were quite excited to see the increase in size and diversity of applicants that applied this year um we use strategies such as um expanding Outreach
033to student organizations enhancing social media efforts providing a media toolkit for partners and featuring a commentary by last year's student member in edsource so there were a lot of efforts that took place between last year and the submission of applications this year to really cast The Net across the state of California and uh encourage a wide range and diverse group of applicants and this year we had 63 let me look at that number yes 63 students that applied and that is more than twice the amount of applicants we had last year and in the years before so I I say to all of the students and all of the adults who helped in that effort thank you thank you thank you um it was indeed a pleasure pleasure to read all 63 applications and get
034us to this point today the screening committee which is made up of myself board members ESO and Lewis also board member mcquillin assisted in the first phase of the student member recruitment process and we narrowed it down to 12 candidates when we met in October those 12 candidates attended the student Advisory Board um on education conference which took place right down the street as president darling Hammond said and was graced with a fire drill at 5:00 a.m. this morning U and at that conference they made uh presentations to student delegates and those student delegates selected from the 12 six candidates for us to interview so we were had an opportunity joined by student member clawen to interview those six candidates and we were extremely impressed and can I say to the students who are here
035in the room and those who might be in the over flow what a difficult decision we had in front of us I I will tell you president darlinghaley committee as semi-finalist so as you hear your name called please come get certificate board member mcquin will be at the podium to present it to you so our six semi-finalists were Edward a abasco from Saddleback High School and that's within the Santa Ana Unified School District Ed W you may come forward congratulations for being a semi-finalist and thank you again for the submission of your application we also uh had Lennon coffen from Irvine High School Lennon please come forward and Irvine high school is in Irvine Unified School District congratulations to you Arnav dargar from Canyon Crest Academy which is within the sandigo Unified School District in
036San Diego [Applause] County I also want to acknowledge one of the students who is not here with us this morning but Jasmine Garcia from Davis Senior High School in Davis Unified School District in Yolo County also was a semi-finalist we had Bridget McVey from elero high school in West Contra Costa Unified School District in Sano County come on up [Applause] Bridget congratulations and thank you for taking the time to apply and also Zariah white from deanza high school which is also in West contracosta in Solano [Applause] County we thank those six semi-finalists as well as the others uh that made up that 61 63 student applicant pool for taking the time to apply and the interest in serving on the board now I'd like to acknowledge three of the students who are identified as candidates
037for the student board member position that we had opportunity to interview yesterday and again as your name is called please come forward and receive your certificate from uh board member mcquillin Justin Chu Griffith from West Campus High School in Sacramento City Unified School District in Sacramento County congratulations Justine tun rajes from Dublin High School within Dublin Unified School District Alam County congratulations it's such a pleasure to meet you as well Anna Maya Ravi from Washington High School which is in Fremont Unified School District in alamina County so to those three thank you so much for taking your time yesterday afternoon it was indeed a pleasure and board members I do say before I give you the the three finalists that we are bringing forward for recommendation um again how phenomenal this group of students uh
038really truly is we sat in awe with those who have created their own businesses and nonprofit organizations to address areas of need and concern and uh we sat in um reflection as to what we were possibly doing as high school students uh because we were doing none of which these uh phenomenal students are doing um and I had to reflect on my time on MTV but that's a conversation for another time and another place but these students are absolutely phenomenal and they are putting action into thought and doing some phenomenal things so it it is at last my pleasure to announce the three final list that we'd like to bring forward for your approval for recommendation if these names are approved these applica applicants will be forwarded to the governor's office for consideration and that
039the governor's office will make the final selection of the student who will sit as the 2526 student member of the State Board of Education so for our three recommended finalists I would like you to introduce yourself at the podium by telling us uh your name and where you attend school and the name of your school district so first I'd like to start with deanes agal from Dublin High School and that's within Dublin Unified School District in Alam County congratulations to you and please introduce yourself as I've already said all of the things I've asked for you to say but please do it a lot better than I did of course thank you so much um my name is Devan agrawal I'm a junior from Dublin High School from Dublin Unified School District thank thank you
040so very much congratulations next I'd like to bring up Vanessa Ai and she will tell you where what school she attends and the district you good morning State Board of Education my name is Vanessa egay and I attend Whitney High School located in the ABC Unified School District and thank you so much for this honor thank you thank you and our our third finalist is rashall Milani rashall come on [Applause] up hi my name is rall mlan I go to montavista high school in the San Mo Valley Unified School District it's such an honor thank you so much thank you thank [Applause] you and president darling and that concludes my of this presentation and after public comment I will be ready to bring a motion forward to the board okay thank you and we'll get
041the public comment um slide up and the phone line will be open for public comment the live stream is I'm told now working so uh people can see and and hear us uh members of the public wishing to call in uh to provide comment may do so by using the telephone number and the access code provided on the slide that is shown now and while while I we are waiting for members of the public to call in I want to ask other board members who participated in this year's student selection process if they have any initial comments um we'll start with um member Lewis good morning thank you I can only Echo what vice president Glover Woods has already said it was just a pleasure to meet and to interview the candidates yesterday the ones
042we interviewed online and to read all of your applications and like what's already been said you guys are doing phenomenal things and it's just encouraging and it's very hopeful uh for the future of our communities our schools and our country and just thank you all for taking the time to submit your applications and go to go through the process member es Cabo I I just appreciate the leadership that everyone exhibited during these interviews uh the amount the the activity from um environmental science to you know working on social justice I mean I'm just floored uh the amount of time and dedication that you're providing for your communities and at the same time by the way I did look at your transcripts A+ is everywhere a I mean amazing amazing Scholars a great combination of amazing
043human beings and brilliant million people and we we need this in in our world continue continue leading your communities continue helping all those who who may not be doing as well as you right a good leader is not someone that just strives on their own but brings others with them so again it is an honor to be uh in your presence thank you awesome member mcquillin I want to say just ditto to the other members what they've said it it was fantastic to read all the papers I'm I'm so hopeful for the future of of our state of California and all the leaders that that that we have present here today thank you for it was an honor to read the paper so thank you m Clawson yes thank you uh to the top 12
044everyone who applied um I'd also like to uplift the fact again that we had double the amount of applications this year um and I'll I'll credit also Anya aapon the former board member uh with the work that she did to make sure that we had a more a bigger pool of applicants and a more diverse pool of applicants this year um this was actually the one of the parts of the position that I was most looking forward to when I was first appointed to the board was getting to be a part of this process and and watch uh the top 12 and then top six then top three um really demonstrate the advocacy work that they are already doing they're already doing the work they're already being leaders and they will all continue to be
045um and you know something that really stood out to me is they are all already thinking outside of their own perspectives and uplifting others whether it's in their speeches when they were engaging with all the delegates at the student Advisory board on education um or interviewing with us and uh I'm so proud that they are students in California I'm proud to get to know them um and I look forward to supporting all 12 uh and seeing all the work that they will continue to do and then eventually supporting my predecessor or my successor thank you so much uh do we have any comment in the room public comment in the room we do not and on the telephone uh there are a few callers I'm not sure if it's for this item but I will
046open the phone line now um good morning State Board of Education uh you are now live you have one minute please start your public comment okay hearing then next caller you are now live please state your name and affiliation you have one minute oh and they just dropped also I'm sorry that concludes public comment for this item okay um so we're now open for board discussion any board discussion other than what an amazing amazing group of young people all right I'm ready for a motion yes please remember Glover Woods be very formal here I move that we approve the three finalists that have been shared with you um during my comments today and a second member Lewis all right Brooks can you please call the role member Clawson president darling Hammond yes member of scabo
047yes vice president glev Woods yes member Lewis member mcquillin member Olin yes member Rosco Gonzalez yes member pattillo brownson yes member Rodriguez yes member Yosh Moro yes motion carries neously all right thank you and thanks to vice president GL woods and the screening committee members and to all the students who took time to apply and to participate in this year's process and now we get as a treat uh our um reports from the student Advisory Board uh on education conference this is item three and the item will be presented by the student Representatives who participated in the 2024 sa conference we've been um waiting for this for uh some time and the item has an agend an agenda if you're looking for it uh which is the conference report uh first I'd like to ask
048board member mcquillin and then student board member Clauson as this year's L on if they want to share any comments member mcquillin again this is a real treat I look forward to this part of the Year also it's it's just fantastic the topics and subjects that that are near and dear to all of our hearts uh looking forward to the presentation so thank you remember Clon yes absolutely it's been an absolute pleasure uh to be able to be there for the student Advisory Board and education and help out when I can but honestly they really didn't need my help I was trying to think of feedback for their proposals they are so strong their speakers are excellent and they've been pouring in so much work long days early mornings late nights to make these proposals
049uh feasible realistic um but also aspirational for what we can do as the state and what we can do for our students and uh I look forward to hearing the final products today all right very good um after the um uh at this point I think we're ready for the presentations and we have various presenters for these item each presenter will be introduced by akshaya Allah education policy director of the California Association of student councils with a brief introduction by David shijun Bay this year's State president of the council and David uh please begining in all right thank you good morning president darling Hammond vice president Glover woods and esteemed members of the board my name is David xijun Bay and I'm a senior at the Orange County School of the Arts having the privilege
050of serving as a state president of the California Association of student councils or Cas for the 2024 to 2025 year this year's student Advisory board on education has been especially rewarding as directors and delegates alike have shown incredible resilience and flexibility throughout the past three days hearing the unique visions of students from all across California coales into a collective movement of change has reaffirmed the power of Youth of course this experience could not have been possible without our 12 dedicated student board member candidates the current student board member Julia Clawson who oversaw the election process with Grace supporting our candidates to her fullest capacity and lastly our core Conference team who work tirelessly to make this conference possible this opportunity to create and share our proposals has been an unparalleled experience for our delegates so
051we thank the California Department of Education for dedicating the time to honor our voice your recognition of us as not only students but as emerging change makers is what propels US forward and for that we thank each and every one of you without further Ado I welcome The Cask education policy director akshai Allah for more on today's presentation thank you [Applause] thank you for the lovely introduction David good morning president darling Hammond vice president Glover woods and esteemed board members my name is akshaya Allah and I am a senior at Whitney High School in pler County I'm the education policy director of the California Association of student councils and the director of the 2024 student Advisory board on education this year marks the 61st anniversary of the student Advisory board on education which started in
052196 63 and has given students throughout the state of California a voice to propose changes in the education policy system to the State Board of Education decades L later students continue to make these proposals in the span of three intensive days the delegates standing behind me are bright talented and always open to listen and learn their Love For Life passion for change willingness to make the necessary sacrifices and desire to put the work in inspire me and so many others this year is Monumental for us behind me and outside waiting sit 61 delegates from all throughout the state who have traveled to Sacramento to make a difference within their education system the proposals the students provide before you are completely of the students own creations made up of experiences and knowledge of students who live
053in the California education system unlike other interest holders or experts in the education field our qualifications are quite simple every day we wake up and we go to school we see the areas for improvement and we seek to create that change today the six issues that we'll be presenting are those that this body has decided are priorities that need to be addressed in our education system today I come forth to you with a delegation of students ready to enact a positive change our delegation came to consensus on six topics as priorities to be addressed special education campus safety multilingual language Learners School nutrition mental health and post High School preparedness finally Cask State president David Bay will present a proposal on avenues for student voice on behalf of The Cask State Council I would like
054to thank SBE staff member Rick Rays for working so hard to make this conference possible I would also like to thank all of the board members so much for this amazing opportunity for our students to present their proposals and recognizing the importance of student board without further Ado I'd like to present our first presentation on the topic of special education presented by Yuri Kim thank [Applause] you good morning president darling Hammond vice president Glover woods and esteemed members of the board my name is Yuri Kim and I'm a sophore attending Arnold o Beckman High School in the Tustin Unified School District the California Education Code states that all persons in public schools regardless of their disability gender identity nationality race or ethnicity religion or sexual orientation are entitled to an educational experience free from discrimination
055this core belief is the foundation of our public education system California is home to one of the most diverse populations in the country and this doesn't end with our schools in every region of California there are students with unique needs that require specialized support whether those needs stem from cognitive emotional or physical differences as one of the largest special education providers in the Country California serves nearly 81,000 individuals in our special education programs one of them being a student for Mountain View Los Altos Union School District Alyssa a 12th grade student with Down Syndrome was placed in general education classes however instead of the acceptance her family had hoped for she faced extreme ostracization by her peers her classmates unaccustomed to her differences often left her out and made insensitive remarks without support she found
056herself increasingly isolated and it became so overwhelming that her parents had to transfer her to another school the isolation that many special needs children like Alyssa face can make it nearly impossible for them to assimilate into the student body this hinders their motivation to attend school the driving Factor behind chronic absenteeism which affects over 33% of special education students in order to level the playing field for students in special education we must challenge the Paradigm of this division on behalf of the student Advisory board on education's delegation we strongly recommend that the State Board of Education ad language under the special education subsection of services and resources as well as the equity subsection of promising practices on the California Department of Education website this language should promote Statewide mentorship programs primarily through a partnership between
057the CDE in special education local plan areas or sellus in these programs teacher recommended general education students would participate in a joint program mentoring special education students in a one: one ratio prospective student mentors would submit applications to be reviewed by their local selfa in order to enter the program and would receive service hours for their efforts the language on the CDE website would also highlight existing exemplary mentorship programs to mimic demonstrating the feasibility of such programs through a pure mentorship program students like Alyssa who often feel isolated or overlooked will finally have the chance to experience friendship and belonging they'll have someone who cares someone who sees them for who they are Beyond labels or stigmas this peer mentorship is more than just pairing students it's giving these children a chance to feel seen
058valued and supported things every student deserves for some the lack of inclusion for special education students in public schools may seem like a negligible problem but for those kids this is their life their existence to be alive and different at no fault of their own is to miss out they spend nearly every waking moment with the same Dogma imposed on them to learn how to fit in this is incredibly harmful rhetoric in the continuation of this idea in our systemic institutions will only lead to a worsening disparity for these reasons we implore the board to recommend this program ensuring a future where every student in California is equipped with the tools to succeed both in school and Beyond thank you [Applause] thank you so much board members are there comments member Olen thank you um
059thank you so much for um being such strong advocates for our students with disabilities in the state um and recognizing their rights and their potential um in such a meaningful way really appreciate that um it's it's important and it shows a lot about who you are um I have sort of well a question that's sort that's um so I have a question about the mentor programs that you described as um potential exemplars I wondered if you could tell us a little bit about one of them um if you know of them and then the and then I have a second question which is a little different which is um I'm thinking about the word Mentor um and um how a lot of what you're describing is the attempt to destigmatize students with disabilities and I'm
060wondering um so Mentor tends to suggest that one group has something to teach the other group and I'm wondering if you can think of some ways that the students with disabilities might also be able to be mentoring or teaching those who they get paired with um because I think that's that's really how we start to change stigma um so that there's one's a very practical question and one's maybe a little bit more philosophical absolutely thank you so much so I can ask question uh to start off we have some examples in our proposal under previous examples but something I can personally attest to is a program that's implemented at my school Beckman High School in Orange County it's where uh students are recommended by teachers to be mentors or buddies of A Sort to students
061in the special education physical education programs so they support these students and offer that uh more specialized support that you can't really find in schools because there's a lack of AIDS for these special education students and I can personally attest to how much this program has positively impacted our student population definitely in terms of inclusion and the open-mindedness on campus programs like these they are truly a teaching experience they teach us that these students in the special education programs they're kids just like myself and my peers back there they're students with hopes and dreams and wants and they deserve that access to an enriching education every student in California does thank you so much and then in response to your second question so the way that my group envisioned this was that it would be
062a bit of give and take situation so obviously the neurotypical students that are able to Mentor these students in the special education programs would be able to teach them the social skills necessary to thrive in post-secondary education and whatever plans they may have after high school and then in terms of the relationship that the Stu special education students can give back to the mentors they can um provide them that perspective that they're going to because when you're in high school and these special education programs are often segregated from the general education program this offers them that perspective that they need in order to grow their empathy and fully function as members of society because when you're out there after high school it's it's everyone you know you're not sheltered so to be able to have
063that experience and that um worldview that you get from interacting with these students I think that would be really valuable in adequately supporting them as members of society of course yes member yashim otari thank you so much Yuri for and the to your entire group for coming up with this uh item as the lays on from the board for our students uh our advisory commission for special education I was very pleased to see this uh as an as an item today I um have a question about the process that that you participated in to get to this and I was just wondering ing if the the team had a chance to talk to students with disabilities uh in the development of this of this proposal and uh and if not if you're interested in in
064learning more I'm sure we could arrange a staff member to uh just have a little bit of a briefing the Senate Bill 2 291 passed last year and that added two student Commissioners to The Advisory commission for students with disabilities for the very first time uh this last school year so we were excited about that and uh anyhow just kind of a simple question just wondered if there were students with disabilities consulted in the in the process and you don't have to mention any names of students but just more generally thank you of course yes so we did uh discuss this extensively you know having that aspect of voice from students with disabilities so we weren't able to actually directly speak to a student with disabilities that is in the special education program but there
065were many members of our group that has had extensive experience with special education students I personally work with um students neurod Divergent students very regularly and we did have other members of our group who felt the same way so that was what led to this proposal because we as students recognize the lack of integration in our schools and how this could benefit the special education population on a broader level thank you so much thank you you so much for that really brilliant uh presentation uh and um consider deeply what the implications are in many ways for integrating students with special needs into the school population in a way that is supportive communal and empowering so thank you so much thank you so much and we will group two our second presentation will be on the
066topic of campus safety presented by William Lee thank you [Applause] so imagine sitting in your classroom and you're listening to your teacher when you suddenly hear a loud bangs in the hallway your heart begins to race and your mind is suddenly filled with questions that no child should ever have to think about what is happening are those gunshots what do we do now am I going to die sadly though these are the thoughts of many confused and scared students all over the country they are left wondering what to do in situations like these because they were never taught how to properly handle a crisis students not being proper Ally educated on these preventive and responsive measures unknowingly put their lives in danger during a crisis the unfortunate reality today is that these safety threats that
067Target our campuses are becoming more frequent dangerous and deadly this really should not be our reality and something needs to change good morning superintendent Thurman uh president Darley hammed vice president Clover woods and all esteemed members of the board my name is William Lee I'm a junior at University Preparatory School in Reading California today the student Advisory board on education would like to address a address a critical issue regarding campus safety we have identified a lack of prioritization availability and commun and communication of standard safety and education and response missions in schools in the light of rising safety concerns students teachers and parents alike find themselves asking the same question are we really dis prepared for emergencies well the answer students and staff lack the prep preparedness they need to stay in safe safe in
068these emergency situations because of the outdated and inconsistent safety protocols and communication so therefore we recommend the State Board of Education to create an in-class presentation containing preventive and responsive measures in regard to campus safety for elementary middle and high school students we further recommend supplying additional educational resources for students staff administrators and parents these presentations can also be added onto with previous safety plans of the community District or school it is applying to and thereby effectively conforming to the con particular needs of any campus the cssp or the comprehensive school safety plan would also be included in this presentation now there are two main reasons why we believe this recommendation would directly address the campus safety crisis one developing a more structured format that encompasses the best safety practices for each school will increase
069understanding of emergency procedures reduce the anxiety and the risk of harm during a crisis two having a almost Statewide safety framework based on school level will make the safety procedures throughout the state more similar to each other this will allow for the existence of a almost standardized procedure that is familiar to every school in the state ensuring that every school has sufficient and accurate safety procedures this will equip staff and students with a more but not exactly homogeneous knowledge on what to do in any threatening situation regardless of school location well-informed students and staff are more likely to respond appropriately to also prevent an emergency which can reduce the number of incidents by offering additional resources that can be promoted throughout the schools such as followup emails handbooks videos and more we can then Foster
070a school environment where students feel safe supported and focused on their learning when students are confident in their school safety procedures they experience less anxiety which contributes to a more positive mental health environment it can also increase attendance rates as parents feel more comfortable sending their kids to school environments that are absolutely safe the state superintendent of public instructor and Director of Education Tony Therman would make the outline for the presentation which would result in minimal cost safety should be the number one priority on any campus by establishing our recommendation to implement a reliable framework for emergency preparedness we can equip California schools with the tools to Ure to safety well-being and academic success fits 6 million students and future n Nations only with the S only with the aspect of safety taking care of
071will the students be able to focus on their education and teachers can focus on teaching thank [Applause] you thank you so much um board members Rosco Gonzalez um well Willam thank you for your presentation I'm a classroom teacher and it's really important what your presentation's about it I appreciate your proposal's emphasis on adaptability and inclusivity um my question to you is campus safety often involves multiple stakeholders parents teachers law enforcement how does your proposal plan to engage these groups effectively to support your initiative wait you mean law enforcement or yes um t teachers all stakeholders teachers students parents how do you plan to involve all stakeholders including law enforcement um law enforcement well the law enforcement when they they they can they can do the presentations in either in in a form of either an
072in-class presentation or an assembly depending on what the school needs um it's optional that law enforcement can come to volunteer and talk talk at the assembly which can increase student engagement because I don't think because I don't think students would want to keep listening to teachers voices and want to hear at least hear something else in their lives and and for the and for the teachers um they will also read the safety proced read the new safety procedures and be accustomed to it so that they are more familiar on how to respond to every school emergency which Al can also mean that if for any reason a teacher needs to transfer to a new transfer their employment to a new school um they can be somewhat familiar with it and so then so then when
073they add the new school they're not going to be like what what should I do so they're at least somewhat familiar with what to do and and readapting to the new procedures won't be that challenging yeah president CL thank you William thank you so much for the presentation as you and as you started um your present um one of the statements you made just really struck me which is the safety threats are more frequent and um as saddening as that is um it is in it's definitely a fact safety threats on our campuses are happening a lot more frequently and it does beg that question are we prepared for an emergency so um I my question is in regards to the standardization of presentations of safety presentations and and how it may allow for adaptability
074or or flexibility depending on the area so I I'll preface my question a little bit with this we know that uh threats of safety can come in a variety of different ways let's say from an active shooter to a fire situation on campus and various other things and um we also know that throughout our state our school facilities vary as well as as far as amount of space location um some are in more uh highly populated areas some in less populated areas so my question is um did your group have opportunity to talk about how the standardized presentations would um how the standardized presentations would allow for the adaptability based on the local situation and the local geographic area where they may be uh where it may occur yeah so we we thought we thought
075about this a lot a lot last night in fact and we're thinking more of like um kind of like like more so like more of an outline that we can we can do and um the St the quote unquote standardized procedure can kind of have like contents that we kind of need like for example you you must kind of not you must um you you we recommend that you address fire fire fire crisis um active shooter um I don't neighborhood walkdown any walkdown and so we're thinking we can leave this slideshow a lot more adaptable by making it more of an outline so that um schools can schools can make changes to it by simplifying it or adding on to the presentation for different schools campuses districts and even grade levels wonderful thank you William
076thank you for that clarification appreciate it there comments from board members yes member Carson thank you William I don't have a question I just want to to compliment uh your group on your proposal then also you on your speech um school safety is something I'm very passionate about just when you started your speech um it what the anecdote that you started with was really um was really profound and it's very unfortunate that's something that we have to think about often um it's unfortunately relevant to students across California um and I just wanted to compliment uh you and your group on you know how your proposal addresses the toll that worrying about safety concerns takes on Mental Health both for our students and our Educators um and our administrators as well and I think you uh
077approached it very well and then also you know left room so that this could be adapted on a per region per school basis because our state is so diverse and so large uh so congrats to your group and congrats to you thank you William thank you and I'd like to once again thank um president darling Hamed vice president Glover woods and all esteemed members of the board for your time and your uh attention to our proposal thank you we appreciate it and let me let let me ask if we could have the members of group two to stand up and then we're going to ask the members of group one so we can see everyone who worked on these proposals can we see the folks who worked on the school safety proposal please stand up
078so we can recognize [Applause] you and also the uh group that worked on the special education mentoring proposal please thank you we appreciate all of the analytic uh Power and uh heart and commitment that you're bringing to these um presentations and to the analyses and I know we have to move people in and out of the room at this point so I'm G to uh ask that we uh bring groups three and four into the boardroom and uh members of the board this is your chance to get a cup of coffee I'm going to get my cup of tea yeah e e e this very efficient process all worked out all right we are going to reconvene I think everyone's here please I connected be a Hardline no I'm connected via oh was that just
079a moment clay we can hear you morning morning imagine a six-year-old girl who recently immigrated to the United States neither She nor her family speaks fluent English and she's thrown into a local elementary school with elad text on her first day some extreme emotion may appear and ultimately this is going to lead to overwhelmed being scared and even start to cry well that wasn't the case for me I felt nothing because I didn't even understand what lpac test was in the first place the test was just a pile of staple paper and a pencil on the desk and little did I know that that was going to lead to a downhill from dare I realized that I didn't have any sort of communication with anyone I got bullied for my pronunciation and grammatical erors I
080hope for someone who would come and rescue me talk about my test score and teach me English yet no one was there to rescue me after three excruciating years without any response I had to save myself but however there has to be a better way to improve this for everyone good morning morning president darling Hammond president Glover woods and esteemed board members my name is Alysa Jung and I am a sophomore attending St Margaret's Episcopal School I am bringing attention to multilingual language Learners in California and how we can bring more support in the current California education system English language Learners are required to take the Alpac test annually out of roughly six million K through tall students in California English language Learners makes up approximately 19% of the population approximately 1.1 million students however
081only 18,000 student pass annually and those who do not meet the requirements are must retake the test the following year English language learner do not receive support after the elpac tasting testing Pro process for improvement which can be reflected based on the rec class reclassification rates ultimately District maintain on inadequate status quo for English language learner due to a lack of understanding of the students needs with consideration our team has decided to propose a pilot program set to be recommended on a district level more specifically on a schoolto school basis to support local student with additional resource this program will require program coordinators to reach out to English language Learners with additional support and pet- peer interaction to help them with Alla testing translation and bonding conversations to help them expand their language comfortability this
082will be implemented by the collaborating with existing after school programs mandated by the Department of Education an after school program such as expanding learning would mean a district official is on school grounds for this program to take place and this will also enable the district advisor to be a supervisor for this program as is based on Pure service the pilot program will be passed by the California Department of Education under the funds of prop 98 and more specifically under a preexist pre-existing subbranch of lcff addressing English language Learners it relocates current funding of English language Learners towards our solution which cost approximately $2 million this will be pilot in the Santa Ana Oakland and Fresno School District over four years we selected the following School District as they retain a smaller population and a larger
083quantity of English language Learners and as they retain um in said District which makes the program in the most effective in both cost and process this will be in Central in our community to ensure basic equality and justice involve everyone in safe space while without restrictions and that District are to follow the guidelines when providing support with critical counseling between high school students teaching peer student HK through 12 more spe more specifically the methods are actually are up to interpretation from speci District regarding specific policy time and place ultimately with the additional support offered by this program English language Learners will receive helpful feedback to break away from language barriers with the implementation of this pilot program more data will be able to collect it and analyze to provide more custom assistance to English language
084Learners communication should not be a barrier that blocks us from one another inclusion of diversity sends into our learning environment and growing into a more accepting community sometimes I think back on how many other students are there facing the same situation I faced back in my childhood and now we can change that let's create a system that allows every child to thrive regardless of their Ling linguistic background and education should be a pathway to empowerment and by prioritizing inclusion we can ensure that no students is Left Behind we can build a more connected resilient and compassionate Community for our future Generations thank you [Applause] all right board members comments yes member esab thank you so much I may I may share your clip with uh our next December 3rd uh Regional English learner uh meeting
085with so thank you for your passion any thoughts about the pilot program any pilot programs that you've seen work in California I know you kind of talked a little bit about the dual immersion program some other initiatives but and any other successful Pilots um research that you've noticed yes so I'm aware of the current pilot cens are funded under the California dep Department education and it's ultimately based on District to district and that's why pilot program are being a suful trend Su um successful Trend right now because there are C to what different regions are like with their own needs because if we were to pass something for like um from the state level directly it may lead to like um inflexibility and stuff like that but ultimately by us trying to path through pilot
086programs it will be able to get a more flexible results and see it um through different um results and data across different districts that's why we wanted to have like a more customize instead of trying to have like a fixed standard for everything okay thank you thank you other uh board members comments all right um thank you very much and I'd love to also congratulate the members of your team could you please all stand for [Applause] us it's a very important issue and we really appreciate you bringing both the person personal experience and the policy framework to us for consideration thank [Applause] you uh group four our next proposal will be on school nutrition presented by Kevin her thank you good morning president darling Hammond vice president Glover woods and esteemed board members my name
087is Kevin her a junior from Sunny Hills High School and a food fanatic the importance of a healthy diet is no mystery to anyone as it is imperative for the well-being of not only our physical health but also mental luckily our state has already made tremendous strides in providing free lunches to all high school students for me it has become a tradition for my friends and I to wait in our lunch line catch up and afterwards share a meal together and that's only possible because school lunches are free in California however despite the progress made the stigma surrounding what is served is needless to say not always so positive this is a case shown in the Perry UNAM study which showed that 64% of students claimed that if there were more food options they would
088actually eat the school food additionally as a pescatarian student I know firsthand The Limited vegetarian options and the only available option without dairy is frozen sun butter sandwiches to combat these issues we must ensure that student input is considered and reflected in the conversation there is still work to be done and we must strive to do better we propose that the State Board of Education recommends to the California Department of Education provide resources to help leas Implement student Representatives into pre-existing Wellness structures established by the healthy hunger-free kids act of 2010 the healthy hunger-free kids act mandates at least one local educational agency official to ensure compliance to Local School wellness policy in addition to this mandated position this act permits students parents board members administrators faculty and community members to participate in the development
089implementation periodic review and update of the local school wellness policy while resources detailing how to implement parents faculty and community members are provided in the CDE website information regarding how to implement student Representatives is absent the impact of this lack of information is substantial from all school districts in California districts that have actually implemented student representatives are few and far between as a student of the Fullerton joint Union High School District I contacted miss chowy my school district nutrition director in an attempt to implement student Representatives at our Wellness meetings where our School menus are decided while she was very supportive of the idea she explained how she was previously unable to include student Representatives because she lacked the information and resources which pertained to implementing this student position our proposal is a direct solution
090to this problem where local educational agency officials are finally provided the resources needed to to promote student Representatives our solution would require little to no cost to implement as the only funding needed would be to directed to organizing and distributing these resources examples include uploading the resources to the CDE website as well as Distributing these resources via email to leas and District superintendant this minimal cost will lead to substantial progress in advocating for students voices across all of California with students finally being able to address issues that affect us like our School menus School nutrition is literally the energy we use to fuel our education and lives so we should have a St in it this is an opportunity for our voices to be heard in a system that directly impacts us we are the
091voices of the future and we must have a seat at the table thank [Applause] you thank you so much Kevin and just for the record I think that you said you were a pescatarian not a presbyterian that's what came up on the uh we're all we're all interested in the limits of AI that that was definitely one of them uh thank you very much and let me see if members of the board would like to um comment yes member patillo Bronson thank you for the presentation and for highlighting um an issue that clearly is is near and dear to the hearts and stomachs of so many students um around the state I think um it is it's certainly a resonant idea that um students should have some voice in what is is actually going to
092go into their bodies and that um I think strikes a chord I I would love if you might talk a little bit more about the food waste uh potential or the potential to reduce food waste um which was mentioned in the the write up as well yes exactly um I think with the student representative they are able to address issues that not only our School menus but address issues like the food waste um the current School menus um don't really resonate with a lot of students hence they throw food away and there is more waste with student Representatives they're able to have a sayate in these are the foods that we actually want potentially limiting the food waste and not only that um I'd like to share like a personal anecdote where my school has
093taken the initiative to limit food waste by putting bins right outside our cafeterias so if there's any like fruits or veggies they don't want they can leave in there for someone else to grab um those are creative ideas but the results of it is still substantial food waste and so these are changes that happen from an adult's perspective they aren't the ones waiting in the school lines they aren't the ones experiencing you know why we are putting this food in the trash and so if we have a student perspective on that we're able to approach approach those issues in a different way thank you other board commentary member Lewis thank you thank you Kevin for your presentation very energetic and you had me reflecting on I used to run the the student advisory meetings for
094the elcat and every year when we got the students together and we give them the survey about what changes you want to see in your school better food in the cafeteria was the number one reason so you definitely hit on something that's very important uh to students so in part of your report in the results you you mentioned how um when students have better meals it impacts both the student and the school can you just kind of expound on that what you found how does it really how does it benefit the students and how does that benefit their academic performance yeah of course um I think like personally speaking as a student so many times in class I'm sure like if you have ever like taught in a classroom students are always hungry they always
095want to pull out snacks and like they're just like sometimes it like distracts us from our work and so if we make sure that the food that they're served is something that they actually eat we'll be more focused in class so we because we don't have to worry about our stomachs um and also like another way that this impacts the school um talking to miss chowdery uh she explained to me how a lot of our funding does come from the participation we get with our School menus and like how many students actually get the school food and if we are actually able to create create like better School menus more students will end up getting the food and in turn it will create more funding for our school's um nutrition and I feel like that
096will be beneficial for students as well as our school thank you all right any other comments seeing none thank you so much let me see all of the members of this um group of of uh food advisors thank you [Applause] we appreciate you we appreciate your very sensible proposals thank you and I think I think we're going to see um another shift of students going out and coming in I'm going to ask the board members to stay put because this should take only a few minutes thank you so much thank [Laughter] [Applause] you we took our break no e e okay thank you so much proceeding on to group five good morning president darling Hammond vice president Glover woods and esteemed members of the board my name is Ryan Lynn and I'm a senior at
097Irvine High School in Irvine Unified School District One in six youth have mental health conditions such as anxiety or depression according to the National Alliance on Mental Health mental health conditions that lead to severe consequences such as self harm alienation or even suicide which is the third leading cause of death among people aged 15 to 29 I'm here today speaking on behalf of the student Advisory Board of Education to discuss the ongoing issue of poor mental health in students throughout High School I too struggle with mental health problems over the years academics are becoming more and more competitive and as I took on more extracurriculars stress was common place for me and anxiety became my best best friend as the eldest son of two immigrant parents I often felt I had no one to turn
098to on campus overload combined with a lack of mental health education and time management education only serve to exacerbate my anxiety looking back having a peer who is similar in age with a perspective on my issues would have helped support my freshman self's mental health immensely so this leads us to our proposal we strongly recommend the State Board of Education urge the California Department of Education to promote a best practice program to connect Upper Grade high schoolers with incoming or current students on campus depending on each student school's unique situation this program which we recommend to be active during lunch or free periods during the school day would serve to guide younger students through High School providing education on mental health and necessary life and time management skills so to discuss implementation details we are
099proposing a best practice program in hopes that local school districts will be more willing to implement the mentorship program rather than a standardized rigid policy a best practice program with flexibility and wiggle room will allow local districts to adapt it to reflect their needs using the current school infrastructures and retailing them for mental health mentoring our policy would minimalize fiscal cost this along with the flexibility of the program would incentivize schools to implement it and because it can be adjusted and tailored to each specific campus it would be much more effective in fact our proposal is backed by studies conducted by agencies such as the American Psychological Association they they found students with effective time management reported 20% less anxiety and stress we also highly recommend that mentors for local middle schoolers or incoming freshmen
100go through a thorough screening process to ensure the safety of their program we we understand maturity may be a concern however with the screening process we sincerely believe that qualified Juniors and seniors in high school will be selected to Bear the responsibility of mentorship however I want to reiterate the importance of peer Counseling in this process peerto peer Consulting is critical in this process because peers communicating with each other will help mentees feel more comfortable reaching out for help and the proximity and age will instill a sense of relatability increasing the likelihood that a student is willing to listen to their Mentor however ultimately the method of selection for potential mentors will be left up to the school districts to decide this localized approach our proposal brings Guided by District specific needs ensures that the
101program adapts well to each Community this promotes student well-being and leadership development across California our will benefit the 3.2 million high schoolers and middle schoolers who need time management skills and mental health education skills of dire importance to good mental health through our proposal mentees will have someone to look up to and Trust alleviating feelings of loneliness and isolation Upper Grade mentors will develop leadership and empathy skills that will be necessary even Beyond High School the connections established between the two lead to long-lasting friendships creating a more inclusive and supportive School environment and reducing absentee rates as student happiness and motivation rise for these reasons it is in the State Board of education's interest to support our recommendation to urge the California Department of Education to promote a best practice program on upper classman to
102incoming student connections I hope for California with students happy stressfree and connected thank [Applause] you all right members of the board uh just discussion questions hey Ryan thank youber L yes thank you for your presentation and and we all know that mental health is is very concerning and very important is your microphone on okay I believe so maybe I'll use this one is that better yeah thank you um my question is um in your proven results you've kind you've mentioned the link crew program that currently exist in schools now uh how do you see do you see a similarity between the um peer mentors and their service that they'll provide for students to that of the link Crew That's part one and part two um what would there be any recommendations for any type of
103specific characteristics that that you would look for for the mentors that re relate to the mental health yeah that's a great question so addressing the first um question part of the question that you asked so link crew is actually um for many for me and a couple of my peers that I worked with it's actually a program that's in our schools and we found that link crew was good at providing I guess like a buddy system for incoming freshman but that system lasted pretty much until I guess the first semester of their freshman year our program that propose is something that where a senior or a junior can help guide um the incoming freshman or I guess new students in campus throughout their High School career and then it's like a friendship that they can
104take with them even Beyond High School in addition um link crew our program provides more guidance on mental health and time management skills and this this focus is different from link crew in that aspect and then addressing your second what could you clarify your the second part of the question sorry uh you the difference between the two and is are there any specific characteristics other than the link crew Menor that Mentor that you would look for in the Mental Health Mentor yeah um each school district is going to vary in the way they select their mentors but the the general consensus that our group decided on was for first the mentor to be a leader in the community someone with High attendance rate because if they're not present to guide the younger student then there's
105really um no point in being there so a High attendance rate someone who's proven to be a leader in their Community they don't necessarily have to have the best grades they just have to be able to uplift the younger generation thank you um I have a question for you uh just piggybacking on that question uh lots of programs that use mentors actually have the mentors in their own professional learning community and getting their own kind of training or mentoring so do you have any thoughts about what kind of support for the mentors what kind of training or support for the mentors might be helpful so yeah um going off on like my experiences with like linkr and things like that most of the time these mentors are trained by either the school counselors or maybe
106like a teacher who's like um for my school our adviser is actually the the leader of the ASB our school's ASB and then so these teachers could help train the the potential mentors in time management U mental health education that they can then pass on to the younger students okay that's great um one other just uh this may not have come up in your group but schools are places that can create a lot of anxiety and I wonder if you had some ideas for what we ought to be working on to reduce the provoc a of anxiety in school so yeah um when we were discussing potential causes of anxiety we pinpointed it to um a lot of different factors there's academic stresses social stresses and maybe just outside like factors that they students may
107or may not be able to control and so our proposal focused on the academic stresses which um I can attest and bunch of the rest of my peers can attest that academic stresses have contributed a good amount to increasing Stress and Anxiety amongst ourselves and we decided to focus that on that for our proposal are there things that schools could be doing to reduce that stress um so there's always going to be a competitive envir environment in schools and schools can always provide like for example wellness centers in my school to kind of as a place to ease off and forget about all the craziness going on in high school so thank you thank you uh that's wonderful I want to see the rest of the group stand up so we can recognize everyone for
108this uh very thoughtful and helpful proposal thank you very very much group six our sixth presentation will be on the topic of post High School preparedness presented by FIA [Applause] Nesco good morning president darling Hamond vice president Glover woods and other esteemed members of the board my name is f nicolescu and I'm a junior at Bell Vista High School in the San Juan Unified School District here in Sacramento starting in elementary school children are conditioned to believe that college is an end all Beall Final Destination that's when they start to believe that the path to their dream career is linear with little to no room for mistakes one of my close friends was determined to get into a four-year College all his life so he could become a doctor and make his dad proud but
109when he had to drop out because of health related issues he lost hope in his future and it took him years to get back on track with so much pressure to follow the same linear path and so little exposure to a wide variety of careers by the time students get to high school it's not shocking that they're stressed about the future and forget that college is a stepping stone not a final destination but the problem starts far before you even step foot in the ninth grade it begins in elementary and middle schools when children start ruling out unfamiliar careers and paths because because of what they have or haven't been exposed to that's why we recommend the SBE to encourage local education agencies to host career pathway exploration events at least twice a year for
110K through 8 schools during instructional time our proposal would build on the freedom to succeed executive order last November that created a new master plan on Career Education these events will be implemented individually at schools on a grassroot level potentially through collaboration with PT and Partnerships with local labor unions corporations nonprofits and organizations like FFA or Future Farmers of America local education agencies will be encouraged to represent different Pathways and options at these events so that their students can begin to imagine themselves in different careers high schoolers from local CTE programs can also volunteer to speak at local elementary and middle schools about their experience while also getting service hours low resource areas can utilize virtual events and other weinar webinars to make sure their students get similar opportunities because of the autonomy provided to
111leas under this proposal there would be minimal fiscal impact on the state and leas are free to use existing programs grants and other connections American student assistants found that 80% of guidance counselors said their students were highly overwhelmed about College and Career decisions and according to the California School dashboards just 30 44% of students leaving High School were considered prepared on the College and Career indicator even if someone could grow up to become a talented mechanic if all they've heard their entire life is their parents telling them they have to go to a four-year college and become a doctor by the time they get to high school trade school won't even be on their radar and conversely if someone doesn't see themselves going to a 4-year College they may feel like they're of options and
112choose to stop trying in school altogether when elementary and middle schoolers start placing themselves in boxes of what they can and can't do in the future that fixed mindset doesn't just go away in high school when we finally start ramping up career exploration that's why exposing young students to a diverse array of careers stories and perspectives has the potential to radically change the future without radically changing curriculum it's critical to plant the seed early on if we wait until High School to start talking about the future it's already too late for some this could be the difference between leaving High School hopeful for the future and leaving with no idea of where they want to go once again we ask for the recommendation of local education agencies to host career exploration events at least twice
113a year for K through 8 schools we want education to move forward not just for some students but for every student in California thank [Applause] you thank you very much um board members comments yes member Clauson and I see member Rodriguez also so member Clauson first thank you FIA thank you so much for for your proposal and your group's proposal um I'm incredibly excited by this and I also want to thank you all for you know thinking about how we can include many age groups because when we think about you know Career Technical education um and prepping for college and all the pathways after college we think about high schoolers but I think you really start out early so we can include you know k through eight which is fantastic and you talk a lot
114about collaborations with you know uh groups within our communities who can help so could you expand on what types of resources or Partnerships would support schools in implementing this proposal of course so many schools or districts also have a PTA which I was talking about and many of those members may be well connected inside their community so they may be able to leverage those kind of resources to get Partnerships or even potentially come in and speak about their career during the day during instructional time so using those kind of Partnerships and also just using connections that people at school may have to other members of the community could be really helpful for implementing this member Rodriguez yes thank you thank you so much uh Miss nesu with for your presentation I uh am definitely very
115interested in all that is about College and Career preparation as a high school teacher um you know we have a lot of opportunities for our students for a career Affairs Etc and I and I would love to hear what you envision at the k through eight level um what these uh career Affairs would look like um and and and how can we ensure that all students have access um to you know like if their schools uh don't have active ptas for example or uh parents don't have access to um a a different a variety of careers uh how could we ensure Equity across the state thank you I think that's a really important question so for the first part of your question our career day would be based off of the ones that we had
116in high school for example when I was in elementary school we had a couple career days where a couple parents from inside the class came into school and talked about their careers and even though some of it may have gone over our head when we were 5 to 10 years old I do remember some of those presentations and they still make me hopeful for the future and make me even want to pursue some of those Pathways and for the second part of your question it's really important that these low resource areas also have access to the same opportunities so I was mentioning that they may be able to leverage like virtual resources or even access to to some webinars if people aren't necessarily able to come into class but even if th in those areas
117local parents may still be able to come and visit the class or even just have teachers Outreach to members of their student body or student council and see if they could get a parent to come in and talk about their job thank you so much and thank you for your advocacy any other board comments all right uh member alen you look like you're winding up to say something yeah go ahead I just I just wanted to um point to call out one piece that I really appreciated which was the opportunity for high school students to be able to who are in CTE programs to um share their experiences with um younger students and um I was actually going to say this at the last one but one of the things that we've heard in several
118of these presentations today is um students helping other students and um and I just really appreciate that sense of um Collective responsibility and a sense of collective success um which is often opposed to getting to your question a second ago um president darling and sort of the culture of schools which can Al often be about um individual achievement um and these students are sort of calling us out on that and um helping us think about ways that we can be think that we can encourage Collective ISM so anyway thank you for that so much thank you for your time and consideration thank you and uh let's ask all of the members of the group to please stand up so we can appreciate you [Applause] all right thank you and I think we are up to
119group seven our final presentation today will be on Avenues of student voice presented by State president David Bay okay good morning again esteemed board members to reintroduce myself my name is David xijun Bay and I'm the State president of the California Association of student councils today Cask the state Council and the thousands of students we impact yearly bring before you a call for Progress a step towards a future of representation in Career and Technical education within California student population roughly 15% of students participate in CTE as students living the impact of policies that shape our education our careers and our livelihoods the 800,000 CT students across California remain without a voice especially in spaces where decisions are made about their future the existing infrastructure State Investments and ambitious initiatives being rolled out all aim to
120enhance College and Career Readiness but without the input of the students these programs are meant to serve we risk misaligning Vision with reality on behalf of the cast State Council we firmly recommend the addition of a student board member on the California Workforce Pathways joint advisory committee to the State Board of Education as systems are currently in place with the instructional quality commission as well as the advisory committee on special education using an annual based review cycle with the selected committee the implementation of ANM would make use of existing protocols in a manageable fashion but let us pause and remember what is at stake we're not simply discussing regulations and policy we're discussing the future of our country's youth consider the term CTE concentrator pup who commit to more than two credits within a field
121of study or the CT participant of people who has completed at least one course in a career program these are students who find benefit in Exploration committing time energy and passion into their potential Futures yet when these students look to the state for guidance and support they see policies crafted without their input their perspective and often without addressing their personal needs despite dedicating themselves to building the skills that will drive California's economy and Society forward they remain Spectators to the entire process without without student voices the millions allocated through Perkins 5 or the Golden State Pathways program failed to meet their full potential These funds intended to uplift students revolutionize Career Education can be put into Jeopardy being underutilized or misappropriated how can these resources truly benefit CTE students if those same students are left
122unheard in the decision-making process how can we ensure These funds reach Foster Youth and English language Learners the low income and those without stable housing by creating a CT system shaped by those who live it daily we create a system built on those who understand what it's like to balance academics with Career Training who knows the challenges of limited resources and who can directly speak to what works and what doesn't the student on the workforce Pathways committee provides not only guidance but serves as a reminder that the decisions made in the room impact real lives and real Ambitions president darling Hammond vice president bu woods and esteemed board members by creating a space for voice and input you send a powerful message to every CT student in California that California that you are committed to
123creating an education system that serves all thank [Applause] you board member comments member mcquillin thank you David great presentation and so important that we have student represent represented in on all levels would you suggest uh students be involved at their local as well as at the State uh joint Pathways uh advisory um if you would expand on that please yes so um obviously local boards with student board members aiding on the lcap exist but there are obviously no equivalent representation on the state level for CT focused policym obviously we very much highly encourage students on the local level to push forward for CT education and obviously today here we're pushing for the state level as well any other yes member Clauson thank you David I don't have a question just um a comment that I
124fully support this proposal I'm very excited by it um I believe that students belong in every places where decisions are being made that affect them their peers their siblings uh and those who will follow after them as well um and students deserve not just to have a voice in what policies are but also how policies are implemented across the state both at the state and at the local level so thank you for bringing this to the board you thank you any other comments yes member escabedo da a great job so 15% of the population right are going through a CTE some form of CTE so as you strategically focus on getting hopefully representatives from that population how how share with me what would you do or what suggestions would you have to have the most
125qualified student who've experience not just one course perhaps the whole alignment of programs in in CTE yes of course so we kind of have a selection and are recommending a selection process that mimics the iqc um which has an appointment framework with an application period initial review from current board members CT Educators and advisor committee members and within this application students can express their experience with CTE education and therefore through a short list interview and a final selection process we'll be able to ensure that the student board member on this committee is the most experienced and well qualified thank you thank you very much uh and can I uh ask the rest of your team also to stand and receive our um recognition and gratitude come on don't be [Applause] shy a a small But
126Mighty team thank you very much thank you once again esteemed board members for not just hearing but listening to the proposals presented by the student Advisory board on education I hope that very shortly we can work together to turn these ideas into actions implemented by yourself thank you for your time and I hope to see you all soon thank you very much [Applause] at this point uh we want to see if there's public comment um so we're going to put up the public comment slide for those who may want to call in using the phone number and the access code that will be on the slide that's coming up now and is there any public comment in the room there's no public comment in the room and is there any public comment on the phone
127we'll take a uh we do not have any callers in the queue okay thank you very much uh with that we want to thank our student Advisory board members and their advisors and all of the folks who made it possible for them to be here with us today and for those uh wonderful proposals and this concludes this information item uh and we're now going to take up close session to discuss uh Andor take action on the following legal matters MSC versus State and we're here by our journey to close session at 10:41 a.m. okay we are reconvening uh and do we I guess we have reopened the doors in closed session the board discussed or took action on the following legal matters M MSC versus state and we're going to move on to item four
128item four is the local control and accountability plan template adoption of the revised local control and accountability plan tempate template the CDE recommends that we adopt the proposed revisions to the template and instructions and allow the CED in collaboration with the State Board staff to make any necessary typographical or format and corrections as the documents are prepared for posting on the CDE website the item will be presented by William McGee nice to see you and Joshua strong of the CDE will please begin thank you and good morning board president Dr darling Hammond vice president Dr glver Woods honorable board members Chief Deputy officer nicely in the community my name is William McGee with the student achievement and support division and we are happy to bring this item back which started at our September board me
129meeting we will have Josh strong our administrator of the local agency system support office come and present I was honored to be in the presence of he and his team when they were discussing your feedback and this item in person very fruitful discussion and I learned a lot so I'll turn it over to Josh thanks well good morning um president darling Hammond um and members of the board uh my name is Joshua strong I'm the administrator of the local agency system support office um in terms of background I'm not going to spend a whole lot of time on this because we went through this in in September so a lot of this is review also um we've been allocated 15 minutes for the presentation and I want to spend the majority of that actually looking
130at how we've been responsive to the template to to your um comments and the feedback that has that we've received from educational Partners rather than um rehashing all of the requirements um as you all know the the lcap is a required three-year plan that that all leas are required to do um Senate Bill 153 required uh some changes to Education Code section 5206 4.4 uh which requires us to make some changes to the lcap template and instructions and and that summary of the the previous discussion um is provided in attachment one uh there are three attachments total to this item attachment one which provides the summary of of things thus far uh attachment two which is the current lcap template and instructions and attachment three which are the proposed revisions to the lcap template and
131instructions um as we discussed in September the required revisions require us to um integrate the learning recovery and emergency block grant or LBG funding into the lcap for the next 3 years beginning with the 2025 26 school year uh that will be effective for the following three years so the last two years of the current lcap cycle the first year of the following lcap cycle um in terms of what we're required to include in the instructions we have to include an identification of all of the planned expenditures using LBG funding within the lcap we have to require the identification of at least one Metro to measure the impact of each action or service that is supported with LBG funding we have to include a requirement to for leas to articulate the rationale for why they
132have selected particular actions uh to include within the plan based on the required needs assessment um we've we're required to include in the action description an explanation of how research supports each of these selected actions based on the identified areas of need uh identified within that needs assessment and we have to include an encouragement for leas that are receiving technical assistance and county offices that are providing technical assistance to use that process of technical assistance in order to conduct the required needs assessment to identify the particular actions uh supported with LBG funds and to conduct the analysis of how the implementation of those actions is going um in addition we're required to include uh a requirement for leas to re-evaluate their needs assessment at the end of two years uh but as we've mentioned before
133that will be added to the annual update template that will close out the end of this three-year cycle it'll be a natural part of that three-year cycle closure and and so that will be part of that template uh that we'll bring to you uh in the future uh so in terms of proposed revisions in September we brought you two options um pros and cons for both of those options in terms of how this could be approached option one proposed to require that leas articulate all of their LBG actions and responses into a single goal an option to provideed leas with more flexibility in terms of uh being able to utilize actions throughout existing goals um and and as we shared with you the majority of of the feedback from educational Partners Statewide was in terms
134of of favorability for for flexibility uh which was also something that resonated with all of you um at your September meeting at the September meeting you provided us with uh feedback to proceed with option two uh to add instructions that require the Lea to identify whether or not they have unexpended LBG funding uh to add instructions that require leas to identify the actions that are being used to that are being supported with LBG funding um and to add the sentence leas may also provide information about their strategic plan Vision Etc to the general information prompt in the plan summary of the elcap template um we we took this propos we took your your feedback we went back we discussed it we looked at how um and where to add these particular pieces uh and then
135we took those revisions out to the field uh through another Statewide webinar um at that Statewide webinar we received some additional feedback um specifically that there be um additional proposed instructions that provide greater Clarity around the requirements for leas and and what those are as well as providing additional information and links to resources to support leas in conducting the required needs assessment and so those have been Incorporated in the review of the proposed in in the proposed revisions um so at this point in time I'm going to switch over to uh the item itself um this is specific to attachment three um and I will try to make it a little bit bigger so that none of us suffer from ey strin trying to look at this um so the first thing that I'd like
136to do is on the template itself uh draw your attention to the inclusion of the additional piece within the first prompt um based on President darling Hammond's um uh request that eleas are also have know that they have the flexibility to provide information about their strategic plan Vision Etc um as you might recall that was originally included within the instructions it's still in the instructions but it's also prominently provided within the actual template itself so at this point what I'm going to do is I'm going to skip down to the instructions and highlight some areas for all of you so that you can see the way in which your feedback as well as the additional feedback that's been provided uh has been taken into account and what I'm going to do is I'm going to
137turn off the track changes so that we can all actually read it um so the first thing that I would like to to point out is is just the layout of the instructions the way that the instructions are laid out is done in such a way so that instru the the requirements are nested within each other uh that way you can see what requirements specifically um are are related to each other um you can see that the first thing that um we ask leas to do is to identify whether or not the Lea has unexpended LBG funds for the applicable lcap year uh so all leas are going to identify whether or not they have those funds they either do or they don't then if they do the Lea will be required to provide the
138goal and action number for each of the actions that will be funded either in whole or in part with LBG funds as well as providing that explanation of the rationale for why they selected those particular actions uh the rationale can be grouped so they can have multiple actions that have the same rationale or it can be done individually um we've also provided flexibility within the instructions for leas to be able to provide the particular rationale as part of the action description itself uh if they choose to do so but at a minimum Le all leas well leas will be required to identify within the plan summary whether or not they have unexpended LBG funds and if they do what specific actions they need to that that educational Partners need to look at in order to
139see the actions that are supported with LBG funds so then if if we continue from here the the majority of the remainder of the revisions are way down in the goal and action section and within the goal and action section of the plan um here you can see that we have provided some additional hyperlinks uh to specific information related to the needs assessment uh We've provided um a link to the LBG program information page where leas can find a description of both the allowable uses of LG funds as well as the requirements for the needs assessment itself we've also included the hyperlink um to the resource that has been developed by the geographic lead agencies uh to walk folks through that needs assessment process uh it's a Google worksheet that allows leas to plug in
140information from their local data as well as from the California school dashboard it will identify what student groups they need to be looking at and then provide them with some specific questions that they can reflect on in order to identify specific actions um that are in line with their current planning processes um so so it also provides them with additional resources that they can utilize uh in order to identify those particular Act actions and so all of that has been added in in response to the educational partner feedback um you can see down here that within each of the actions supported with LBG funds leas are required to identify the action as an LBG action they're required to include an explanation of how research supports that action they're required to identify the metric or metrics
141that are being used to monitor the impact of that action and they're required to identify the specific amount of LBG funds that are being used to support that particular action so those are the the revisions that have been made to the plan to the to the instructions you can see that um how how they respond to the feedback that you provided as well as the feedback that's been provided by educational Partners Statewide um so with that I'm going to go back to the PowerPoint um just in terms of additional supports um in order to support Lea's implementing these LBG funds um their the the school Improvement and support office has posted information on its LBG program information web page uh we also have links to the other information that we've that we've uh described on
142that page as well um again the geographic lead agencies and the system of support office at the department have developed the needs assessment and evidence-based resources workbook to assist leas um and I've discussed that and then we have a specific training that's that's um planned for implementing these instructions uh that's scheduled for January 14th uh Tuesday at 2:00 um we're going to be going over not only the instructions but also providing some examples of what these things would look like within the plan to give eleas an idea of how they might respond to particular pieces within the action description within the plan summary Etc um so with that again the recommendation is that the that you all adopt the proposed revisions to the lcap template and instructions and allow the CDE in collab oration with
143SB staff to make any necessary typographical or formatting corrections as the documents are prepared for posting on the CD's website thank you so much uh at this point um we're going to put the public comment slide up to uh open the phone line for public comment and uh folks who uh want to call in can call the phone number and the use the access code shown there and while we're waiting for members of the public to call in I want to ask our leaone vice president glev Woods if she has any initial comments thank you president darling Hammond and my comment is again just a huge appreciation Josh uh the responsiveness of you and your team to the feedback and comments from our educational Partners uh the board comments and requests um and adhering to
144what was required as a result of the legislation um just a phenomenal job capturing all of that and maintaining the template format that everyone has Will has been using the last two years to get us through this three-year cycle so I just want to say thank you thank you thank you um I think your you and your team have just captured every thought idea and have those uh support resources in place as well for leas to be successful with this new requirement so thank you so very much and I want a plus one to those comments um it really is um uh very helpful to both thinking about the streamlining to the extent that we can do it and also opening up the template to the invitation to you know use your portrait of a
145graduate strategic plan at the beginning so that districts can begin to see it again as something that guides strategically that guides their their work and they can that the public can understand in that way so we're um pleased to see it and um we'll see if there are any uh clarifying questions on the panel you all learned this last time so and uh with that is there any public comment there are three public commenters in the room will Sarah Lis Diana Wu and Lindsay toror please line up at the back take a short break Josh you have one minute to speak we're not hearing you very well is your mic on green means go there you go okay thank you uh hi Sarah Lis executive director of teach plus California just want to Echo the
146appreciation for the hard work of Josh and the CD staff and the State Board staff for being so incredibly responsive uh to the feedback from the field particularly as it relates to integrating uh into the summary and so really thank you good morning Dr darling uh Hammond and board members uh Diana Vu on behalf the association of California school administrators um access supports option two for the draft ALC cap instructions oh sorry I'm a little shorter okay the draft provides a flexible approach that respects the diverse needs of leas by allowing them to integrate the LBG actions into their existing LC caps the flexibility is essential for leas to be able to align their specific context and operational needs to the LRG while supporting the Strategic objectives in the lcap this is especially important because
147the changes will occur during the middle of the lcap app cycle so thank you all for your support good morning morning president darling Hammond vice president Glover Woods members of the board Lindsay tornator on behalf of the California county superintendent we support the CD's proposed revisions to the lcap we want to lift up the comments from our education management Coalition letter we continue to support option two because it provides maximum flexibility the California county superintendent also strongly support the addition to the plan summary section inviting leas to provide information about their strategic plan or Vision we think this invitation is a first step in the right direction away from compliance and toward more strategic planning County offices will add guidance for leas on this specific prompt in this year's upcoming lcap coaching process finally want
148to acknowledge Josh strong strong and the local agency system Support Office ongoing communication thank you lasso for incorporating your feedback from the Statewide input webinar into the proposed revisions thank you this concludes public comment in the room and we have three callers in the queue I will open the phone line now um caller with the last four digits 11 162 you are now live please start your public comment you have 1 minute good morning Madam chair members of the board and staff my name is Cindy livers I'm calling on behalf of Riverside County Educational leaders We join the education management group's Coalition letter on this item Riverside county is home to one of the smallest school districts in the state with just 29 students and we also have the state's seventh largest school district with
149over 50,000 students We Believe option two would offer districts of any size the most flexibility they could have either a single goal or they could integrate actions to improve student outcomes that are supported by the Learning recovery emergency block grant into their existing lcaps in a matter that makes the most sense based on their local needs thank you very much for your work on this and thank you for the opportunity to comment thank you next caller with the last four digits 8898 you are now live please start your public comment you have one minute good morning president darling ham and and honorable state board members this is Alison asorio with public Advocates we appreciate the department of education's responsiveness in incorporating the plan summary into the lcap template this enhancement allows local educational agencies to
150integrate LBG funded actions into their existing outc cap goals while aligning with local priorities and context this approach better enabled leas to present a more cohesive plan while also holding out the possibility that these funds can be effectively tracked by stakeholders and community members the plan Statewide trainings and ongoing guidance from the department will be essential for successfully implementing these new requirements this comprehensive support will help ensure that these changes achieve their intended purpose of enhancing transparency and accountability we thank you for your work in fulfilling the stat statutary requirements in accordance with the KLA J settlement your commitment to engaging stakeholders and considering diverse perspectives has strengthened the changes in the elap template thank you thank you next caller with the last four digits 8256 you are now live please start your public comment
151you have 1 minute hello this is Robert manin from children now I wanted to thank the board uh for hearing our our suggestions and thank Josh and his team for the multiple opportunities to provide input uh in particular the changes made address the concern raised by children now and its Equity Partners specifically to add a section to the plan summary Reflections to list all of the goals and actions supported by these learning recovery funds and providing that opportunity for a centralized location for the needs assessment and explanation of the rationale we think these changes from the September meeting will make uh these the settlement much more effective uh again thanks for all of your opportunities for input on this issue thank you next caller with the last four digits 4405 your now live please start
152your public comment you have one minute good morning this is Anna ioes with Los Angeles Unified School District uh we would like to lift up the comments from uh the previous commenters from AXA and the California hey superintendent in the EMG Coalition letter um in support of option two and in appreciation for CDE for working with laas and our Statewide um the Statewide associations to come up with a solution that's working for us all so thank you so much thank you that concludes public comment for item number four all right thank you uh if is there any further B board discussion on this item all right can I get a motion vice president glwood I move that we adopt the proposed revisions to the lcap template and instructions and allow CDE in collaboration of course
153with our uh with the SBE staff to make any necessary changes as it relates to typographical or formatting correction and a second member esab thank you um Brooks can you please call the role member Clawson president darling Hammond yes member escabedo yes vice president glev Woods yes member Lewis yes member mcquillin member Ulin yes member Rosco Gonzalez yes member patillo brownson yes member Rodriguez yes member Yosh marari motion carries n thank you very much will and Josh Applause for the lcap template [Laughter] woo small small battery small charge right um item five we this is our last item before lunch is the California assessment of student performance and progress and English language proficiency assessments for California the request is for approval of the proposed revisions to the student score reports and Reporting achievement level descriptors
154and updates on program activities and this item will be presented by Cheryl cotton welcome Cheryl and Shad portney of the CDE Cheryl please begin thank you there you go um for superintendent Thurman president darling Hammond Chief Deputy Mary nicely uh vice president GL woods and board members again I'm Cheryl cotton Deputy superintendent of our instruction measurement and administration Branch here at the department to assist with this item today I have Chad portney with me um he is the associate director of the assessment development and administration division here at the department as well the item before you today is an action item and an information item today's presentation will cover the following California Department of education's recommendations for approval the reporting achievement level descriptors are ALDS and the student school reports are SSRS the 2023 24
155State assessment results release as well as details on the changes to the ALDS and SSRS and finally we'll return to cde's recommendation for approval so I will hand over the the presentation right now to Chad portney who will present the remainder of this item thank you thank you Deputy cotton Deputy nicle president darling Hammond vice president Clover Woods board members I'm Chad portney associate director of the assessment division assessment development and administration division sorry got to give you the full name I have Dr maang director of the division Maryann arella executive director of ETS State student assessments and Tony Alpert executive director of Smarter Balance to help with questions in case I need to phone a friend which I'm sure I will in this section I'll provide an overview of the CD's recommendation for approval
156the CD recommends the CD recommends that the California State Board of Education approve the following propos revisions to the reporting achievement level descriptors or ALDS and labels for the smarter balanc Summit of Assessments for English language arts or Ela mathematics and the California science test or cast as provided in tables 1B 2B and 3B proposed revisions to the SSRS for the smarter balance Summit of Assessments for ELA and Mathematics the cast and the initial English language proficiency assessments for California or lpac has provided attachments two and three oops way there we go before discussing the details of the Al and SSR changes I'll provide a brief overview of the release of assessment results for 2324 California assessment of student performance in progress or Casp and the elpac results were released to the public on October
15710th 2024 the cast results show continued progress made by California's kindergarten through grade 12 students in ela mathematics and science overall the percentage of California students meeting or exceeding standards increased across nearly all grades in 2324 compared to 2223 students identified as socioeconomically disadvantaged earned a larger Improvement in both Ela and Mathematics than those who are not socioeconomically disadvantaged each grade has a specific scale score range so the mean or average scale score is different for each grade level overall average scale scores on Ela Math and Science assessments continued to increase as this slide indicates in ela grade six had the largest increase of 3.4 points while in Mathematics Grade 8 had the largest increase of 6.2 points addition addtionally in mathematics black African-American and Hispanic Latino students showed positive scored Trends across all grades
158the percentage of students in each achievement level can be aggregated across grades for ELA the percentage of students scoring at level three or four in 2223 was 46.7% and increased to 47% in 2324 for mathematics the percentage of students scoring at level three or 4 in 2223 was 34.6% and increased to 35.5% in 2324 finally for the cast the percentage of students scoring at level three or four increased across all grade levels from 30.2% in 2223 to 30.7% in 2324 although we again saw an increase in the proportion of socioeconomically disadvantaged students stents from 63% in 2223 to 65% in 2324 an increase of more than 60,000 students this slide demonstrates the positive change across Ela Math and Science for this student group as well as students who are black African-American and students who are
159Hispanic or Latino this slide indicates the percentage of students at each performance level for the Summit of elpac for 2223 and 2324 there is an increase in students at level one in 2324 this may be associated with data showing that newly identified English Learners had lower initial lpac scores than those in previous cohorts detailed aggregate results are available on test results for California's assessments or trca website it includes a single homepage for all Casp and lpac assessments aggregate test results at a glance filters for student group and school type summary reports by school district county and state level for all students and by student groups comparisons changes over time performance Trends by student group and research files now I'll move on to the proposed changes to the reporting ALDS for the smarter balanced Summit of
160Assessments for ELA and Mathematics and the cast student test results for overall performance are categorized into four achievement levels that describe the relative accuracy and complexity of students performance within their grade level you will recall that at the September board meeting the smarter balance assessment Consortium gave a presentation on the what do the scores mean document they shared that the purpose of the document was to provide more information about what is being assessed and what the scores mean in part the smarter balanced assessment Consortium highlighted that their assessments are aligned to grade level content and students who achieve level two three and four are demonstrating a Continuum of grade level Knowledge and Skills with increasing accuracy and complexity this is Illustrated in the graphic it also indicates that students at level one do not consistently
161demonstrate grade level Knowledge and Skills while the smarter balanced assessment Consortium has updated the descriptors to help the public better understand how to interpret student performance on the assessments it's important to note that the test itself the cut scores and the achievement levels are not changing reporting achievement level descriptors are brief descriptions of the Knowledge and Skills students demonstrate on the assessment within each score range the proposed achievement level descriptors more accurately interpret student performance on the smarter balance assessments levels 2 through four represent grade level performance with increasing accuracy and complexity level one indicates that students demonstrate inconsistent grade level performance students who achieve a level two foundational must correctly answer grade level content consistently to achieve the level as compared to level one you will recall from the smarter balance September presentation that
162students who achieve levels 2 three and four demonstrate a Continuum of grade level skills as a result of this brief the CD is proposing an update to the labels and Reporting ALDS for General Ela mathematics and science the current reporting ALDS are provided in tables 1A 2A and 3A and the proposed ALDS are in tables 1B 2B and 3B of the agenda item level four currently labeled standard exceeded will change to advanced level three currently labeled as standard met will change to proficient level two currently labeled as standard nearly met will change to foundational and level one currently labeled a standard not met will change to inconsistent as a reminder approval of the proposed reporting ALDS in labels will not impact the comparability of student assessment results from year to year as they do not
163change the level of rigor of the assessments nor do they change the scores for each achievement level if the reporting ALDS and labels are revised and given the lead time our contractor will need to implement changes CD recommends that updates be made to the student score reports for next year 2025 the first three revisions are updates to the SSRS to reflect the updated achievement level labels and simplify language and Graphics the fourth revision will provide more information to family on the ELA essay and the last revision is to include a sixth page to help local educational agencies or leas facilitate duplex or double-sided printing for the combined Ela Math and Science SSRS in grades five 8 and 11 currently they are only five pages and they would really prefer a six page so that they're
164not starting the next students on the previous one this slide has the proposed updates to the achievement level labels these revisions better reflect the smarter balanced assessment Consortium reporting achievement level descriptors this slide has proposed updates to the area performance level labels these labels are for the performance area claim results recall that we have two type of claim reporting for Smarter Balance assessments as a result of the adjusted test blueprint individual claim results reported at the aggregate level and composite claim results reported at the individual student level and the aggregate level the CD also recommends a minor revision to the 2526 initial lpac SSRS to the written language skills composite description of students in kindergarten through grade two to further support parents and Guardians in understanding the skills expected for this composite the description for
165these grades is revised to remove the reference to writing an opinion and replaced with a reference to writing letters words or sentences the previously SB approved written language skills description will continue to be used for students in grades 3 through 12 if the SB approves the proposed revisions to the reporting ALDS the CD and the SSRS the CDE will work with the assessment contractor over the next year to update the following SSR Communications and trainings for families including the starting smarter website reporting materials Communications and trainings for leas the California educator reporting system which we call sers reports on the test results for California's assessment website and other relevant CD web pages and reports we've also received feedback requesting additional Outreach about this change to parents and families the assessment division will provide updates to
166educational Partners during interest holder meetings I'm happy to answer any clarifying questions at this point okay thank you uh let's put the public comments slide up uh so that if anyone wants to uh call in they will have the phone number and the access code to do so uh and then um while we're waiting for members of the public to call in we'll uh take some clarifying uh comments from um uh member Orosco Gonzalez and myself as Leon and then see if there are clarifying questions from the board and then we'll go to public comments member of Rosco Gonzalez thank you Chad and Deputy cotton and the entire assessment team for this extensive work on this presentation that had a many many conversations around the decision to adopt these new descriptors Advanced proficient foundational and
167inconsistent I think it's a meaningful change that acknowledges is a diverse way students demonstrate knowledge and skill this shift represents a step forward in creating a clear asset-based assessment framework that Fosters a stronger more transparent partnership between schools families and communities there are some concerns about ensuring that families uh parents families and community members understand these changes and what they mean for our students I think that the Outreach efforts should go beyond technical support to Educators and testing administrators and that the involvement of families at each level is vital to the success of this initiative comprehensive engagement will help build that trust and understanding around the assessment levels and prevent potential misunder misinterpretations for further for clarity regarding the students in level two which we discussed in our last meeting about foundational is especially important
168families need assurance that this level reflects student making progress and supports College and Career readiness over time even if the students are not fully proficient yet and in reflection of this data sitting in my data teams you know in the classroom the updated descriptors are especially valuable to teachers by providing more precise Nuance levels these descriptors allow teachers to tailor instruction more effectively to meet each student's needs knowing that each student is at a foundational level for instance signals a targeted opportunity for for support for intervention this distinction empowers teachers to scaffold learning experiences and monitor progress and ways that align with students individual learning paths I know that when I next week will have parent conferences with my uh with my families and it's really important to stress that that students in second grade
169have that foundational level and that there's many opportunities for intervention and for support and I think the conversation leads more to an asset based conversation where we can say students are foundationally at this level but they are not yet proficient on the standard and steps of moving forward and creating a plan an instructional plan for um schools to see how they can tailor instruction so I think that this is a definitely uh a progress moving forward so thank you thanks I'm going to add a couple of comments um I do think that the proposed changes which we talked about you know in the September board meeting and smarter balance came and presented the um cross state uh agreement about how to describe the standards is really helpful to us um across the I guess it's
17012 jurisdictions that are served by smarter balanced yeah questions had come up about what the standards mean for quite a while uh what does it mean to nearly meet the standard nobody knew what the answer to that was what is the standard it was often misinterpreted as grade level standards when it really was intended as the proficiency standard so I think giving this additional information giving these descriptors that were worked through by the multiple states that are part of the smarter balance Consortium will help us be clearer about what um is involved in the assessment the other thing that became um uh a sort of uh they came to the surface in the conversations was that uh smarter balanced uh not only writes all of its items as grade level standards items but it's a
171question of uh the extent to which one Masters those and the complexity of the items and we looked at examples and I think we want to begin to be able to publish some of those kinds of things as well the examples that we saw that showed this is the kind of item that you can answer at an advanced level or a proficient level or foundational level uh will also help people understand what they're trying to teach toward and what they're trying to support their students toward so I think the goal of it is to become increasingly informative and increasingly educational about the assessments so that people can you know indeed teach to them I think the other thing that many people had um not really fully appreciated is how much more uh coverage of the
172common core standards uh the smarter balanc states have Visa the other state tests across the country because we don't measure just reading we measure reading and writing and listening and research even for third graders uh and you know that that giving this kind of information about what are the standards and then how are we enabling students to meet the standards will help us uh in the March forward that we are you know engaged in so I'm uh I really appreciate the department taking this up helping us move forward uh and I look forward to us figuring out um how we can do so most educationally with with as much information to Educators and and to students as possible um we can take clarifying questions if there are some for Chad or his team uh yes
173member patillo Bronson um in the item uh description of which stake colder which groups were consulted with it appeared that parents were not among the focused groups but I just wanted to confirm that um that's correct we have not um had a chance to run these by parents yet although we did communicate this to districts in September and hoping that they're using that one pager to communicate some of this information to parents any other clarifying questions I think if that is oh member yoshim monoi thank you uh bo president just just to clarify I was I I did a side by side uh with the current student score report and the proposed one and on the current one there is a statement that says the goal for all students is to reach the standard met
174or standard exceeded level which means that they meet expectations for their grade level and that is not existent on the proposed student score report um is there a why why is that I think part of the reason that that was changed is the whole idea of recasting what level two really means because really you know as um president darling Hammond was saying there has been a misconception about what level two means and that you're not on grade level if you're at level two and so this was an effort to kind of include that and not give people the idea that if you're not at a three or four you're not at grade level at all so this is the the problem uh M yosha monari that the smarter Bal states were trying to address because
175this misconception was widespread uh and um so being more accurate requires you know uh explaining what is a complex it's a complex assessment system and explaining it in in its um in the fact that you know moving to from foundational to proficient is moving in complexity uh but um not necessarily in ability to um understand the core content so I don't know if you remember those examples we showed it might have been helpful to show those again today um because they're both they some of the items they showed us we're both at grade level but you at a proficient level you can answer them with greater uh depth and complexity and so that's um part of the reason why the language has changed is to try to be more accurate about that maybe my next
176comments more for discussion um but I I would just say I think for me it it's conceptually I understand that and I think that that's very valid I think the for me the implications I'm I'm a few steps ahead thinking about the impli ations like for example does the media report were 47% proficient or 68% proficient um this would not change any of that so you know the the the standard met is the proficiency standard met that will be exactly the same thank you we're not there's no uh changing of any cut points or or standard levels it is just the descriptions that help people understand what does each of the cut points mean um any other clarifying questions okay then I think we want to take comments there are five people signed up for
177public comment please line up at the microphone in the back Lorraine Richards Christina Salazar Sarah Lis Lindsay toritori and Diana vu there we go we got a green light um hello state board members my name is Lorraine Richards a classroom teacher representing California teacher Association CTA does not have any immediate concerns in fact the following comments were also stated by multiple U members up there educators are more concerned with how test scores are used that the descriptions of student per performance align with standards and the labels and descriptors are clear and usable for parents we appreciate the thoughtfulness put into this issue going forward our hope is that test scores are not used to denigrate schools where students and Educators already face numerous challenges but are used to Target funding and support for students who
178need additional help thank you for your consideration uh good morning board members Christina Salas with Californians together um we appreciate the attention to the updated level Des scriptures in the student uh reports scords we want to uh just put a special liation to level two uh because we're concerned that as written it would be misleading and confusing to parents we want to make sure that parents clearly understand where their students are and are able to advocate for appropriate Services as needed we would like to see uh this vote delayed until January to allow for parent and Community input uh on the descriptors um for specific detail on what we're asking for for uh we included that in the lcff equity Coalition letter thank you good morning board member Sarah Lis executive director of teach plus
179California I also want to share concerns um that the board is taking the significant action on revising the descriptors and the SSRS without first engaging with families and Educators to understand the implications of the shifts in the signals that these descriptors and the SSRS will send these reports are essential tools to support families and engage enging with their students and with their teachers to advocate for their children and address their learning needs and we've heard from many of our Community Partners that they find the new language confusing uh we need to make sure that how we talk about these tests not only reflect accurately reflects the content of the assessments but also provide students families and Educators with the information information they need to support their students their learning and their growth uh we believe
180these are significant changes that require more Outreach and vetting with California Community Partners families and Educators before they are adopted thank you for considering our comments good morning board members Lindsay tornator on behalf of the California county superintendent and the regional assessment Network we support the CD's recommendation to revise the achievement level descriptors and appreciate the asset based language um however we Echo the concerns of our colleagues uh that we heard from Californians together teach plus and also children now Outreach to parents families and communities should have been prioritized to ensure everyone had multiple opportunities to engage in discussions about the changes to our system prior to the changes being made um but in moving forward and developing additional guidance in our letter submitted yesterday we highlighted the need for Clarity on College and Career
181Readiness we request guidance from the CDE as how the updated labels change the conversation around supporting our students especially those who are at level one or two the county superintendent and our regional assessment Network are standing by and eager to provide support to the CDE as they rule out this much-needed guidance to the field thank you good morning board members Diana Vu on behalf of the association of California school administrator aess supports cde's recommendation to revise achievement level descriptors and the labels for English language arts mathematics and science the updated descriptors will provide clear clearer more meaningful interpretations of student performance and help administrators and Educators and families better understand the significance of the assessment results to assist with this effort AXA also recommends stronger outre to families educator Educators and all education Partners thank
182you there are seven callers in the queue I will open the phone line now a caller with the last four digits 7841 you are now live please start your public comment you have one minute hello my name is Joanna French and I'm the director of research and policy strategies at innovate Public Schools we are deeply concerned about the proposal to revise the student score reports and Reporting achievement level descriptions in my time as a researcher and staff member working with families for over 5 years I've personally witnessed the challenges that families and community members face when it comes to accessing and understanding Statewide assessment scores the proposed changes to these assessment level descriptions while we recognize they are intended to be asset-based would make the data confusing and misleading particularly for students at levels one
183and two we are concerned that by disc describing level one scores as inconsistent and level two scores as foundational we will only serve to make this data more challenging for families and Advocates to understand where students are at in terms of proficiency let alone lift up the needs of our most underserved students we are also deeply concerned the State Board of Education would make the significant change without meaningfully engaging families and Educators please do not make these proposed changes to the student score reports and achievement level descriptions thank you thank you next caller with the last four digits 5383 you are now live please start your public comment you have 1 minute thank you president darling Hammond and board my name is naadia Razzy from the partnership for Los Angeles schools urging the board not
184to approve item five and allow more time for Meaningful stakeholder input the proposed achievement level descriptors reduce student performance to a permanent label rather than assessing a student's current progress towards standards Mastery particularly concerning is the ambiguity of levels one and two of The Proposal as the terms foundational and inconsistent may be misleading and may cause confusion for students and Families the negative impact will be felt most among High need students in line with the alliance for students we fear that this change will make it even more challenging for families and Advocates to elevate the needs of underserved students and ensure that they have access to Equitable resources and support please create opportunities for educators students and families those most directly impacted by this change to share their perspectives thank you thank you next caller
185with the last four digits 6461 you're now live please start your public comment comment you have one minute my name is Tanya craft Perry I am a mother of three children enrolled in Compton Unified School District the parent leader with innovate Public Schools a member of the family engagement committee with national PTA and an educator I've been advocating for data transparency for years and I found that there are many barriers that exist for families to understanding the terminology used for data that is publicly available including that for cast thus I'm deeply concerned about the proposed revisions to the terms used to describe student achievement levels although describing level one scores as inconsistent and level two scores as foundational is an attempt to be more asset-based it I see this as an additional hurdle to providing
186transparent data that holds our institutions accountable for meeting the needs of all students who will be most affected by this decision has the board taken any actionable steps to engage students students families and community members in discussing these proposed changes before coming to this decision if not I urge the State Board of Education to deeply and meaningfully pursue the expertise in thank you next caller with the last four digits 8414 you have one minute you are now live please start your public comment good morning my name is Molly Maloney I'm the director of policy and data at go public schools and apparent go is deeply concerned about the proposed revisions to the C score reports and achievement level descriptors while we understand the goal of adopting asset-based language we worry that these changes risk making
187critical data more confusing especially for families of underserved students referring to level one as inconsistent and level two as foundational could obscure the reality of students progress leaving families unsure of how to support their children's learning additionally these May under represent the true academic gaps in student needs which are essential for informed advocacy and resource allocation we urge the board to engage families and partners before proceeding with such a significant shift and to ensure Casp data remains transparent and accessible thank you thank you caller with the last four digits 6032 you are now live please start your public comment you have one minut good afternoon president darling Hammond and honorable state board members this is Alison noar with public Advocates any new achievement level language should clarify not obscure students academic standing and support needs
188we urge the board and Department to communicate with families so they clearly understand what it means to demonstrate foundational skills versus meeting standards it's critical that parents and the public understand that level two performance means more work is needed for students to consistently meet standards at a broad range of complexity we recommend working with other Smarter Balance states to assess how well families understand this new language through focus groups and input from parents and family advocacy organizations particularly evaluating whether this approach is more effective than prior language in helping families understand student performance thank you thank you uh next caller with the last four digits 8256 you are now live please start your public comment you have one minute hello this is Robert man from children now as you can see from the multiple letters
189on this issue uh the new descriptors seem to raise more questions than provide answers and that will lead to confusion throughout the field uh we find that the proposed engagement process thingss backwards with the plan engagement with interested parties coming after this decision has been made instead of before parents often overestimate their own students preparedness and these changes in labels are more likely to reinforce that over optimistic perception uh children now recommends maintaining the current report format for the 2025 cycle uh then engaging with Educators students and parents prior to making changes for the 2026 cycle at a minimum we recommend delaying until the January meeting to give staff more timing to engage with interested parties the current descriptors focus on student preparedness and whether those students are ready to do uh standard level work
190at the next grade level or in College and Career um it's clear what these new DES scriptures mean about the preparedness of students moving forward thank you caller uh next caller with the last four digits 0493 you are now live please start your public comment you have one minute good good afternoon board this is Shelley spel Coleman with Californians together I want to reflect on what president darling Hammond said in terms of the descriptors the new the new framing of the descriptors and that we would like them to have an have increasingly informative language and when I look at the smarter balance one pager in their descriptors they have increasingly complexity um include in their descriptor so if we look at level two they say that grade level Knowledge and Skills is accompanied with a
191limited range of complexity that limited range of complexity would inform parents that there's additional work and additional support for their students to meet perhaps proficient level we do not have any language in our proposed descriptors at even alliance with esac to show a need for increasing informative language for our parents and so I I think it is important for us to take time um input from our community and our parents thank you very much thank you that concludes public comment for item number five okay thank you very much uh at this point we want to open up for board discussion and um I do want to flag the last point that was made that we would want whatever we do to be fully reflective of the smarter balance guidance um for example with respect to
192issues like limited complexity uh and if we were to uh move forward we definitely also need to be thinking about the parent um engagement around these uh the goal would not be to change anything about College and Career ready those you know standards as I said stay in place it's really about the descriptions of what met or nearly met actually means um so opening it up for um comment from the board yes member esab I I think one of the I think this creates more transparency actually the change of language however we're dealing with a mindset issue where our mindset of what one means and what a two means right meaning you're not making grade level standards you know and I've been to many parent teacher conferen with my kids and that's the message that's
193conveyed so I think this language actually creates more transparency is more precise however obviously at all levels parent teacher administrative level we we need to Fig we we through information through some of the data that the smarter balance uh brought up for example a meaningful share of students at level one and two entered college and succeeded right that that's really important to convey you know as we're we're sharing the why of the changes of these terminology to to help our our our Educators to help our parents fully understand how to work with their students and have those important conversations when they're with Community or at a parent teacher conference so I think that's be really critical that we um ensure that we Empower uh our Educators right our partners in what these words mean language
194means a lot so I I do believe this change creates more Precision more transparency however the why I think is very very critical that we convey the why thank you uh yes vice president GL Woods thank you um I agree with me member esav as far as again providing more clarity uh with the new descriptors so that some of that misinterpretation doesn't occur I'm also hearing um quite a bit through our public comment and uh and otherwise the need for input the need for um more opportunity for the field to understand not just the what but the why before moving forward and I know that typically is our way of doing um and having uh making these level decisions uh also what struck me was the looking for the consistency in language with what is
195in the smarter balance brief and um I know I would feel more comfortable if we were able to ensure that the language we're proposing and approving aligns with what smarter balance is saying because that Clarity is indeed needed um just similar president darling into what you shared to again move away some of the misunderstandings um I think if we take some time to communicate more to the field and hear feedback from them it will help to perhaps put away some of the concerns that this is a huge overhaul in how we are looking at things because as was said at the very beginning of the presentation cut scores are not changing the rigor of the test is not changing the expectation as it relates to the levels is not changing it's um in a sense
196clarifying the language of what those levels mean so that uh teachers can be more responsive to it as can families but they can't be more responsive if they're confused on what it actually is going to mean so um I I just kind of throw that out there as we have our conversation that um perhaps looking at how we can support and address that concern of everyone not feeling we they understand what is indeed happening and having some angst behind it um how we might be able to address that in our conversation and um our decisions I just ask Chad um since he's right here with us uh whether if we were to do more examin and and um uh feedback between now and January and uh reconsider this in January whether it could still move
197forward for the 2526 let me get in the right year here uh score reports no I was just speaking with Maryann our contractor and it is still possible for 24 25 student score reports it would there would be some risk because we'd be delaying the contract or we may have to you know there would be some risk to us releasing scores on time for example not the October 15th but two leas which we usually do in late May that might get pushed back slightly so it is possible but there is some risk involved no that may be a path that we want to yes member Rosco Gonzalez that would be very concerning if the score reports were released a lot later because as an educator we we look at our data over the summer that's
198how we prepare for our intervention that's how we allocate funding and we structure our classes and and our data teams in the summer I me I know we we have several meetings so that delay of data I think would um prevent us from really uh meeting the needs of all our students and just to clarify I'm not saying like towards the end of the summer I'm saying like few weeks um it would still happen during the summer but not maybe not right at the end of the school year when most people are getting out at the end of May yes a member pattillo Bronson um I I appreciate the um general movement to think about how to frame uh a student's progress in terms of an asset-based approach and that is super resonant and I
199think is a step in the right direction and I I think it's important that we don't lose sight of the fact that parents aren't looking at cut scores that that is a level uh down that I don't think is is fair to even expect uh parents to look at I think the headlines are largely what folks will concentrate on and uh particularly the language in the the prior or in the current existing standard that actually says in level two may require further development to demonstrate the Knowledge and Skills and as a parent I would take that as a flag to take action right to think about how to meet with uh your your students teacher your um tutor tutoring over the summer whatever it might be uh but it's a flag that parents need in
200order to know when to intervene and absent that language being incorporated into the new level two foundational piece I think it's really tough to imine that a parent would be able to know what to do in that context um I I also just think it's we have to be open to actually hearing directly from parents I'm just thinking about our morning presentation with the students and I I think that message just came so clearly through the idea that of course you should consult the people who you're aiming to reach and in this case the esack scores and and headlines are for educators but they are also for parents um and making it clear and understandable and having some sort of focus group or consultation I think is really I I think it's pretty basic that
201we would have to do that in order to know that we're not creating undue confusion especially for the kids who are most vulnerable like I I would actually there might be some greater flexibility if we were talking about the uh threes and fours because you're not asking parents to engage and do something differently but particularly if if a parent has a child who's scoring in the one two range you don't want to inadvertently create a situation where they think everything is fine the data point that keeps coming to mine is from families and schools and um they have a a um stat which is that and this is National Data but that 80% of lowincome kids don't read proficiently by the end of third grade but 92% of their parents believe that their kids are
202all right and figuring out how to make sure that parents can be well-informed partners I think is very much part of of what we owe them so one of the things I'm hearing is that in in line with the uh point that was made earlier about elaborating the level of limited complexity versus you know uh Etc the the more elaborate achievement to scriptures that allow us to flag things like may require additional uh actions would also be something we'd want to be taking a look at so I think there's some questions here about the you know the the elaborations as well that may need to find their way in uh to what we uh ultimately vote on um yes member Clauson and then I see member yoshimoto toari I see member Lewis did I miss
203anybody else did I miss you no okay holler at me if I do okay member Clauson thank you so much uh for your presentation something that stands out to me so in the document there is a sample uh score report for parents and families um and it shows what the initial what the what the current language would look like and then what the updated language would look like and that's what I'm looking at and that's what's standing out to me because the language that we use to communicate not just to parents and families and Educators but also to students matters um so that they can have autonomy and confidence with in their own education and I'm looking at this letter and I'm thinking about you know students who would be receiving this and looking at
204this language the word choice that is used and then also like the icons that are used for like at or near standard with the approximation sign and this has a much more positive feel um I think it is more empowering and it promotes more autonomy and so I just I feel better about the language that is used here but I do have concerns about student engagement in the process um and I think students as well as parents and Ed uh parents and families should be engaged and we can tap into existing councils and Leadership structures at the local level because I think students uh deserve to make their voice heard on this topic because it uh thecore reports and understanding their scores is incredibly important for California students so thank you thank you and I
205think next is member yoshimoto toi and then member Lewis do they miss anybody okay thank you um I'm I'm glad that uh you asked the question board president darling Hammond about January an option I think uh the family and family and parent voice is very important in this is there the end consumer one of the end consumers along with students uh and I would say student voice as well with that um and and I do want to be clear I think that the move to conceptually what the Consortium is uh helping us with across States is positive uh I think we like to think often it's easy to think about students sort of as black and white you know figuratively like just thinking about like it's so cut and dry to think you met a
206score you didn't me me to score and for being a parent I know that's not the case um and I also know that um being that I have students that just started college uh getting a two is not the end of the world they still have a road to college so um I think that really it allows for more uh an asset bait understanding I may be an outlier on this but I don't think the word inconsistent is asset-based uh I think if anyone of us were called inconsistent we would be like what that's not very nice um and so I would encourage us if we have the opportunity to look at something more like um for another term maybe developing or something like that and um I did want to mark that we do
207have we do use and I know it's a different assessment and I've read through the September item I've read through some of the other historical items but we do Ed the word foundational understanding for the CAA for the alternate assessment um and that only has three achievement levels but descriptors um but we do use the term foundational understanding there and we but are very explicit in that by saying uh students at this level foundational understanding uh of course subject matter content um but when provided with frequent prompts and support s and um may need frequent uh supports to complete tasks and activities so it would be a completely different descriptor I understand if we were to rewrite it for possibly for um this assessment that we're talking about today but it at least I wanted
208to highlight that because it makes it very clear to a parent or a family or a teacher that a student at a level two would still need the additional interventions to be proficient and I would say on the student score report um if in fact a level three is still our goal that we still keep that on the student score report uh member Lewis I think you're next oh just a few things that I was thinking about listening to the discussion the callers who've come in and the presentation and thank you for the presentation um the things that are sticking out to me is that there there's support overwhelming support for the change for the achievement level descriptors and a change in the student score report and there's also the concern about um the engagement
209of parents and how important that is and I really appreciate um member patillo Bon's comment about referring to the students and about how important it is to get the opinion and the input from the stakeholders and then with regards to the timeline question and um the concern about if we delay to January there's a risk of not getting the reports out on time and we really want to honor the teachers and the work that they do when they get those test results and try to make changes for kids so I'm just wondering here and was thinking about when we all when we're providing intervention for kids and we're teaching and we always say that you know the time is flexible you know and so I'm wondering here is we want to make the reports more
210uh usable for families and for educators and every everybody involved uh does the change have to take place within this next year or if there's time for to get the engagement that we want um I just feel like it's better to move slow to go fast you know uh I'm just wondering if that's an option that since you know there's a lot of concern there's some of the letters had a lot of clarifying points you know around two and three and things that you know uh we want to make sure that when we put put something out when we approve something that it's really going to work for the parents yeah I think you're making a point that um we're hearing around the table General support for the direction needs some time both for precis
211a little bit more Precision in what we are proposing and for some vetting uh I think what I would suggest is that we do those two things between now on our January meeting and then by then I think we put Chad and and our EC ETS colleagues on the spot by saying Hey would it take you more time I think they could have a much more precise understanding of what their timelines would need to be if we adopt a more precise uh better vetted um version in January uh and if that is if that's not possible to do without you know uh delaying the score reports you know in a way that's problematic then we can think about whether it's some you punted to the following year or whether we implemented a me but I
212think we'll have more information then to know what the question would be about the time frame uh is that fair Chad it's a little little hard on the spot to be like making that to figure that out um member Olen thank you um I just wanted to add that as I'm listening I I feel like I hear two pieces one is we want um the language to be more reflective of the intent of the assessment and um so and that um well and then the other one is we want to make sure that all of our key stakeholders have input into any change we make um and I think being clear which part is which is really important so because the intent of the assessment we learn from the assessment creators and the teachers who
213are using it to understand student achievement right like that's um so there's an Ed and then there's an education piece also for families um to understand what the test is actually saying and not saying like what the results are actually saying and not saying right right and so it's so part of what we're hearing is we want to make sure the language is really clearly reflecting the intent of the assessment and and the results and then there's another piece that's we want to make sure people understand that right so there's two pieces and they have to come together and and I think there is a little bit of confusion about you know like we can by delaying the the one that we're really we're going to be able I think there's confusion where each one
214of those is um like where it's a question of reflecting the assessment where it's a question of being reflecting needing um users to understand it better or those and I would just say that we have revised the score reports regularly so that is not something that can't be done even after we if we uh adopt the uh you know Smart Balance terminology hopefully in as clear and precise a way as possible with all of the signals uh but it could also be revised for the year after that too I mean that it is it is something that is not in concrete as we just revised the score reports last year too so it's not like we can't continue to improve it I want to go to member Orosco Gonzalez and then to member um Glover
215Woods um in my comments I mentioned um how I think the Outreach efforts I need to go beyond um technical support to Educators and testate administrators but the involvement of families at each level is vital for any initiative when we come to these student score reports I think it's important to have and to implement a more inclusive community outreach to ensure that parents and families fully understand the nuances of these achievement level descriptors I know personally because I lead the professional learning workshops for parents that the same Workshop I have for um Educators I literally duplicate it for parents and there's so many questions and aha moments for parents and I think that if we give them the opportunity to understand that what we're trying to do is uh make these student score reports more
216useful to them so that they know how to best um Target the needs of their children and how to guide um whether they have interventions like you mentioned in the summer for tutoring or for questions that they might have for their for the teacher in the classroom of how to help their child move move forward and it just comes down to the fact that we need to have um more professional learning opportunities for the for our community for our Guardians so that they know that um how to best support their child and so that's what I'm listening to you when you say Sharon about how we can provide supports and what I'm hearing from our board and I think that goes with any time that we make any changes that will um create a lot
217of more questions versus helpful resources for parents so I think that there's like just to go back to Sharon's two pieces I think there's this third piece which is after we get a version that is um as uh that meets as well as we can those two criteria there's going to be a need for professional learning after that too and there's going to be a need for a lot of Engagement with parents and students uh and families and Educators after we uh do that as well so there's both a pre and a post um set of plans that we need to um undertake remember Glover Woods oh we've got a like a little lineup here like looks like mug shots or something the troops are circling here do you want to make a comment before
218we go to member Glover Woods would like to would you like to get closer to the mic and bring it down yes thank you uh Mal Vang uh director for the assessment division at the California Department of Education thank you for um letting me speak a little bit listening to this uh very robust conversation uh helps us to understand that we're doing the right thing and uh we I want I hear a lot of uh proposals and suggestions for technical edits and more engagement of parents and students and our education Partners we'd be willing to do that in the next uh and and provide the technical edits to the proposed revisions that we have so um I just want to um let you all know that this conversation means uh we are hearing you and
219our um the suggestions I have our contractor uh Maryann arcella here we happy to work with our contractor and our education Partners work with parents and student groups and uh get something quickly back to you um in the next uh month or two um and I want to uh let you all know that uh we'd be willing to do that thankk you we we appreciate you very much and the fact that you've got everybody up there pledging is very reassuring we appreciate that uh vice president Glover Woods M thank you for saying that U because that's definitely where I was going and um let me just say that as as uh the team is working on some of these technical pieces uh being responsive to the comments that you're hearing here um can I also
220just underscore I I think it goes without saying but I do want to underscore how important it is to do some Outreach to the field between now and when that comes back to the board as well um and I'm very much aware that we're entering into the holiday season uh which may make uh getting a lot of feedback very a bit difficult for January but I ask our educational Partners to perhaps assist in that and um I also really appreciate president darling Hammond's thought of let's bring something back in January that's had some feedback looked at those technical edits all of these things that have been said and when we get to January see if this is if if we're ready to move forward with the approval of the descriptors the themselves and the be
221clear on the communication that needs to go around there and if it seems that it's not going to work at that time consider is this something that we want to have reflected in the 2526 reports as opposed to the 2425 reports so it looks like we've taken this and made it in to almost a two-step process uh but we definitely need the feedback from the field we definitely want to be clear in the descriptors and and based on our conversation I will say this President darling ham and has stopped talking uh we definitely need to be sure we update these descriptors because there is misunderstanding in the field and just as there's concern that the change in the descriptors is going to create misunderstanding and a lowering of Standards um I would venture to say
222there's a misund understanding of the descriptors now yes and that needs to be clarified so I think we can hit all areas um and I look forward to engaging in this conversation in January and I just want to reinforce the thanks to our loyal team here uh uh for being willing to lean in and help us get to a place where we can get this back on the agenda in January um hopefully in a way that we can move forward that uh allows us to uh correct the current misconceptions and move forward with our other fellow smart and balance States in uh you know uh informing uh the the field more fully um so this is um I think a a place where we don't need to take a vote we can simply give you
223our uh feedback and we will look forward to seeing you again in January thank you and with that we have earned ourselves some lunch so it is 12:30 and um we will get back by about 1 let's give ourselves 105 let's gives ourselves five minutes to get back and forth okay woo I we are back from lunch um a little bit silly but we calm down now we did not have enough time for recess uh we're going to move to the consent agenda uh regular item 6 through 12 and we need the public comment slide we're going to go through those items I understand that member escabedo having just gotten seated will need to recuse himself from this vote so we will see you later and we're now going to open the phone line This
224is for public comment on consent items 6 through 12 members of the public wishing to provide comment on consent items 6 through2 May do so in person or by calling the telephone number and using the access code provided on the slide that is shown now are there any speakers signed up to provide public comment in person no there are no speakers to provide public comment all right and are there any um callers on the phone there are no callers in the que okay so uh given that there's no further public comment I'll ask for a motion on consent items 6 through 12 member Olen thank you do I have a second member Glover Woods um Brooks can you please call the role member Clawson yes president darling Hammond yes member esab sorry um vice president
225glev Woods yes member Lewis yes member mcquillin member Olin yes member Rosco Gonzalez yes member patillo brownson yes member Rodriguez yes yosha marari yes motion Caris all right and we are reopening item one to take action on the preliminary report of actions draft September 2024 meeting minutes and the SB screening committee recommendations regarding appointments to The Advisory Commission on Charter Schools The Advisory Commission on special education the California practitioners Advisory Group and the instructional quality commission and we will once again open the phone line for public comment can we get the public comment slide up there again again there we go uh if you have comment please call the number and use the access code shown on the slide um are there any speakers signed up to provide public comment in person no in Person
226Public comment and are we do we have anyone on the phone uh there is one caller in the queue I will open the phone line now okay um caller with the L four digits uh 1938 you are now live please start your public comment you have one minute oh okay thank you I actually have a comment for the V USD I think it's waiver 12 okay we ask that you please call back when that item is being heard okay perfect thank you very much thank you that concludes public comment for item number one okay do I have a motion uh to approve the September 2024 State Board of Education draft preliminary report of Action meeting minutes member oen member of Rosco Gonzalez seconds it any further discussion okay Brooks can you please call the role
227member Clawson yes president darling Hammond yes member escabedo yes vice president Glover Woods yes member Lewis yes member mcquillin member Olin yes member Rosco Gonzalez yes member Patilla brownson yes member Rodriguez yes member yosha morari motion carries in n okay uh we're now going to take up the State Board screening committee recommendations for the appointments to several commissions we're going to once again open the phone line for public comment and ask people who want to phone in to use the telephone number and the access code shown on the slide that is about to be available now and while we're waiting for any members of the public to call in I'll ask vice president GL Woods who chaired this year's process to share the recommendations from the screening committees for all of those commissions thank you
228president darling Hammond and again board I just wanted to let you know uh for the applicant pool for all of these different commission seats we had again a great group of applicants and we thank everyone who took the time to apply for any of the seats for the commissions we were recruiting for this year we did uh the screening committee which is consists of myself member escabedo and member Lewis did have opportunity to screen applications and on October 9th and hold interviews later that month we were uh impressed as I have said before with the difficult task we had in front of us we had some very strong candidates so first I'll acknowledge the candidate that's been recommended for appointment to the advisory Commission on Charter Schools this will be for a two-year term and
229the person re recommended for the appointment is Andrew Crow who is the deputy director of scholarship prep and he's being recommended to fill the category of parent of a child attending a charter school in addition for the accs or our advisory Commission on charter school we are recommending that the following members be reappointed for a two-year term Helio Brazil Todd finel Erica Jones and Matt Taylor now as it relates to the California practitioners Advisory Group the the screening committee's recommendation for appointment for two-year term are Jennifer dasta who is the chief academic officer at Granada Hills Charter School she's also a board member for High-Tech Los Angeles charter school and is being recommended to fill the Local School Board member category on cpeg the second appointee that we are recommending is Susan Connelly Fox she
230is the associate superintendent of student services for the plaster County Office of Education and she's being recommended to fill the representative of an authorized public chartering agency category we're also recommending for the California practitioners Advisory Group that the following current members be reappointed for a two-year term Baba tund elori Gabriela Tavian and Amy WN Hernandez in addition as it relates to the California PR practitioners Advisory Group we are recommending that Rody buoy be appointed chair and Corey Greenlaw be appointed Vice chair of the cpeg we have two other recommendations or commissions that we are uh providing recommendations for uh there are three members on the advisory Commission on special education that the screening committee is recommending be reappointed for four-year terms these individuals are Russell machad Sarah Notch and Matthew Wilkins and lastly it's my
231pleasure to announce that the candidate for the 2526 instructional quality commission student member is annaya AAR apologize for mispronouncing annia's last name AKA karuu and she is a junior at Dublin High School in Dublin Unified School District in Alama County and and annia's one-year term will be from September member 1st 2025 to June 30 2026 so again we say congratulations to everyone who applied all of the candidates that we're bringing forward for recommendation and we look forward to hearing the board's approval for these recommendations thank you and at this point is there any public comment there's no in-person public comment I should before we move to that I should ask members Lewis and escco if they want to add any comments about all of these wonderful recommendations that you participated in making no um I
232just want to add um to uh vice president Glover Wood's comments that there were some great candidates we appreciate the application it was a pleasure to interview them all and um just thank them for their interest in the positions just want to add the amount of talent you know that we were able to communicate with just the great leadership that we have in California and also this team thank you do Dr Glover Woods to be being such an amazing leader in in keeping us in line so so uh it it's it's just delightful really being part of this process and thank you for your leadership all right do we have any public comment in the room or on the phone no public comment in the room and there are no callers in the queue all
233right with that uh any board discussion can I get a motion member escabedo okay and a second member Lewis thank you uh Brooks I think you need to call the role do member Clawson yes president darling Hammond yes member escabedo yes vice president glev Woods yes member Lewis yes member mcquillin yes member Olin yes member Rosco Gonzalez yes member patillo brownson yes member Rodriguez yes M yosa marari yes motion carries unanimously all right and now the item you've all been waiting for item 13 which is the revisions to the California school accounting manual used by local education agencies and this I'm I'm excited this item will be presented by Elizabeth dearin of the CDE and Elizabeth we appreciate you being here please begin nicely and members of the board my name is Elizabeth dein I'm
234the director of the school fiscal services division the purpose of this presentation is is to provide an overview of the proposed revisions to the California school accounting manual commonly referred to as cesam cesam provides the accounting and financial reporting guidance for California local educational agencies or leas before I talk about cesam revisions I'd like to highlight my division's role in school Finance the school fiscal services division or sfsd for short is responsible for providing clear consistent and current advice and direction to leas on matters relating to budgeting accounting financial reporting and fiscal solvency CDE formulates this Guidance with input from Lea Representatives including the external Services subcommittee Under the California county superintendents sax Forum which is a group of Lea business staff and Auditors with whom CDE meets with periodically and smaller working groups of
235subject matter experts we call on when needed cesam is the primary source of school accounting guidance for leas this includes County offices of Education school districts charter schools and Joint power agencies cesam establishes definitions instructions and procedures leas follow when recording their financial transactions in a standardized way consistent with laws regulations and accounting rules cesam was initially approved by the state board pursuant to Ed code section 41010 and the board is required to approve changes as needed once approved by the board the updated version of the manual is available on CD's website for Access by leas and other interested parties an important feature of cesam that requires regular updates is the standardized account code structure also referred to as saxs cesam is the formal document that establishes saxs which is a Statewide uniform financial reporting
236format used by leas sax is an account string containing a set of numerically quoted Fields these fields are used in combination to classify revenues expenditures and balance sheet accounts to report an entities financial position and the results of their operations the structure stays constant but the fields are updated as needed to reflect changes in laws regulations types of transactions or accounting principles or practices saxs allows Lea's flexibility to use additional coding in their records for more detailed accounting on financial transactions but that detail is not reported to the state this slide outlines the steps CDE takes to update accounting guidance cesam is updated periodically to reflect routine modifications due to changes in sax codes accounting pronouncements legislative and Regulatory actions that affect Federal and State programs and clarification of guidance in response to inquiries from
237leas anytime that there are changes in accounting guidance between the cesam editions CDE notifies leas with those changes through meetings and correspondence sfsd then incorporates the changes into the next csam revision so that the manual may continue to be used as the primary source of accounting guidance I'll go into detail in the following slides on what changes are reflected in the 2024 version of cesam before you today the last time we updated cesam was 5 years ago in 2019 typically we aim to update cam every 2 to three years however this most recent update was impacted by a multi-year Information Technology project that took all our available resources to deploy now that that has concluded we expect to return to our normal update schedule I do want to emphasize that we have no pause though
238in providing um a accounting guidance to Alas during this time as we continue to update accounting guidance through meetings and correspondence thus the pro proposed revisions before you do not represent new guidance rather just they're just being incorporated into this version of cesam currently cam has 61 procedures in this round of updates we updated 50 procedures received con 50 procedures received content and editorial updates along with appendices B C D and the glosser attachment one lists all the content areas that were updated and summarizes the changes for each of the 50 procedures that were updated 16 procedures only receive non-substantive changes for updating website addresses statutory references correcting punctuation uh word changes for clarity or consistency and these procedures are listed at the end of the summary and attachment one attachment two contains the text
239of all 50 procedures three appendices and glossies that received updates that will be incorporated into the official CCM manual the procedures that received the most changes overall are ones that establish resource and object codes which are components of the saxs code string that most commonly get updated resource codes track activities that are funded with revenues that have special accounting or recording requirements or that are legally restricted for example specific federal funds the update before you reflects more than 120 changes to new and obsolete resource codes in procedure 310 object codes categorize revenues expenditures and balance sheets accounts the current update contains more than 25 changes uh 25 different changes most of which were prompted By changes in Accounting Standards the last major reason for updates to the 2024 edition of cesam is to stay current
240with accounting pronouncements that are issued by the governmental Accounting Standards Board known as gasby gasby is the standard setting body for accounting and financial reporting by state and local governments including educational agencies and periodically Issues new statements to improve Clarity consistency and transparency of financial reporting for state and local governments in this addition of camp changes for six gby statements are being incorporated into the manual as mentioned previously CDE already notified leas of the impacts of these accounting pronouncements via correspondence and through meetings you can see these statements concern various areas of an organization's operations one example is gasby 96 subscription-based Information Technology Arrangements which was developed in response to how government agencies you use new technologies and provides guidance on how to account for financial transactions related to cloud computing software cyber security and
241data backup Services the CDE recommends that the State Board approve the proposed changes as outlined on attachment one and two and if approved the revisions will be incorporated into the complete version of the manual and posted on our website shortly after the meeting followed by a notification to leas that the manual is available this concludes my presentation and I'm happy to answer any questions at the appropriate time thank you Elizabeth we appreciate that uh would we can we put up the public comment slide we will now open the phone line for public comment members of the public wishing to provide comment on this item may do so in person or by calling the telephone number and using the access code provided on the slide that is being shown right now so while we're waiting for
242members of the public to call in I will ask our leaz on member Oaken if she has any initial comments thank you um first I just want to give a big thanks and shout out to Elizabeth and her team um they they don't get to present too often here in front of us um but hopefully you see the importance of the work they do um just to paraphrase hold on I'm stalling because I want to make sure there's appropriate time for public comment to queue up um so they're responsible for providing clear consistent and current advice and direction to leas on matters related to budgeting accounting financial reporting and fiscal solvency um those are really important duties um and um we thank you for that and in terms of this particular item um as you
243heard there are numerous changes um that needed to be accounted for in the in the C Sam um because over the last five years there's been many accounting um changes in the ways in terms of what schools need and laas need to report and so I'm just really thankful that we have a group of people who are staying on top of that and then helping those of those of us in the field um get it right so um I we're in great hands and um I look forward to a robust discussion on this item thank you member oen do we have any clarifying questions from the board before we go to public comment seeing none uh do we have any public comment in the room there's no public comment in the room uh do we
244have anyone on the phone uh there is one caller in the queue I'll open the phone line now thank you um caller with the last four digits 8256 you are now live please start your public comment you have one minute hello this is Robert man from chour now thank you board members for uh taking up this issue and approving uh the updated uh guide um I just wanted to bring your attention one issue that I'm not certain where the right place to fix this is but the local control funding formula has an equity multiplier that requires a supplement not supplant uh of the fund of the 300 million provided for that we've raised this issue in the annual audit guide adoption um and want to try and find a way to enforce that mechanism currently
245there is no enforcement mechanism and there's no way of knowing whether districts are indeed using this to supplement and not supp plant that important funding source uh thank you for the consideration thank you uh that concludes public comment for item number 13 wonderful thank you very much do we have any board discussion on this item seeing none may I have a motion member oen I move that we approve the um changes to C Sam as proposed thank you is there a second we have a second and a third I think member member esav though thank you Brooks would you call the roll call vote be happy to uh member Clawson yes president darling Hammond yes member escabedo yes vice president Glover Woods yes member Lewis yes member mcquillin member Alin yes member Rosco Gonzalez yes
246member pillo brownson yes member Rodriguez yes Yosi yes pass thank you the motion is carried thank you Elizabeth thank you very much president darling Hammond my power is over right never never think that we're gonna move on to item 14 uh which is the followup to the July 2024 State Board of Education study session on the California way uh the um portrait of a graduate uh this is an information item only no specific action as recommended at this time um and I'm just going to uh sort of frame this up uh by uh describing kind of where I think we are uh with my colleague um vice president Glover Woods uh so our discussion of the portrait of a graduate is actually a continuation of the work that we began a decade ago uh you
247know since we adopted lcff uh we've been developing a system in California that aims to support the whole child that values a range of important outcomes of Education including and going Beyond test scores our multiple measures dashboard and our multifaceted College and Career ready indicator which may soon become a college career and Civic ready indicator uh is one element of that Quest and now here we are a decade later and the world our children are facing is changing rapidly knowledge is exploding knowledge is actually doubling faster than every year now uh Technologies are evolving uh an estimated 30% of jobs that we have today will be eliminated or dramatically Changed by AI in just the next five years by 2030 so the speed at which the environment is changing our kids are going to have
248to work with knowledge that hasn't been discovered yet uh with technology IES that haven't been invented yet solving major problems that we have not managed to solve you know including conflict and sustainability on the planet so to guide our policy work we need to consider where our children are going what they will need and how we can build a system that will help them get there particularly when setting policies in our core Focus areas of curriculum assessment and accountability so we've seen that um in our previous study sessions that states across the country have been creating portraits of a graduate or portraits of a Learner in some cases to guide their work at least 18 have done so and in your packet you have a a listing uh from a recent scan that was done
249by the white board advisers of those 18 states and what they have uh what they have looked at many districts in California uh have also created such portraits and during the July uh state board meeting we heard from Lindsay Union and uh we also heard from Anaheim Union High School District uh those that have have developed portraits of a graduate that emphasize critical thinking collaboration communication creativity they described how those serve as a sort of North Star for them to prepare students for Success uh and they've moved to a competency based system really uh looking at those competencies as critical uh in this rapidly evolving world we got a letter on this item from the county superintendent um which I appreciate and they pointed to another bright spot in the San Diego County Office of
250Education facilitation they created three interdependent portraits portrait of a graduate portrait of adults and portrait of the system uh the portrait of The Graduate outlines the attributes and skills and knowledge that students need to succeed in this world preparing them for college career and Civic life the portrait of adults emphasizes the competencies in collaborative mindsets required of Educators staff and leaders to create an environment that nurtures Student Success and the portrait of a system focuses on building a coherent aligned and responsive educational infrastructure that supports these traits and these Educators and that is our goal in considering adoption of a portrait at the state level to create a shared Vision that can help us align every aspect of our work to our goals for our students our supports for our professional and our design for
251our system I'm going to pass the ball to vice president Glover Woods thank you very much and just to underscore u a couple of points that President darling ham and made again when we're when we think about developing a California state Pro uh profile of a graduate uh again what we want to be able to do is capture in a very comprehensive and aspirational way what students should know and be able to do um upon graduation from our high schools and I can't emphasize enough that this work has been underway quite a bit in States throughout our country as well as uh a lot of districts right here in the state of California will hear more about that during um our presentation um and for the districts or eleas that have developed profiles of a
252graduates or profiles of a learner or portraits of a graduate whatever term uh might be used what we do know is that those districts have engaged in a very comprehensive collaborative process to really learn from their Community educational Partners what a graduate from their schools should again be able to know and do and what we also know is that states uh that have adopted a profile of a graduate or portrait of a learner have utilized those uh profiles if you will in a variety of different ways just to help ground and link to our past conversations what we're looking at again is developing a document that can serve as a North star for stateboard policy actions and um it's our intent to explore the development of that portrit um so that it can communicate how
253we as a board approach those key decisions focused on preparing California students to succeed and Thrive and again I I want to underscore for those of us here on the board as well as um our educational partners and anyone who might uh might be listening right now it is not the intent and nor has it been the conversation to uh allow for this to result in any new requirements any shifts and changes um it's solely to inform and guide our our our um decision making and our communication so I think that's important as we engage in our conversation to keep that to keep that in mind um because again multiple states have adopted they're utilizing it in various ways I think it's important for us to uh stay grounded in how we would like to
254utilize such a document and the last thing I'll say is process is important uh many of the states and even districts that have developed their portraits have used as a foundation other portraits that had been created prior to theirs so that is very important and the other aspect is that there have been uh opportunities for collaboration so as we look at our process it we want to be sure it's one that provides opportunities for feedback from our educational partners and that also Builds on the good work that districts have done in this area so I look forward to our presentation I look forward to our board discussion as we move forward with this note that standing patiently at the podium is uh Ann Porterfield who uh is a senior program associate at westad uh she
255conducted a scan of California uh District portraits of a graduate in 20123 she will discuss the findings of her study uh that analyzed over 50 graduate profiles developed by by local educational agencies in their communities uh to help us consider what kind of features uh have been common in communities across the states so an thank you very much uh and please take it away thank you president darling Hammond um I'll note that prior to becoming a researcher I was a second and third grade teacher in Oakland Unified School District um you're likely familiar with westad um but in case you're not here's West Ed's Mission I see some nodding um so I'll move right along um so what is a graduate profile um I think it was framed well prior to this presentation but it's
256an opportunity for districts and communities to more holistically Define student students success and it's done through a visual representation of the knowledge skills and dispositions that students should have when they graduate high school and one thing I learned from doing the scan is that they vary widely um so I have a couple of examples to show you some of the variation this is Davis Joint Unified School District's graduate portrait um or graduate profile as you can see it's really clean it's really simple it has um six competencies included um and to kind of show some contrast here is Pasadena Unified School District's graduate portrait so you can see it looks very different it includes a lot more information um it includes some of those really common uh competencies such as critical thinking and collaboration but
257it also includes some less common competencies like Healthy Mind and Body and as president darling ham and shared some districts have taken it a step further and created portraits for adults and systems um so districts have approached this work very different and as a result um the products looked very different so the brief I wrote on graduate profiles in California has two sections and the first is a scan of 54 publicly available graduate profiles in California that's how many profiles were Avail uh available at the time of the scan my understanding is now there are closer to 100 graduate profiles in California uh the second section of the brief includes interviews with Lea leaders on the process for developing graduate profiles um so first I'll discuss the scan and then I'll go into some discussion
258about the interviews all right so in order to conduct the scan I reviewed these 54 graduate profiles and identified which competencies were included in each and then I tabulated how many graduate profiles included each competency and here are the results um as you can see critical thinking was included in the most graduate profiles 85% of graduate profiles included critical thinking um 83% included self-direction that's that idea that students can um encounter different situations and navigate them um and then the next most common were communication and collaboration um towards the bottom are the competencies that were in included in fewer graduate profiles so there's content knowledge Wellness digital literacy cultural awareness um and so looking at these competencies um I invite you to think about what skills students you want students to have when they leave
259high schools and are these the competencies um for me at westad I really want my colleagues to be critical thinkers and effective communicators but I also really want them to be good empathetic people so for me that fits into the competency of character um that's something I want to see in my colleagues all right so now I'll share some findings from the interviews and the purpose of the interviews is really to understand Lea's processes for developing graduate profiles um I quickly learned that all leas established committees to develop graduate profiles so it wasn't led by just one or two people um as vice president Glover Woods shared um it's really important to gather input on what should be included in The Graduate profiles from Educators students and community members um and those community members can
260include um institutions of higher education as well as businesses and the reason is is because the purpose of a graduate profile is to create a shared vision for students and a vision can't be shared if lots of different folks are not at the table um third so some leas I uh leaders I talked to shared that they hired a consultant to facilitate the uh development of their graduate profiles and they express more satisfaction with the end product and that's because they were able to get more input um so the the the end product really felt more authentic and reflective of the community um and lastly uh Champions or Advocates of graduate profiles helped to Foster buyin and uptake and it was really important to have those folks involved during the development process here are a
261few implications for the process for developing graduate profiles um so first as you likely gathered it's a significant investment to develop GR graduate profiles um as I shared some leas has hired Consultants to facilitate their process um others paid for graphic design um so those are just some Financial investment but it's also a really big time investment in order to do it right um it's important to have lots of folks at the table um so there are some research resources that could support the development of graduate profiles um and here are some examples um they could include suggested representation for a design team or Coordinating Committee processes for engaging diverse community members survey instruments and interview protocols that are ready to go that could be used to help gather input protocols for making decisions about
262what to include in a graduate profile so um some of the Lea leaders I talk to describe their processes for deciding what should be included in The Graduate profile um and some reached consensus and others just had one or two individuals make the final decision um so having some Pro protocols that could help reach decisions may be supportive um and then finally once graduate profiles are um are drafted protocols for Gathering feedback um how does it sit with students how does it sit with families the next stat of findings is on the competencies included so how did leas come to include these competencies listed in the scan and here's what I found out um most leas reviewed other graduate profiles in order to inform the development of their own so um some just looked at
263one or two graduate profiles some looked at many um and they took ideas from other graduate profiles to create their own um second Lea leaders generally accepted including the four C's in their graduate profile so that's communication collaboration critical thinking and creativity um and if I go back to this slide with the scan that's reflected here so I grouped creativity into the Innovation category um so the four C's critical thinking communication collaboration and uh creativity here listed as innovation are among the top five competencies uh so I thought that was pretty interesting um the third bullet point here very few leas reviewed research to inform the development of their graduate profiles and lastly this final bullet point is more technical but Lea leaders um that had eight or more competencies said that's just too many
264it's hard to remember them it's hard to track progress towards them so they recommended keeping the number of competencies included under eight that's all I have to share but I welcome questions and discussion okay um we're going to um put up the public comment slide and I think somebody here can do that and then uh see if there are clarification questions for an while we're um waiting for people to dial in for public comment any clarification questions or yes member mcquillin thank you for doing this very interesting in the list of uh leas I don't see very many rural communities is that is that accurate or the list is accurate those are all of the publicly available graduate profiles there may be some that are not publicly available developed by more rural districts and is
265that the list of the 50 some that you reviewed that you're looking at the list is in it should be in the appendex in the report yeah so just to note that there are now closer to 100 so there may be more rural districts that are represented yeah Lindsay was one I know that presented to us that's a rural District that has such a thing but it may be disproportionate other yeah now that there are more than double of uh leas that uh that have engaged in this work are you Ann is there any additional or updated information on the competencies incorporating those additional districts um has anyone taking a look at that would love to do an additional scan and include those additional districts it's just a matter of getting funding to do the
266work thank you yes member pattillo Bronson I I was wondering if any of the scans um sort of actually if most of them start in kindergarten do any of them start in TK and even more remarkably do any of them start in prek I'm not sure I'd have to look into it and get back to you of course our um our prek TK foundations are sort of a version of the of the of the same idea right any other uh clarifying questions okay well thank you very much Ann we really appreciate it it gets us going with some good information under our belts we'll see if there's any public comment on this item either in the room or on the phone in the room we have four public comments Lindsay tornator Diana Vu Roman Sterns
267and Tom Adams and I will remind before you get started um Lindsay I'm just going to remind those who may want to call in to use the phone number and the public access code participant access code that is shown on this slide all right good afternoon president darling Hammond vice president Glover Woods members of the board Lindsay tornator on behalf of the California county superintendent we appreciate the ongoing discussion commitment of the board on Innovation through the lens of our dynamically evolving learner we submitted two letters a coalition letter and another that shares Lessons Learned From the county superintendent regarding portraits of a graduate thank you president darling Hammond for lifting up that letter there are two aspects from that letter that I would like to emphasize first as vice president Glover Woods mentioned process
268is important and in the development we have observed the most impactful portraits are developed with broad collaboration including um IH and business partners in addition to parents family students staff and the other president darling ham and already mentioned um the bright spot in San Diego County where the county office supports Ellas in developing three interconnected portraits the message that these three portrait sends is that the adults and the system must provide the environment and conditions needed for students success and that this is the work of all thank you for opportunity to provide input good afternoon board members Diana Vu on behalf of the association of California school administrators AXA appreciates the clarity provided regarding the development of the portrait of The Graduate and its role as a guiding document for the board in lie of
269developing a state level portrait of a graduate we believe it is more appropriate and crucial to encourage leas to engage in a community-driven process that allows them to shape a local portrait based on their unique needs and values while the state can offer overarching Guidance the final product should be locally developed to ensure it truly reflects the aspiration and goals of each Community thank you good afternoon I'm Roman Sterns representing scaling Student Success um thanks for the work you're embarking on as indicated in the west dead report the process of creating a portrait of a graduate can be just as important as the product because it can model best practice for the field and in this case can reinforce the state's values specifically by engaging three distinct groups of stakeholders UC and CSU the business
270and industry and Civic and Community leaders the state board can signal that a whole child Vision like a portrait of a graduate is intended to prepare students simultaneously for college career and Civic life furthermore the state board can signal that Equity remains at the center of State policy by engaging marginalized students and their families I understand that the State Board may not have a designated budget for this work and that the kind of Engagement with stakeholders I'm suggesting requires resources however I expect that many organizations including scaling Student Success would be happy to offer in-kind support to assure a meaningful process that supports the state's values thank you good afternoon I'm Tom Adams former deputy superintendent for the California Department of Education former executive director of the iqc and former trustee at Davis Joint Unified
271and I mentioned all those three things because they are connected in my comments first of all let me say that you are already familiar with the 5 C's Education Code 60207 requires every curriculum framework to to include creativity and Innovation critical thinking collaboration communication and construction and exploration of new knowledge so those are already in your curriculum Frameworks and subsequent uh instructional materials and that law has been on the book since 2014 and as the former executive uh director of the instructional quality commission I know that content exists in those curriculum Frameworks second I'd like to also mention you would find as president uh darling Hammond has mentioned that you would find similar values expressed in the uh preschool foundations you should also find congruent values expressed in the standards for career uh ready practices
272now conducting or connecting all these into a portrait of a graduate would do an important thing it would create coherence how do I know this because as a member of the your time is up oh might I have 10 seconds to finish as a member of the Davis uh School Board we built coherence when we did our graduate profile so I would encourage you to create coherence and broaden and deepen your definition of Student Success there are three callers in the queue I will open the phone line now um caller with the last four digits 4369 you're now live please start your public comment you have one minute good afternoon I'm Sally Fox calling from San Diego and representing cab the California Association for bilingual education Cab's vision is for biliteracy Multicultural competency and educational
273equity for all California students so we see the board's discussions on the California way as an opportunity to contribute to making that Vision a reality in my own life my proficiency in multiple languages has opened many doors academically socially and in my career in both the private sector and the public school system with our 2017 El roadmap policy we are making sure students who have languages other than English in the home are encouraged to maintain and develop their home languages as they gain Proficiency in English to see this vision of multilingualism come true we must make sure all our policy documents include and explicitly promote bilingual opportunities Multicultural approaches and other ways to encourage students to treasure and share their homel languages and culture and that coherence that Tom Adams spoke about thank you very
274much thank you next caller with the last four digits 8256 you are now live please start your public comment you have one minute hello this is Robert maning from children now uh we're glad to see that the board is pursuing this this new policy framework uh and as children now wanted to bring four issues to your for your consideration as you continue this work first is we want to make sure that you address um any potential Equity barriers that faced by students communities and leas in terms of accessing the resources that are needed for students to be successful at meeting these graduate profile requirements second engaging local Community Voices and higher R institutions and Workforce Development Partners to ensure that the profile skills align in terms of successful College and Career Readiness and eligibility requirements
275related to higher educ a third integrating multilingualism into the model to support the local implementation of English learner rat and fourth thinking about any potential State reimbursable mandate issues that might interact with the implementation of this profile thank you thank you next caller with the last four digits 6032 you are now live please start your public comment you have one minute good afternoon president darling Hammond and honorable state board members Alison osario as public Advocates as the board continues its discussion on the California way and strategies to support Innovations in local educational agencies and schools we appreciate the intentional work of looking at innovations that focus on authentic work and aspirations for all students we understand the potential for The Graduate profile to set goals and shared understandings for the state and school districts when
276the board considers possible next steps we request that they include a graduate portrait that begins in transitional kindergarten and builds towards expectations for high school graduates we also recommend that the value of multilingualism for all students be a part of the portrait these considerations will help ensure that the Innovative approaches discussed are comprehensive and support student development from the earliest stages of Education as the board continues to shape a potential model of a graduate portrait it will be important to ensure that the development of a portrait Builds on authentic engagement with students parents and Community groups the lcff equity Coalition and public Advocates is ready to engage actively in this development process thank thank you thank you uh that concludes public comment for item number 14 thank you very much we're going to open up
277for board discussion I just like to um note uh that uh the uh 18 states that have also built this these portraits have very similar um kinds of uh the five C's have been mentioned very similar kinds of traits that are mentioned there um and uh and just to clarify again that what we have discussed thus far is not creating something that is uh foisted on local districts we would encourage local districts to continue to develop their own portraits of a graduate as 100 close to 100 have already done uh that it's not you know intended to be um a mandate it may be an encouragement but in fact we would be using it for our own purpose to look at what we're doing in light of that North Star to serve as a North
278star for us similarly this would not uh as we have discussed it th far be um a set of requirements for students for graduation or for uh any kind of particular assessment purpose in the state now as we look at our own assessments we may ask ourselves questions over time about whether they are responsive to the North Star but this is not intended to be a new set of requirements uh for students so just to um clarify that that the goal of the conversation is really to see if we want to proceed to go ahead and develop sort of a North star for ourselves U many other states use it as a sort of a way to evaluate their own um policies and and programs to think about what might be needed to ask the
279questions as we go forward over the next decade uh of what it is that we're trying to enable the system to do on behalf of the students um and so the questions that we'd love for you to give us feedback on at this point uh are have to do with whether it is useful to consider developing and adopting a portrait of a graduate whether there are themes or elements that really resonate with you as important for for consideration and then what particular considerations might we keep in mind for a process that we might use um you have here um also in your folder the Kentucky portrait of a learner and um just as one example of the way some states have approached it uh they uh created a subcommittee of the board and added to
280it interest holders from different sectors and um you know sort of stakeholder groups and then uh did Outreach for public comment over a period of time and uh about six months later came back with a proposal that the board could consider so that's one approach that we could consider but we' like to get your feedback about both the goals and the process uh that we might uh want to pursue so with that um the floor is yours member escabedo definitely I think this is a great step to take as as a board and and wanted to kind of emphasize the importance of what we have the assets we have for example we have a committee that California uh pathway um and in you know can we use our existing resources right to help create um
281these competencies knowing full well you know that the job force is will be changing in the next 3 to five years May and and how are these competencies helping students be um marketable in in the future so really focusing on not only our existing Business Partnership but our evolving Workforce as well so how we do that I think I think is critical it's it's not just finding competencies are applicable now but will need to be applicable in the next 5 to 10 years one of your questions about resources uh we do have a comprehensive Center that may be able to help us it's now um the American Institutes of research and um I heard some volunteers for uh for resources in our commentators so we will be looking at what uh what resources there can
282be but I think we will be able to locate U the resources to do the necessary Outreach if we choose to move forward yes M of russco Gonzalez you know I when I was listening to the presentation I was thinking of how important is to focus on Innovation I keep thinking of our students and how we get them prepare for the jobs that don't exist yet right so I I like the comments on the emphasis on multilingualism because I feel that that's to instill California's cultural values from the beginning I like that you questioned if the portrait includes Early Education and so I feel that that should be something that since um we start at TK then our portraits should start also at TK all the way up and just engaging students families and communities
283and developing this essential um portrait for the to be more authentic and a model that resonates because I always feel that California is the California way is really the beacon for the entire nation and that might just be my perspective but I do feel that our students really embody what I think is the diversity of this country and by starting with um the focus of multilingualism and diversity and Innovation is a great start to to give that Beacon to um alas to develop their own just note that as we talk about you know the early Learners that um Kentucky did name their effort a portrait of a learner rather than portrait of a graduate to um allow for attention all along the age Spectrum so there may be something to think about there for us
284as well other thoughts yes member Clauson um just to respond to that I do like the portrait of a learner language as well um but whether it does end up being a portrait of a learner portrait of a graduate I think it is a important and vital step uh for this board to take something that we can return to in shaping policy um like a North star um and just to emphasize the value of student input in the creation I think this is something that will excite students from across the state and again we can tap into existing student Advocates and advocacy networks to really I think this will attract a lot of excitement from students and there will be a lot of input um and I've actually I've heard a lot of that input
285input ever since that I saw this was on the agenda I've been able to speak with students at some events I went to last week so I just wanted to lift up some of the things that I've heard in just a week um one thing and a lot of what I heard actually matches some of the findings from an's presentation so one thing that was constantly said by students was confidence where I see here um self-direction which was reflected on 83% of graduate profiles so that's confidence moving into the workforce moving into higher education but also moving forward on on your own path you know after graduating high school um additionally I see here thinking independently but also being able to work collaboratively was something that I heard over and over again and that also
286matches here with critical thinking um and then another thing that matches as well what I've been hearing is Civic engagement which is reflected on about 61% of graduate profiles and so I heard in the past week being globally minded and civically engaged um and then to M Cabos point the world is constantly evolving and changing but I think these are core skills and abilities that will stand the test of time so as the world evolves these will remain you know our core values as a state that we can return to as we as we continue to evolve in policy thank you you just volunteered for the [Laughter] subcommittee comments yes member Olan thank you um I was just going to say I I I like what we're hearing about the the idea of sort of
287engaging um students fam and families as a way to to build a sense of what those were were serving want um but I also like what I heard and I also like what I heard about engaging those who um our students will go to next so the um Institutes of higher education the work for you know the businesses Etc um I feel like um both of of those setss of um constituents are really important and um we're trying to meet the needs of both I think and then the other thing I would say is just in terms of is this important or not um I think we see in current events again and again the importance of um Education First of all and in the import we see the importance of um help students um
288be able to tackle the challenges of tomorrow and we see the importance of um students their school experience helping them be ready for a world that is that is um Multicultural um heterogeneous um one in which um we respect people who are different than us I mean I think so I think there's a lot of um importance in this moment and thinking about how do we Educators in the state of California help create the world that we want um and so that for me is a real reason to engage in this work other yes member pattillo Branson and then member yoshim modari um one of the past at our last past presentation around portraits I think the language that I remember one of the speakers using was around a lifelong learner um and what that
289means that you build learning skills um from age four um at your point of entry and that those learning skills continue deepen um become more Adept as you go through life and that those skills serve you in the workplace um as well to sharance point um to bring in Workforce uh representatives to as part of the conversation um I also really liked your your point um Sharon around um multiculturalism I'm recalling that as a child of the 80s um a word that I now kind of think of sort of humorously uh cultural or Multicultural tolerance used to be a real turn of phrase as which you know uh I think of lactose intolerance right and tolerance is is a really low bar um and so I it was interesting seeing the uh language around Multicultural
290awareness and I would hope that we could Aspire for something um more like fluency or something that is a little bit more active and less holding people at arms length um as as part of how we think of that and uh I think in that same uh kind of broader headline or category that um multilingualism is um absolutely one of the things that I think of as part of that um not just as an aspiration for children who to learn their home language but maybe to learn multiple languages or to L learn a language that is not in their home um but to be sort of inclusive of of all uh the variants of that um the other piece which I also think Sharon touched on I'm just building off of all of your points
291um interestingly in the Davis example in the deck um there was a reference to um I think resilience as one of the competencies and adaptability and preparing kids for a world in which I think what the stat is like 60% of the jobs that kids in school today will go into don't exist today right and so having um resilience and adaptability to think about and stretch and grow comfortably and understand that as part of the process I think is also a clear part of what we not just Aspire for our kids to be able to do but also that we need them to be able to do given how quickly the the economy and workplace is changing um and then the last thing that I just was thinking about and this is not an an
292additional study but I do think part of part of what I think could be really helpful for leas is um is to understand what the value proposition is to actually have um a set of examples of this state or this set of school district adopted a portrait of a learner or graduate um and therefore the following things were impacted the following things were improved sort of a almost like a if then set of statements um that really illustrates why this could be high impact as think about that as you were talking and you were reflecting on the Multicultural you know uh ways of expressing that but um Finland is one of the countries that uh has been doing a lot of you know Rec curriculum rethinking and so I happen to be studying some of
293what they did and they have a major goal around Multicultural multilingual uh learning and in the policy environment what they uh ended up they're they're a trilingual country anyway most kids learn three languages but any uh school this is in Helsinki where there are two or more kids who speak a Common Language and increasingly Somali and Arabic are the ones that they're adding um they start a culture and language class that everyone can take so the kids become so multilingual and so Multicultural because they have an explicit policy about how to ensure that newcomers um create a um a space that then becomes a curriculum space so to speak so there's I mean I'm I'm not saying that that's you know the outcome we would have exactly but that having a set of goals where
294you're querying yourself about what what would we do to actually achieve that can have a lot of other um impacts over time um remember y Shimon otari just briefly wanted to Second everything that everybody said so far I think that the early Ed the multilingual the business partners all of that is so important in this and this is one of the things that makes me most excited about the work that we're doing and um I would say uh the idea of the local piece being really important because it's not about having the document or having something for our website but it's really about how can this be used uh to really promote a way of um assessing too strong of a word but those ideals that we want uh all of us to work towards
295for our young people do we want them to be confident when they're speaking publicly be able to smile at others shake hands and it's even more important I think in a digital world uh where it's become easier to uh be behind a computer screen or even meet friends and play with friends online and not be able not interact with them and so I think that that's um really helpful in terms of process I would be interested in knowing this was really helpful the one pager uh in knowing also what were some of the uncommon ideas like I think you mentioned Amy um healthy mind uh healthy body some were there any uncommon ones that we ought to consider as well as opposed to the common ones and I think Linda you sort of touched on
296what I was going to ask which was um have other countries done graduate uh learner profiles uh and if so do the profiles themselves reflect values that are specific to the places that are developed developing these profiles uh given that we're such a large economy in the world landscape I think it would be interesting to know um yeah and and you know it's interesting we could bring that back in January because there are countries that have done often they think of them as their competency goals you know it's not always called a portrait of a graduate but um yes and you know we should be thinking about all of the ways in which we are a member of the global community and what we think is going to be important for us yeah so we
297could take a look at those that'd be fun thank you uh so we've gotten a lot of good input and I think um we want to um maybe by January uh bring back some ideas for a process that you could then actually sink your teeth into right um and so if you have other ideas in the meantime obviously you can share those with us um we want to create a process I think what I've heard is we want to create a process that will solicit feedback from across the state that will include uh a number of Interest holders in the you know um group that does this we may want a sub subcommittee I would value any input that you have on that um with additional external members potenti eventally um and then how do
298we get feedback uh from higher education and business as well as from parents and community members uh and then um you set some kind of a timeline for bringing back uh both that feedback and a set of proposals to us does that make sense to you and we'll look for um more depth on this in January yeah I see member Lewis was about to ask a question no okay I saw you getting just would like to add comment that yeah please think that this is U it's great direction for us to be going I'm excited about the discussion that we'll have further and what this looks like in the future for our grads and I agree with all of the um the um attributes that we would like to see in a graduate that have
299already been mentioned I think one of the areas that I was just sitting and thinking about is just um you know maybe uh how to interaction interpersonal skills you know it sounds soft I think we've mentioned that in a lot of of the comments that have been made but just you know I think about the learner versus The Graduate you know what does that mean and to me I see a graduate as a person who who will go out and be that productive member of society and also have the academic background to pursue you know you know their their careers and just but I think my focus one of the focus I would like to see us look at is just developing good interpersonal skills too communication uh how to get along with others some
300of the things that have been mentioned like resilience and those kinds of things so didn't want to go without adding comment like I'm not terrific no no it's great listening to all the comment and nobody said anything that I disagree with but and whenever we get to the process of choosing subcommittees is something I volunteer for [Laughter] grou effort but well we do need some people to do a bunch of work between now and the time it comes back to us so just just to be sure that you know those who want to raise their hand are ready to dive in vice president globber woods and I don't know if that raised hand was ready to dive in but I do have to say it actually is it actually is I appreciate just so much
301the conversation that we've had this afternoon and I just want to add my excitement for engaging in a process for the State of California to have a profile or a portrait in place um I I I'm kind of going back and forth I'm with the language is it profile of a graduate portrait of a learner I think there's a lot of good conversation on either end of that and um as we're able to engage in a deeper process and get input from um our our communities and from one another I think it will definitely definitely help um so I just wanted to add president darling Heim and my my excitement for engaging upon this and I think um once we do it we will have something that uh will definitely serve as the North Star
302for our board as we look at our policy decisions moving forward and how to best shape an educational environment where all students in California can Thrive all right well with that uh level of consensus and lots of good input I think we're that we're good with this item and we have earned our 15in break can we can we take a 15minute break and we'll see you back at 240 is um and that will will'll be ready for our last item is the California Community Schools partnership program update we have presentations uh from the ccpp state transformational Assistance Center the Mills Middle School and the children youth Behavioral Health Initiative uh and uh this is an information item only no specific action is recommended at this time and the item will be presented by Erica Torres
303uh and hammed rwi of the CDE thank you very much and please begin thank you can you hear me now so my name is Erica Torres and I serve as Deputy superintendent of Public Instruction for the student Support Services Branch I also serve as interim director for our career in college transition division I'm so honored to be with all of you today so that we can provide you with our annual update on our California Community Schools partnership program we're going to hear from our state transformation assistant center team our partner from the children's youth behavioral health initiative and the Mills Middle School team I want to express my gratitude to our state superintendent of Public Instruction our state board of education our community schools office our partners our entire team here at the California Department
304of Education for your commitment to transforming our education system and creating learning environments where all students can Thrive now it's my pleasure to introduce um Hamed razawi our education administrator for our community schools office president darling Hammond members of the board it's an honor to be back and I just wanted to acknowledge Dr Tores as she mentioned not only she has been a wonderful uh deput but she has always also been our interim director and she forgot to say that she's also covering one of our offices so she's also an education administrator thank you so much for all your support uh it is also an honor because today's presentation will have four parts uh I will begin and then we have a wonderful AAC colleagues who are here and even uh more of an honor
305is to have a a full house here today we have Mill middle school and then hopefully Dr Su will be finished with his other meeting and he will be joining us from children youth health behavior initiative or cbhi as you know we have been before you a few times so um the historic investment uh that the state has done with your support uh we have done a lot of work so far I will go very briefly we have had two rounds of planning grants and we we have been before you and we have had three rounds of implementation and we have come before you in the past and the last one which is cohort 4 we will talk about it at the end of this presentation you have also approved and helped us with our
306extension grants the infrastructure in the evaluation of ccpp or California uh Community School partnership program we have our stack or state transformation Assistance Center they have a contract of $28 million for over three threeyear grand cycle we also have eight RAC or eight Regional technical assistance centers their contracts are for three years and it varies from 12.5 to $22 million we have coordination grants and these are at the County Office of Education or Coe level any County that has two or more Grant es and it's a total of $140 million for a s year Grand cycle um lastly we have an annual formative evaluation that we will talk about a little bit more at the end of this presentation it is from 2024 through 2032 and it is for an amount of 2.5 million finally
307it's the dedicated and wonderful people that I get to work with uh our little office is made up of seven of us you're including uh myself and that's the CD Community Schools office at this point uh I would like to uh acknowledge uh Miss jod Talkington from Deputy Chief of Community Schools from Alam County Office of Education and doctors Karen Hunter quartz and Marissa Saunders from UCLA thank you good afternoon president darling Hammond and board members I'm Jody Talkington as hemed said from Alam County Office of Education and I'm happy to be here with Dr Hunter courts from UCLA Community schooling and as you know we are part of the state transformational Assistance Center along with California's for justice and National Education Association too we are very excited to be before you today as we
308enter our third year of implementation in our first two years we were able to really develop ground ourselves in a California framework to establish eight Regional aracs to develop a capacity building strategies which is the anchor for our annual progress report and what we're going to share with you tonight are the findings from our first two years of the annual progress part so with that I will pass it to Karen thanks Jody I'm delighted to be here today hello um I'm representing the work of our UCLA data team on the es estac which is led by my colleague Marissa Saunders who's also here today um to set the stage for our presentation let's start with a look at the number and location of the implementation grantees to date there are 2023 schools in three cohorts
309which represents 40% of priority schools in the state and we know this will increase with the final round of funding both of these Maps show that granes are distributed across the state in every County except three the map on the left focuses on the percentage of priority schools served and the map on the right displays the number on the left you can see that many of the northern counties are shaded a darker blue which means that they have a higher proportion of priority schools that are grantees than counties in the South the second map on the right tells a different story the number of grantees is higher in the southern counties because they have more priority schools so looking at the maps together help us inform future planning so let's turn now to what we
310know about the development of Community Schools over the past two years and to do this we need to start with a little bit of framing um the estc created this visual to help grantees see the why how and what of implementation what we call the California way the Y and green are the set of overarching values based on the state's Community Schools framework the how in Orange are a set of five capacity building strategies that we know based on extensive research and field testing are essential for coherent School transformation and the what in Gray are the locally determined whole child and family supports and programs that are defined at the school level with the CD we've collected data on the how and the what of implementation over the past two years and the data I'm
311sharing today were collected from cohort 1 and two grantees as part of their annual progress report we also have powerful data from our Deep dive sites and today we're sharing some key findings more detailed analysis is available in a set of data reports we released last week so let's start with the of implementation the typee of whole child and family supports that schools are centering in their plans the annual progress report divides these supports into the six categories you see in this chart at the top of the chart you can see that 88% of grantees are prioritizing positive and restorative School climate supports 80% are focusing on collaborative leadership and so on you can also see that only 48% of grantees are centering community- based curriculum ped ogi which is a topic I'll return to
312so next let's look inside One of These Bars the 78% of grantees who are prioritizing integrated student supports so we know that all schools provide a variety of integrated supports and services so we ask grantees to report how the new funding was being used to expand these supports in this chart you can see that 52% of grantees are expanding strategic Partnerships to offer mental health screening and services 4 2% are expanding health screening Partnerships and so on granes are also expanding Partnerships to offer other whole child and family supports and as the quote at the right indicates these Partnerships are starting to make a difference we also ask grantees to report on the other state funding sources they are integrating to support and sustain their Community Schools work and in this chart you can see
313that 57% of grantees are using their funds uh from the state's expanding learning opportunities program 21% % are using educator Effectiveness block grants and 19% are using funds from the Children and Youth Behavioral Health Initiative that we're going to hear about um so now let's turn to the how of implementation this visual shows the three phases of growth and development the grantees are using to self assess their progress on five capacity building strategies in the visioning phase as it sounds like community school teams are coming together to develop a vision and working together the engaging phase signifies that they are developing skills deepening their knowledge creating infrastructure for Change and the transforming phase is full implementation Guided by continuous Improvement the estac and racs provide ta to support grantees understanding of these phases and the
314annual progress report ask grantees to provide evidence for their self assessment so here are the latest data on how cohort 1 and two grantees are assessing their implementation across five strategies the light blue bars indicate about half of grantees consider themselves in the visioning phase on most strategies the medium blue bars show that about 40% um report they're engaging and a small percentage are transforming overall these data tell us that while many schools are just beginning their Community Schools work many many have been at this for years right and there are rich opportunities to learn from the transformational work across our state this chart also calls out an opportunity for more to more intentionally Center community- Based Teaching and learning in the work of community schools in response to this finding the stac and racs
315provided targeted learning opportunities Study Tours peer learning networks and other supports to build the capacity of grantees to Center teaching and learning as part of their plan and this chart is evidence that the TA is paying off for cohort one the percentage of schools who reported that they were at the engaging stage increased from 32% in year 1 to 45% in year two so the data I've been sharing in this short presentation is powerful evidence that the state funds are being used to advance Community schooling at this early stage of implementation our focus is on using data for continuous Improvement a member of our UCLA data team NAD abas has created a visualization using Tableau to help inform learning Statewide and in two weeks we're going to be P publicly releasing this visualization today I'm
316excited to give you a brief tour of the data for one one of our Deep dive Partners in Ontario Montclair School District in the southern Inland region I'm going to try this video and see if Lisa shows me this is going to work here we go I'm clicking on it okay so starting on the landing page you can click on the capacity building strategies and see that 49% of schools at their engaging phase next you can filter and look at one of the aracs Southern Inland and we learn that 47% of schools in this region are transforming on this strategy which is amazing now we're going to look at an Lea Ontario Monclair and see that 54% or 15 of their 28 schools marked themselves as transforming and they used a local measure of student
317and family well-being to support this claim uh our team was at a deep dive site visit to Lincoln Elementary School last week in Ontario Montclair and saw this in action they heard from staff members that school connectedness had increased from 59% in 2023 to 81% in 2024 for so the message I want to leave you with is oh there it is um schools across the state are collecting M and using multiple measures uh to capture the implementation outcomes of this historic initiative from measures of school connectedness in Ontario mountclair to student performance Assessments in Anaheim Union and the wonderful graduate profiles you were talking about today we need to collect and um pay attention to a variety of local data alongside the California dashboard indicators to support grantees are us UCLA team is teaching a
318course on local measurement and we are inspired by the many Educators across the state who as this quote captures are gathering the data that will ultimately guide us into transforming so our next steps to con uh we're going to continue to build a strong evidence base um we're launching the APR visualization as I said we're using AI to more DET to do a more advanced analysis of the open-ended items on the APR releasing a year two report in January collecting a third round of data engaging with four new deep dive partners and collaborating with the humro evaluation team we are energized by the commitment and passion of this initiative and um has created Statewide and we look forward to continuing our work thank you thank you so much Jody and Karen that was wonderful thank
319you and now it's my honor to introduce our Mills Middle School guests and I wanted to specifically acknowledge Kate and Carla's efforts they have been in touch with me for the past uh month or so as you can imagine organizing a school families jobs students it's not easy and it's close to the holidays but thank you so much for being here and on behalf of my office and I think I could speak for everyone who works at CDE I have to say that the this is why we do this job so it's so wonderful to have have so many people from this wonderful Middle School Carla Kate you can introduce your team please come in hello I'm Carla Davis and I lead the Community Schools initiative in fulam Cordova unified we have 17 schools in
320Rancho crova and nine of those schools have grants um respectfully I'm going to skip over slides one through five and I encourage you to go back and um learn some information about our school district I want to dig right in for you Partnerships Partnerships are essential to creating our community schools and it's not just about organizations giving to our schools it's also about the reciprocal relationship I'd like to pause and say thank you for having us president darling Hammond and board members um for example we partner with UC Davis Medical Center and we have doctors that come and provide sports physicals for over 300 students um in just this past few months and in return the interns at UC Davis um have asked to come into schools and to share their knowledge and their learning
321and so we work together to do that a special relationship that we we have are with our labor unions um FCA um our teachers union and csca um are a big part of our work they're part of our steering committee for Community Schools we've crafted job descriptions together um we lift to work student um work to lift student voice and ways to create shared decision-making with our staff in addition our skoi rtech team led by n knob deep Pall um has provided real tangible PD um and created a network of support so we don't feel alone in this work cost we found that cost is a very important and pivotal system in our community schools cost is written into every single one of our grants cost is a team of support staff that are empowered
322to lead run their own meetings to review data patterns for Behavior attendance Etc and then to shift how um our school workor our classrooms and learning programs um then support the need this team also views referrals from staff to support student needs and to support our families um I'd like to introduce Mills Middle School um two of our community school team members um Mills a year ago is a very different school and they have worked tirelessly to shift systems we attribute the success to Community Schools as well as the cost system they'll introduce himself hello I'm Veronica Lane the parent of two Scholars who are currently at schools in our district not receiving funding through the Community Schools initiative and I see the impact I live in Rancho Cordova and I am a community schools
323leader at Mills Middle School bringing the Community Schools mindset into action has been crucial in transforming how we serve our Scholars and families this transformation is built on creating safe supportive spaces for all of our partners and making intentional efforts to meet the unique needs of each family here are a few examples in the past we might have simply sent out flyers or emails about available programs checking the box of communication but now during home visits we don't wait for families to tell us their needs we engage them proactively by asking open-ended questions and showing curiosity about their specific challenges if we identify a need we either connect them to Community Resources or Provide support through our oncampus services we don't just provide information we navigate the systems with our families in our parent meetings
324we sit in a circle symbolizing that we are all decision makers in our children's education we approach these meetings with openness where we discuss challenges without placing blame on individuals instead we focus on identifying the system systemic issues and finding Solutions together we believe that families are the true Experts of their children we create grassroot programs that are sustainable and have lasting impact during home visits we learned that transportation was a major issue for families we now provide bikes for Scholars to ease their commute to school this program was recently featured on ABC News we have check and connect to support attendance staff members become trusted adults on campus Building relationships with students to help them stay engaged adults simply check in for two to 5 minutes daily and offer incentives we also partner with
325our local Chick-fil-A who provide free breakfast sandwiches to parents that bring their children to school on time these incentives are carefully timed to align with critical dates my partner in change will tell you about classroom impact hello my name is Stephanie Cecil Spalding and I am the student support specialist and a community schools leader at Mills Middle School prior to becoming a community schools leader I taught math for seven years at Mills after covid we struggled with Staffing and meeting the intense behavioral and mental health needs of our Scholars we reverted to punitive discipline and we knew that wasn't working we needed a change we needed to find a different way of doing things and I jumped at the opportunity to become a community schools leader on a team focused on Improvement and building on
326the scholars strengths this time last year our mtss team was working hard but we did not have a robust datadriven process with shared accountability for results some weeks it was simply a game of whacka the cost meeting structure allowed us to dig into the root causes and match students with needed supports during the school day we now offer six-week Behavior academies focused on emotional regulation hands-off civility skills and upst standard skills to reduce bullying for individualized Behavioral support we have our check-in checkout program where Scholars are paired with a trusted mentor to work on behavior and academic goals which include Daily Progress monitoring and of course academic interventions are critical to Student Success last year we started sips which is a tier three reading Intervention Program that is helping over 90 Scholars that are reading
327at a second third grade level show increased confidence in their abilities as readers this growth won't shut up show up on Casp right away but we see the growth every day day as a result of meeting the needs of our Scholars suspension rates are down by 29% attendance is up 1.3% and we have decreased staff turnover by over 1 70% but most importantly our Scholars are entering the classroom ready to learn good afternoon board members honor to be here today my name is Arisa Sadler I am currently a payroll technician with El Gro Unified School District um I am a mom of three children in fulam Cordova Unified Schools uh my my experience before and after the start of Community Schools is as different as Night and Day last year um my family well uh
328my family the children missed out on their first day of school for um a family funeral service it was my mother um I was concerned for my middle child she was starting late and I was concerned with that and her fitting in of the morning we returned I was greeted by the Cs staff the teacher the counselor all of this on the front lawn all there to help my daughter better adjust it felt good knowing my daughter was going to be supported recently my oldest child ran into an unfortunate so social situation at school in the midst of feeling defeated as a parent I contacted the Cs coordinator she listened and helped me to better understand how the system worked the outcome didn't change however that conversation turned into immediate assistance provided to my student
329while at school my daughter and I now with the support of Cs our experience has just changed significantly I felt my child was safer at school more than she had ever been this school year thus far she now has a variety of adults on campus she can talk to and a variety of safe spaces she's welcome to as a parent that all felt like a win for me thank you all right hello my name is Kate hazarian I'm director of strategic initiatives and support services is over the last 15 months we've learned that adding more staff on a campus does not automatically create a cohesive team we've learned to look in the mirror at our system and to be intentional about how we organize our time and our staff Focus we've also learned that system
330change is hard at times exhausting work but honestly this work has always been exhausting the difference is now we're seeing progress Community Schools funding has allowed us to invest in positions that have been critical to our early success one-third of our schools are over 60% UND duplicated but our district receives no lcff concentration grant funding it has only been through Community Schools funding that we've been able to deepen our integrated student supports family engagement and shared decision-making efforts I began my career as an Outreach consultant in North Sacramento in a position partially funded through S sp65 Dropout prevention funds our district also had a thriving Healthy Start Center when the funding ended programs held on for a year or two then they either ended completely or morphed into something not quite so impactful this is
331why we have been planning for sustainability since we received our planning Grant we are exploring cbhi as a possible funding stream restarting our education found Foundation to pursue grant funding and have begun to jointly fund some positions with supplemental dollars we are hopeful that our legislature will see Community Schools as an accelerator for improvement and continue to provide some funding for successful districts Beyond The Five-Year life of the grant this brings us to Cordova High School the only Comprehensive High School in Ranch Cordova CHS has not been prioritized during the last two rounds of Community Schools funding because we are 75% unduplicated just below that 80% priority we ask that priority be given to districts that are attempting to finish a community schools Network especially in districts like ours that are showing progress and do
332not receive concentration Grant support thank you again for your vision we are so so grateful to be on this journey and our team is here to answer any questions [Applause] thank you so much indeed we are Greatful to have you thank you once again thank you so much so uh let me finish the last two slides that I have and then um our Deputy will introduce our special guest so as I said in the beginning thanks to your support we have done a lot of work uh with California Community Schools partnership program uh the last couple of pieces that I wanted to share is that um cohort 4 this is our last cohort uh request for application and RFA was released October 18th in fact a couple of weeks earlier than last year just so
333we could have our leas spend more time on it it is due February 7th 2025 and we look forward to being in in front of you again for the last time for the implementation in May the CDE will prioritize awarding implementation grants to planning grantees and this is exactly what we have had in the past the applicants will they're required to have schoolwide artifacts or evidences and those are the ones the Community Asset mapping and needs and GAP analysis a shared decision making and implementation plan uh we have a couple more work that keeps our office quite busy we also have an estac RFA or request for application out the RFA was released October 25th and it's due December 20th our plan is to be before you during your March um if I'm not mistaken
334March 5th and 6th uh meeting the estac as you already know it acts as a hub for C uh cspp technical assistance maintains content and overarching method methology facilitates community of practice among the eight art taxs coordinates and maximizes the areas of expertise and of course support CD to align ccpp with system of support and finally a couple of more of CDs priority uh as uh jod and Karen mentioned uh we have a formative evaluation it's with a entity called humro or human res resources research they have started meeting with the CDE and sve staff on a regular basis by monthly um the the goal is to support leas to maintain and manage uh budgets and also uh complete annual reporting that's for our office we're also as I mentioned the cohort 4 we're working
335on that and the Coe or County Office of Education coordination Grant and then of course we maintain and continue contact with our estac and racs and then collaboration between the CDE and cbhi has started I have been privileged enough to be in many of those meetings and uh for that I will have Dr torus introduce our special guest thank you so much Hamed so it's my pleasure to introduce our amazing partner Dr soil sud he is the director of The Children and Youth behavioral health initiative and he's going to be joining us hi good afternoon everybody hope you're doing well uh as was mentioned my my name is soill Su I am a pediatrician by training I take care of kids in hospitals and I have the honor of directing California's children in youth behavioral
336health initiative and I think with this group I don't need to underscore too much the next between health and education right our Fates are interl there was a great study by the American Academy of Pediatrics that essentially said you need to be a sound body and mind to be able to attend school and engage in school and the more you attend school and when you graduate you tend to live healthier and you even tend to live longer so we're in this together uh and that's particularly the case uh in today's day and age around mental health and substance use and so uh my predecessor came before you a few years back and Prov provided an update I believe to the strategy and thoughts behind the Children and Youth Behavioral Health Initiative my goal today is
337to provide some status updates with that and to link it closer to the conversations we've been having around Community Schools so to start with the way we're thinking about this multi-year multi-billion dollar initiative starts in the traditional Healthcare space and as we all know we have a shortage of the types of workers we need in this Workforce to be able to care for our children and our patients so we are partnering with training institutions up and down the state to expand the number of social workers that are trained and graduate and land in California every year the number of pediatrician sorry the number of psychiatrists uh in these programs as well the number of psychiatric nurse practitioners as well so year upon Year we hope that California will grow its Workforce there are also incentives
338to get folks where they need to be in those year in those areas that we know are extremely underserved there are many counties in the state with zero child psychiatrists so you can imagine the amounts of commutes that families have to endure to get some of supports in some ways but the kids have also said don't just do more do better they have said we want a Workforce that is younger a Workforce that looks like us a Workforce that speaks our language and in response to that California has now basically codified a new profession a certified wellness coach and the idea behind that is to start younger in that professional Journey so that if you have an associates degree a bachelor's degree you can already become a behavioral health specialist of sort and then you
339can grow into a licensed clinical social worker or psychiatrist or a psychologist down the road uh and I'm excited to announce that as of today or actually as of a few weeks ago we had more than 500 individuals already certified as as Wellness coaches and the idea is to continue to grow that so we're working on giving young individuals scholarships we're working with Institutes of higher education to develop training programs and we're working with a school partners and Community Partners that work with schools uh where we have given $120 million in employer support grants to facilitate the hiring and onboarding of these individuals to be on school campuses going forward many other things are happening in the in the healthcare space new facilities inpatient and outpatient facilities new supports to build up our Primary Care
340Workforce that often manages these conditions without enough training so finding out ways to help support them as well but the youth have also told us we don't we don't live at the doctor's office right we live in schools we live in homes we live in communities and we live online and so we're working to help support all of these other sectors as well and starting in the online space we now have two virtual service platforms that you may be familiar with one called bright life kids which is really geared for parents and caregivers and kids under the age of 12 and then one called saluna which is for youth to use independently for age of 133 to 25 and we recognize a digital solution is not for everybody but I've had the honor of traveling
341up and down this state in the past few months and I was surprised to learn even in the small communities actually I would say especially in certain small communities some folks have said our community is too small where our counselor is our kids neighbors best friend's mom and we don't want to share that information with them all the time so digital Solutions I think can play a role in this but not the only role and we encourage everybody to try these out to see if they can get support so there's a library of of tools that one can access but the real key with both of these is that you can access a professional so you can access a coach to start that journey of getting some support some counseling services along that path 100%
342free English and Spanish 17 other languages available with phone support no insurance no referrals nothing needed to join um but we also know uh inperson support some times there is no substitute for that right delivered in a culturally competent culturally concordant manner uh built by communities for communities so hundreds of millions of dollars have gone to scale programs that happen in communities uh hundreds of organizations have been funded to do this um and we know that Health Care is such a small component of Health actually so when we talk about this space this is about parenting programs Early Childhood wraparound programs youth centers and centers of community Wellness stigma reduction work Suicide Prevention work that's happening again in languages in in communities for communities with a focus specifically on reducing disparities so populations such as
343black communities tribal communities Asian Hispanic lgbtq communities uh have been the focus of a lot of the funding uh and have received disproportionate amounts of funding through these efforts um and while some of these efforts have been grants uh we are also highlighting the fact that sometimes what you need is a little bit of a catalytic Bullis something to just get you started to help spur the Partnerships that are happening in a community setting so this is one of our our many featured Partners uh in South Orange County where they have built a youth center with funding from The Children and Youth behavioral health initiative but they didn't stop there the team said uh you know we're going to need some providers so let's Reach Out to UC Irvine and find a pipeline of providers
344that can help support us we're also going to need some additional funding so they reached out to philanthropy they reached out to Cal Optima the managed care plan in their area for ongoing support and they're connecting with schools and other ways to think about sustainable funding sources for the work so a lot of creativity is happening in communities to think this through with a sustainable manner in mind and then in schools we are working with all 58 County offices of Education to really bring Wellness into the classroom this group knows well the benefits of Social and emotional learning and the importance of that framework to not just help from a mental standpoint but also from an academic standpoint right the evidence is strong there and so more than 300 schools have become focal schools in
345Partnership around this work more than 1,400 educators are doing Capstone projects to really learn how to deliver this framework in a sequenced active focused and engaged manner we're also uh while my kids are benefiting from that in the classroom I can attest to that we also need a campus that supports them and adults in that space need to learn how to create safe stable nurturing relationships and so we've partnered with the office of the Surgeon General and the superintendent has actually written a letter of support for this uh to support the idea that let's all learn the biology of stress let's all learn how to understand toxic stress and tolerable stress and the differences and how we manifest in those those ways uh so we've developed a 2-hour asynchronous online course called safe spaces where
346the status update I have to tell you on that is about 9,000 uh Educators in both the k12 and the child care space have engaged with that cours workk to date and those numbers are growing uh very recently we also uh have announced some grants to support eight high schools throughout the state with peer to peer support programs because as is the case I suspect for many if not all of us we reach out to our friends before we reach out to Professionals for support and so the idea of peer supporting peers is well known well established primarily in the adult literature world and this is an idea to explore that and understand that more in a high school context and and uh probably most notably we are also working to expand access to care
347services delivered on schools or through schools so including with Community Partners this is called the cbhi fee schedule not the most alluring name but really important program it doesn't necessarily obligate care for schools but it obligates insurers meaning commercial and public insurers it obligates them to cover specified Behavioral Health Services so that then becomes an ongoing sustainable Revenue stream whereby schools and their Community Partners can bill for the care that they provide it's Healthcare dollars for the health care you already provide in many cases and uh that is a big lift so we're working with many partners because you can imagine helping schools understand the billing system and involves certainly a third party to help navigate all the different care plans that exist in the country and working when understanding how to collect insurance information
348and those mechanisms so uh we had one cohort start in January of this year with 46 leas as a starting point a second cohort has just been on boarded in August of this year and we're uh just announced the third cohort that will start in January of next year so that's a little B of building the plane as we fly it but learning a lot as we're going through this process because it's really unprecedented no state in in the nation has a program like this and then finally we also need to tell our youth that they are worthy of accessing these supports right we need to elevate that conversation in so many ways so we have a number of large campaigns going on this one is focused on adverse childhood experiences or Aces um and
349I suspect most of the people in this room are familiar with that but I also suspect most of our communities are not so this is about taking the language from the clinics and the libraries and putting it into the streets and the best way to do that is to have a youth talk about their own Aces and their own experiences and that's what you can see in some of the pictures here these are authentic Californian youth talking not just about the the adverse childhood experiences that they have that have impacted them but also how they can live beyond it so there's lots of science on how to you know bust that stress and work through ways to mitigate the impacts of of this um uh so that's one of our campaigns is on adverse childhood
350experiences another one is on suicide prevention and so this one really tackles the idea that youth have told us they feel like they're a burden when they're talking about these issues because adults in this world have a lot going on as well so the idea here is to just tackle that head on and say that you're never a bother and um what's been so great about this is they the youth have said talk about suicide but talk about it with hope talk about it with optimism and that's where you can see here in the color scheme and the graphics um on October 10th uh so this past month uh we recently launched a partnership with Megan the stallion for those who are are less familiar with her a glad to hear many in this room
351are familiar with her uh Grammy award-winning artist U and a huge advocate for mental health and so with her partnership in this campaign uh she is really helped tell California youth that they're never a bother and build up uh awareness of this so her post online for example got more than four million views uh reached more than two and a half million individuals hundreds of thousands of likes tens of thousands of shares and it increased links in awareness and subscriptions to the pages that we actually want folks to focus on which is the pages that focus on information education awareness what is 988 as an example what happen happens when you turn over your student ID card and see that number who's actually on the other line that's the type of information this campaign helps
352share all of all of what I uh presented on uh we're trying to be as transparent about it as as possible and so this first link here is to see all of the digital resources that are available and that next link is so that you can search in your own Community about what agencies what Community Partners have been funded to do what type of work so you can help build those linkages and so if you take a given Community like humble for example where I believe there's over 130,000 people that live there this is an example of the funding that they have received and the types of work that is available specific to that County and when you combine it with that the Statewide resources this is the scale of change we're hoping to implement
353but I would argue this fails and it falls short if it lives as separate bullet points and silos on a on a PowerPoint slide right what it really needs to look like is an integration of these supports engagement with families and communities and Leadership that is collaborative in nature and if those words sound familiar they are of course the pillars of community supports uh sorry pillars of community schools and so we are working in a multidisiplinary faction fashion to really understand and unpack the linkages between cbhi and the Community Schools effort and uh We've developed essentially this is our is our guiding V guiding Vision there so we have 10 principles uh that we've uh worked to develop that focus on the areas of of really developing an appropriate Vision mindset and culture around it
354the right structure the right resources for it thinking about funding thinking about shared dashboards and this is what we're working together in a in a specific activity called transforming together where we again we have a multidisiplinary collaborative leadership working group at the helm of this and then we're exploring these Concepts in four specific counties throughout the state Hult Fresno Alam and Imperial are the four counties we're working with here and we're taking this which is the guiding principles and breaking it down into concrete implementation steps and so this is the work that is happening throughout this year of identifying really what is the right leadership structure uh to occur at a county level to help support this uh what are the right types of tools and needs assessments that that need to occur to help
355us understand how to better integrate and how to better work together um uh this again is is a work in progress and so I'm happy to take questions and understand it I will say our approach here is that a one-size fit solution is the wrong solution and we know there are many existing inter agency uh countywide leadership structures and so our goal is to provide some considerations that then each County can run with in different ways and understand how to best Implement so for some it may be building upon the existing assembly Bill 2083 structure right the focuses much more on Foster youth for others it may be a denovo structure altogether that they're establishing and building um but ultimately the goal here is to really again reimagine the way Behavioral Health is delivered in
356this state uh almost to rethink what is a service and a support and to think more broadly and more critically about that and to achieve the the vision of a a health California for all kids so thank you for your [Applause] time thank everyone who's come Dr Su I want to just especially thank for coming schlepping over here but also because he was a key partner for us during the uh years of covid mitigation and uh was really helping the schools and you know uh carrying that forward into the Health Community so uh it's very exciting to see uh all of the work that's going on at this point uh from both the uh partnership we have with health and human services and uh in the schools themselves so thank you and at this point
357I think um we uh want to open the line for public comment and then we want to um ask a member yoshim motari if she wants to offer some framing comments for us uh and then we can see if there's any umal uh clarification comments that you want to ask thank you um as you can tell I was very enthusiastic about the presentation uh I just wanted to say thank you again to uh our Mills Middle School team from fulam unified uh Dr Su from cbhi thank you yes it's okay to clap um our our stte team uh and CDE are leaders from the community school office as well this community school effort has been humongous I don't know if you heard during the break but some of us are like where why are so
358many people in the room oh it's the Community Schools item so we're you know and you could hear in the conversation today in the presentations that it's it's big because we're talking about Workforce Development we're talking about new facilities we're talking about things like the health and education Nexus but then we're also talking about specific things like I heard you say Stig stigma um what was the word stigma reduction and uh peer-to-peer supports and so those are very much uh some Global things and then some very specific things that are very impactful to those uh communities that we serve and the people in them so we really again wanted to thank you I think that I just want to highlight um the the department also for this particular year the lift has been huge we're
359in the final round of implementation grants there there have been coordination grants that have uh helped coordinate across the state uh including our arac contracts our regional technical assistance uh our state contracts and I want to point out that our state technal transformational Assistance Center is a county office Community organization labor partner higher education Consortium so that's very unique when we think about distributed leadership and how we do this work and um we also have a formal evaluation through humro uh which is uh beginning and it's really going to be important for the sustainability of Community Schools as we look forward uh down the road and so it's a very full portfolio of work and uh an extremely critical one for our students and families that we serve and really for the future of public
360education so I just wanted to thank everybody involved and I'm just going to say ditto I know there's so much to um say about uh all the work that's going on in the community schools it's nice to see things you know coming to fruition we've been on this journey for the last three years you know with the planning grants the implementation grants I particularly uh appreciate the ways in which we seeing coherence you know evolving both between and among the health and education systems and within schools as they're really um describing how they can turn their aspirations into you know a much more coherent EXP experience for students so uh with that I think we want to see if there's public comment are there any clarification questions for any of the people who spoke from
361this from the middle school or for Dr Su or seeing none we'll move ahead with public comment um we'll see if there's public comment in the room uh we have one public commenter in the room who signed up please come to the microphone Lucero sto okay there we go good afternoon president darling Hammond and state board members my name is Lucero sto and I am a parent and Community organizer with Sacramento act Pico Ed for lib and a leader with the California partnership for the future of learning a Statewide Alliance of community organizing and advocacy groups that Center lowincome black indigenous Brown and immigrant student families communities of color across the state to strengthen our Public Schools we appreciate how our ongoing partnership with CDE SBE and STC staff have grown and are positively impacting
362the development and implementation of the Community Schools partnership program while there are areas of growth we also see many examples of how input expertise and energy of directly impacted student and families Community Partners educators are being integrated into the successful development of implementation at the program from the classroom to the capital we want to also thank you for the accommodations of providing interpretation for meetings two of our parent leaders actually got stuck in traffic who were on their way to make public comments but we deeply appreciate the accommodation to make it Equitable for our diverse Community to be part of decision making thank you very much and we no more public commentaries in the room okay caller with the last four digits 860 you are now live please start your public comment you have 1
363minute hello good afternoon Briana Bren calling on behalf of the California county superintendent and calling in to support item 15 of today's agenda we are very appreciative of the California Department of Education and the State Board of education's commitment to this transformational program and for the responsibilities placed on County offices of Education to facilitate implementation of ccsp County offices of Education across the state are committed to the intent of the cppp we understand the importance of our roles within the technical assistance center model as well as County coordination we are very happy to hear about the successes of the program as highlighted today and look forward to continuing to work with you all to ensure success of the Cs ccpp thank you thank you uh next caller with the last four digits 6032 you are
364now live please start your public comment you have one minute good afternoon Alison assor with public Advocates our California partnership and allies have worked hard to preserve funding for the Community Schools partnership program's final cohort of implementation grants unfortunately based on past rounds of application the demand for this opportunity from school communities across the state will likely exceed the supply of available funds and many students at high need schools may not have access to this transformative opportunity under such circumstances we strongly support emphasizing equity in the grant distribution process by ensuring access for students at highest need schools as prioritized as mentioned in the RFA although we have some concerns that our current state definitions of equity don't consider impacted students groups such as black students and Indigenous students we also want to emphasize the
365importance of a well-designed plan and collaborative Community Partnership in evaluating the applications thank you thank you next caller with the last four digits 7004 you are now live please start your public comment you have one minute partnership for good afternoon my name is Nati Valdez and I am the proud mother of a student at Anaheim high school and a parent leader with OCC and the California partnership I am deeply committed to improving our schools and currently serve on several key committees at both the school and District levels through my work on the Community Schools committee I have helped to provide funding to support the transition of senior students with IEPs we are dedicated to supporting families of senior students with disabilities by hosting a dinner event to review graduation progress EXP explore resources and connect
366families with vital support systems creating a space where they can ask questions and receive guidance for the transition from high school to postsecondary plans we are also proud to support the Girls Inc program which empowers young women through Collaborative Learning real world experiences and mentorship helping them reach their full potential and make a lasting impact in their communities together we are building community schools that offer relevance opportunity and a bright future for all thank you thank you next caller with the last four digits 6050 you are now live please start your public comment you have one minute SCH good afternoon my name is Rosa Maria Leo and I am a parent leader with OC Pico Ed for lib and the California partnership as well as a mother of two students in the Anaheim elementary and
367Anaheim Union Union districts this year I am actively involved in school committees and I am currently the president of the PTA at Edison Community School together with our school we we are driving efforts to promote programs and resources that not only emphasize the importance of attending school but also create a supportive environment where students and families feel motivated and empowered to succeed I am also incredibly proud to share that supported my daughter Coraline in applying for the state for the State student Advisory Board stack for California Community Schools and she was selected this achievement is a statement to the power of the community involvement and the positive lasting outcomes we can create when we work together to uplift students thank you next caller with the last four digits 2232 you're now live please start your
368public comment you have one minute Maria for [Music] good afternoon my name is Maria Pala and I am a community leader with OCC Pico Ed forli and California partnership as a dedicated member of this community and a volunteer at Edison school in the Anaheim District where I support my nephews I have witnessed firsthand the the powerful transformation that comes with the shift to a community school this change has shown me that every one of us has a role to play in shaping the future of our schools through my involvement with the PTA I've actively contributed to programs that Inspire and motivate students to succeed but this work doesn't stop with me it's a collective effort families students Educators Community Partners and school leaders must come together to build a system of Community Schools where every
369student is seen valued and given the opportunity to thrive let's unite to create a future where all our students belong and can reach their full potential thank you next caller with the last four digits 8508 you are now live please start your public comment you have one minute hello my name is mes and I'm a parent leader in the Anaheim Union in Anaheim Elementary District as well as a community organizer with oo P for and the California partnership through our strong partnership with the Anaheim Elementary School District Parent leaders from OKO have played a pivotal role in advancing the districtwide implementation of the Community Schools approach together we are working to provide transformative professional development opportunities for both for both families and staff through an empowerment Series this initiative began with parents but the district
370quickly recognized the value of extending these trainings to all staff acknowledging that true change cannot happen in isolation by creating space basis rooted in care generosity and learning we are bridging and not breaking fostering environments where every individual is honored as an expert this collaborative approach is essential for building authentic shared decision- making and ensuring that all voices are heard respected and actively shaping the future of our schools this work is not just about changing systems it's about creating a culture where everyone has the tools to succeed and contribute meaningfully thank you thank you next caller with the last four digits uh n 176 you're now live please start your public comment you have 1 minute Le good afternoon my name is Blanca lascano as a parent leader with OKO Pico Ed forli and the
371California partnership and the mother of two students in Anaheim Union I am committed to building a stronger School Community this year I joined Gilbert Community School site team to help Drive the changes our family and students need by stepping into this space I've been part of decisions that brings essential resources to our school including sustaining our food pantry that provides weekly groceries to our families maintaining a community closet and expanding career exploration opportunities for students these supports are not just Services they are transformative steps towards a more inclusive empowering educational environment together families students Educators organizations and school leaders we are reshaping our community into a place of belonging support and opportunity for all thank you uh next caller with the last four digits uh 4262 you are now live please start your public comment
372you have one minute partnership po good afternoon my name is Maria Belen Carpio and I am a proud mother with children in both Anaheim Elementry and Anaheim Union districts as well as a leader with OKO and the California partnership as an active parent involved in school committees I've seen firsthand how our voices those of parents and students are heard and make a tangible difference in decisions that directly affect student outcomes through OKO I've learned that Equity means ensuring ensuring all students have access to an education where they feel they belong and have opportunities to reach their full potential our involvement in committees is key to creating environments where students Thrive linking academic success with mental health by staying informed and working together we can help create schools that meet students needs and Empower them to
373succeed in all areas of life thank you so much thank you next caller with the last four digits 9308 you are now live please start your public comment you have one minute anahim Elementary Anaheim SCH anahim good afternoon I'm a proud mother with students in the Anaheim District School District okay and the association of California I'm truly grateful to be part of this Committee in the for this year together we are forming a vision and a plan to develop um support for the schools so that we could come up with the vital support that us our schools families and staff need being part of this committee gives me firsthand to see how this collaboration helps we are turning down Walls by supporting each other the responsibility is ours students families and staff in all levels
374we need to join forces not not only so that students can think but that they believe that they can succeed ready to Pro to prosper thank you thank you next caller with the last four digits 5137 you're now live please start your public comment you have one minute good afternoon my name is Katie Nunes Adler I'm the Statewide coordinator for the California partnership for the future of learning I want to highlight the successful collaboration developing between our Statewide Alliance and California's system of support report we've seen remarkable collaboration between the estac racs county offices and our local communities recently students parents and Community Schools coordinators from our partners in Humble Anaheim and Sacramento shared valuable insights about meaningful engagement at the estac collective learning space our taacs are actively incorporating Community expertise with organizations like
375Sacramento act training Community Schools coordinators on building authentic relationships with families to improve student well-being and academic outcomes our monthly Statewide capacity building series that we launched in October Drew nearly a 100 participants to learn about conducting listening campaigns we look forward to Growing these authentic Partnerships that are key to sustainable and Lasting school and District transformation thank you thank you next caller with the last four digits 2920 you are now live please start your public comment you have 1 minute partnersh for good afternoon my name is Amy arano Castro and as a parent in Anaheim Union and Anaheim elementary and a leader of OKO and the California partnership I am fully committed to building a stronger more inclusive School Community I actively serve on Community School committees the School site Council PTA and elac
376and deac where I have been empowered to contribute to decision making share insights and work closely with school staff through this collaboration our principal at Edison school now prioritizes scheduling decisionmaking meetings around parents availability not just staff creating an inclusive space where everyone can participate this shift has already led to Greater parent involvement at our school it's up to all of us families students Educators Community parents and Lead leaders at every level to join together and build a network of Community Schools where all students feel they belong and have the opportunity to thrive thank you thank you I'm caller with the last four digits 1368 you are now live please start your public comment you have one minute con good afternoon my name is Ju and I am a parent leader with OKO and the
377California partnership and a parent of two two students in the Anaheim Union High School District as an active member of the Community Schools committee I deeply understand the power of our Collective decisions especially when it comes to shaping programs for our students this involvement has profoundly impacted me the reality of a student's day can be completely transformed when we connect not just through words but through actions that include a warm greeting a smile so Solutions and mutual respect we must recognize that students families Educators and Community Partners are all integral to creating schools that Foster Joy belonging and endless opportunities for Success together we hold the power to build a future where every student thrives thank you next caller with the last four digits 7655 you're now live please start your public comment you have
378one minute Maria Gonzalez cnia partnership for good afternoon my name is Maria Gonzalez a parent leader with OKO Pico Ed forli and the California partnership I have children in both the elementary and secondary school districts in Anaheim I am grateful to be part of the multilingual Comm Committee in the elementary school district I want to share with all of you that the implementation of community schools in our district has had a very positive impact as a parent leader I support other parents in building and developing their leadership and I have witnessed their impressive personal growth I want to mention that our oo leaders are collaborating in an incredible way in the decision making with their school Comm communities most of our leaders are part of the Community Schools committee it's inspiring how we all how
379we are preparing and educating ourselves to continue creating change thanks to the incredible transformation of Community Schools this is is only possible with the authentic collaboration of our leaders and the great support of our organization let's continue making an impact in our society with our community schools thank you thank you uh next caller with the last four digits 4826 you're now live please start your public comment you have one minute when El for good afternoon my name is Armando Salazar a parent leader with OKO Pico Ed forli the California partnership and a father of two students in the Anaheim elementary and Anaheim Union district as a parent it it is deeply fulfilling to watch my children grow while I am the primary provider for my family and know that my time is limited I have
380learned that when we prioritize our involvement we create a ripple effect that directly impacts the success of our children by being present and engaged we help ensure our students are not just attending school but thriving participating in their learning shaping their Futures and building the foundation for lifelong success it is our responsib ability families students Educators Community Partners and school leaders to come together and build a system of Community Schools where every student not only belongs but is supported challenged and empowered to achieve their full potential together we can create a lasting impact on students outcomes and transform the future of our community thank you uh that concludes public comment for item number 15 thanks to everyone who called in and everyone who presented uh clearly the enthusiasm for this work is growing and expanding
381and um we can look forward to the next round of implementation grants going out and to uh additional reports on the uh outcomes and effects of the Community Schools initiative as it as the data comes in it's it's really impressive um I do want to allow some time for board discussion this is an information item so if you have any comments thoughts questions that you want to communicate to the staff this is the moment member alen thank you um first I just want to thank um everybody who presented today this was so uplifting and such a good reminder of um the ways we can make a real difference in the lives of students and communities so thank you for being here um and I have a specific question for Dr sud um want come back
382up thank you for being here so you you described and um I was going to try and have the slide ready to um quote but hopefully I can get it without it so you described something that when I was leading um an Lea we were um it was suggested that we try to do which was seek reimbursement for the um mental health supports we were offering on campus and so I looked into it and couldn't even begin to figure out how to make that happen um so um I was really excited to hear that that's something there's a concerted effort around right now um and my understanding is that there are some efforts underway to help leas apply for that funding or build the capacity um to access that funding and I just wondered if
383you could share that both for us here but also for anyone who might be listening the work that's being done yeah thanks for the opportunity to to address that so what you may be referring to in the past by the way was a a different program by the Department of Healthcare Services called the local Education Agency billing option program Lea Bop again not the best acronym uh but uh that was a program which in design with Federal Partners has a lot more administr I would say bureaucratic Hoops to jump through so I I hear you on on some of the challenges with that um this uh this is called the fee schedule program it is a much more streamlined way of uh obligating coverage in a way that will hopefully become much easier for folks
384to go through like for example in the other program uh every now and then uh participants in that had to produce random Moment In Time studies so they had to kind of survey every minute of what they were doing and produce reports saying that uh lots of you can imagine like bureaucratic hurdles with that this is uh very few reasons not to receive reimbursement right essentially the care wasn't provided provided to the wrong student uh more more administrative functions like that so that's just a little bit of the distinction uh that that I carry some optimism with with this being a more successful roll out that said you need to build the infrastructure to make it happen right whether that's new Personnel new technology on campus new relationships you need to build and so to
385that point uh the Department of Healthcare Services has uh awarded grants of in total $400 million that has been distributed to all 58 County offices of Education that is then going to leas within those jurisdictions to do just what you mentioned to build the capacity to really engage with this work uh that work is being supervised by dhcs by the Department of Healthcare Services but really there's two County offices of Education that are leading the implementation and support and technical assistance for that and that's Sacramento and Santa Clara County offices of education so they're supporting those efforts awesome and is there a a deadline or anything that's upcoming that you're aware of for leas oh I'm sorry not off the top of my head but I can get back to you uh the the administrators
386have basically asked for each Lea to submit a little bit of a plan and A needs assessment related to the funding that they'll be receiving uh and there are deadlines for submitting those surveys but I can get back to you on the dates and times of those great thank you that's really exciting all right um yes vice president glev Woods anyone else who wants to get in the CU member patillo Bronson well first of all again thank you so much to everyone who presented and I believe some of the staff from folson Cordova are still here just was quite encouraging and exciting to hear the impact that the community schools program has on on students and on families and just appreciated uh the testimonials that were shared and also thank you uh to the doctor
387uh from cbhi um just phenomenal work um and really just love the way um the focus is on getting what students need to them where they need it in a variety of ways I love that one size does not fit all and um it's quite evident in the work I have a question that's actually probably for CDE staff around the about the stac RFA so I don't know if there's someone who can answer a quick question on that sorry to make you walk up here for a question that will probably be very quick that you probably could have shouted from your seat but I just wanted to know uh for the RFA that is now out is the current estac eligible to apply for that or are we looking at um getting a brand new
388STC I wasn't sure if the current STC could also apply as for the RFA and I'm seeing hedge nods that yes they can okay thank you just just wondering just wondering thank you but you got your steps in yeah uh let's see m p Bronson I had a follow-up question on cybh if that's okay sorry I to ask add additional unnecessary steps but um so one of the things I think that's super exciting is that there's um there's all these new funding streams that are coming to bear that it's um not just sort of coming from prop 98 right and that there these are ostensibly Health wraparound services that actually could be build under medical I think so as well as through CI bhi but what I'm trying to understand and what I have been
389hearing conflicting accounts of is whether the funding is Tim limited because part of I think the um concern for school districts is to build a huge infrastructure with the time limited funding structure so if you could maybe just parse a little bit between how much of this is Cal aim how much of this is C cbhi and how much of this is time limited H happy to address that thanks for the question so I will say uh the Children and Youth Behavioral Health Initiative is multi-billion dollar effort that has 20 different work streams associated with it some of those are one-time grants and some of those are written into statute as permanent changes in the way we cover services so as it relates to schools the onetime grants that are maybe the most relevant are
390the 400 million that we just talked about so those are onetime grants to really build up the capacity to engage in the fee schedule and then then the other one probably to highlight is the employer support grants that I referenced with regard to Wellness coaches because that the intent behind that is help on board build up this Workforce and then for both of those to some degree maybe not entirely but to some degree sustain that by billing for services that you provide on campus through the fee schedule so that last piece the fee schedule is written into statute as as a a permanent change does that help yeah just one follow-up question so for the new um designations of Wellness coaches of peer specialist supports um and of community health workers in your vision of
391of how this will roll out do you envision those folks as being staff to community nonprofits that partner with schools do you envision them as being hired by schools directly or are these employees of mcos uh to to the points that were raised before I don't think there's a one size that fits all here uh I've been to some areas of the state where really the only infrastructure that exists is the public school in that community and so that may take one type of model versus in other areas where they may have tons of really fantastic Community Partners around them so the way that the fee schedule is structured is that the school is essentially the center of the universe and then they can help decide and determine what are the right Community Partners to
392bring into that space and how to best to judicate that and so the reimbursement mechanisms themselves can happen to services that are provided by employed providers at the school or by Affiliated providers at Community partner sites thank you questions or comments I think we're good to um I want to thank everyone for the presentations for the work that you're doing on the ground that uh was the source of those presentations and uh to say we look forward to you know seeing how this unfolds further in the future so thank you so [Applause] much and with that we're going to uh move on to our um waiver cons oh I think we have to have public comment do we did we do that that's right we just had so many public comments so many times we're
393going to have yeah we have to have public comment on waiver soon so yeah we I know we needed another waiver another public comment slide um so I'd like to take up the waiver consent items W1 through 13 and we're going to open the phone line for the public comment queue and we will now ask for inperson public comment if there are any speakers signed up to provide public comment in person we have no speakers signed up okay and uh if you uh want to make public comment the number is on the slide and the participant access code are there any callers signed up there are no callers in the queue all right um in that case I think we just at this point uh need a motion so moved I was gonna give Brenda
394a chance remember remember Lewis moves motion for member Lewis is there a second Bron you can't second your own motion member Alin okay it's late in the day it is late in the day all right can you please call the role I can for the for the record um the motion was made by member Lewis and with a second by member oen um member Claus yes president darling Hammond yes member escabedo yes vice president glev Woods yes member Lewis yes m M quillin away um member Olin yes member Rosco Gonzalez yes member pillo brownson yes member Rodriguez yes and member Yoshi is away motion passes great uh and as you know we have lost um two of our members but we're going to move on to uh uh reopening item one my apologies um there
395was a caller that popped up right after we okay is okay okay caller with the last four digits 1 1938 you are now live please start your public comment you have one minute thank you thank you for the record my name is Helen loan and I work for the Westside Community Development Corporation um I wholeheartedly support the VD waiver request and emphasizes the need for crafting rfps that give Grassroots and stakeholder-led initiatives a Fighting Chance uh these projects are vital for addressing our community's unique needs and these initiatives bring unparalleled passion commitment and understanding driven by those directly impacted for example some of the issues heard about today include enhancing educational experiences for students with special needs offering greater access to technical careers and the need for more stakeholder driven projects coincidentally our own neighborhood
396group is working on supporting a local special needs job provider's Endeavor to transform one of the Surplus properties at 2647 Centura Avenue into a special needs trade pool this project exemplifies stakeholder-led initiatives addressing specific Community need while creating more inclusive community and meaningful job opportunities by incorporating inclusivity into the RFP ensures that efforts like ours are given a fair chance to make a difference in our neighborhoods alongside with traditional project developers and I appreciate the chance to provide this public comment thank you very much thank you uh that concludes public comment for waiver items 1 through 13 now that supports the vote we just took so do we need to take the vote again we're okay all right very good um so we're reopening item one to report on our liaison assignments uh and I
397want to invite uh members to report on their liaison activities that are not related to items that we have had uh on this agenda and um we're going to begin by calling on board numbers of in uh alphabetical order starting at the end of the alphabet today so we're going to start with member Rodriguez uh good afternoon everyone um it's been a wonderful meeting and uh I do have a uh three updates to report from the October CTC meeting um first the commission voted to send the Child Development permit workg group recommendations out for field review um this is an exciting step after years of studies uh and expert groups examining how to update the CDP Matrix which has remained largely unchanged since 1993 in an alignment with the master plan for early learning care
398the recommendations aimed to ensure a well-prepared EC Workforce to address the evolving needs of Children and Families particularly in light of the pandemic's lingering effect on learning Readiness uh the commission also approved the title two report for submission to the US Department of Education the report showed increases in intern prog program enrollment particularly for inur programs run by local um educational agencies and an overall decrease in enrollment for traditional programs over a five-year time period though there was an uptick in traditional program enrollment between final reporting years which may be the result of the recent budget Investments such as the Golden State teacher Grant finally the commission heard an item on the work of the new road map to education careers initiative the presentation described the work of its new career counselors highly trained individuals
399providing support to hundreds of teacher candidates every month and thousands since the initiative launched um these individuals draw attention to the ctc's new road map to teaching web pages which describe the different preparation Pathways and also provide information on Financial Resources recently put together by West 10 um and last but not least for anyone watching that is or knows a national board certified teacher um the national board certification incentive application is now open for ncts to earn $225,000 over five years for teaching in a high need school and for teachers who are not yet board certified the subsidy program application is also live for teachers to receive up to $2,500 to obtain their certification um and subsequently be eligible to earn the $25,000 incentive please apply today um the windows for both programs close in
400January um and all of our students deserve a um highly qualified teacher thank you so much um member Pilla Bronson all right um on the Early Learning side I I think I had shared last time uh that TK enrollment um has been growing steadily from 75 to 151,000 students um growing and adding to the prop 98 base and uh building um the early inroads into the their tk12 trajectory uh I've heard anecdotal evidence um of continued growth in TK enrollment this fall uh we are tracking this trend and hoping uh to be able to report increased numbers um as the school year wraps up uh later uh into 25 um of course you'll you'll note that the eligibility is uh almost full um fully complete um we're at 75% of four-year-olds currently eligible to be
401served um under the uh multi-year implementation plan and by next school year 25 26 we will be at full implementation for all four-year-olds um I'll I'll note also in this was in a report um by the illustrious LPI uh one of the exciting um metrics that has actually been reached is just an increase overall not just in TK enrollment but um of four-year-olds across the board in state preschool programs uh in Head Start programs and subsidized child care so different families have different needs different schedules um and what we really want is to make sure that they have high quality Early Learning experiences that prepare them to enter kindergarten ready to go uh and so we're seeing growth um across the system pre pandemic we were at 34% of all four-year-olds in California being served
402and we are now at a whopping 55 so that is fast growth um over a relatively short period of time um also on uh the 20th next week the Early Childhood policy Council will be meeting um to hear report outs on the rate and quality advisory panel update this is a series of recommendations for the non- Lea side of the house um for reimbursement rates um for uh Community Based partners that also play a vital role in bringing uh children along in their educational Journeys uh not just for four-year-olds but in the 0 to3 space um and then the last thing I will mention is that the 2025 applications are now open for the California summer school for the Arts the deadline is February 28th so I will piggyback uh on 's comments and say
403you can apply now and that concludes my report Rosco Gonzalez thank you well we continuously discuss Assessments in every single meeting that we've had but finally the October 15 17 California assessment conference happened last month and it brought together 900 educators Statewide I was the theme of it was empowering Educators leveraging assessment data and tools for classroom success and it this event offered over 80 sessions and it was so enticing to go to all these sessions as an Educators in the classroom and as a data lead in my school and continuously having conversations at my Lea level of um how to improve student scores it was so difficult to choose some but the ones that I did attend which um were not only completely engaging I was so impressed with all the content that they
404had for for instance they had engaging English Learners in the assessment process tools for teachers forum and I particularly went to that one because I wanted to see it was by the way all these sessions were packed I mean they they teachers couldn't get in of how they wanted to attend that one in particular the dashboard 101 and then there was one that was really interesting it was the rink Valley's Unified School District local assessment approach which is presented by the California collaborative for Education Excellence um the ranone valley shared how they redesigned their assess assessment system to emphasize formative assessments math progressions they provided a toolkit with templates for data meetings walkthroughs and surveys to support data informed instruction and so every time I go to these conferences I always say what are the
405gems and the walk uh the takeaways from these sessions is that we don't have enough of them the fact that the uh the toolkit it was so interesting to me because I even though I bring bring it up every time we have a a meeting here at the state level and I always highlight the toolkit that we have the California toolkit um teachers do not know about it it was the first time some of them had ever even heard of it so it reminds me um that alas need to have Str Ed professional learning time to allow teachers to explore uh the teachers the tools for teachers collaboratively follow a model like the rink gone valleys um to more effectively integrate these resources into their instruction the CDE has a lot of how um how-to
406videos on YouTube and I think those are really key and helpful to guide the process of how to navigate the tools for teachers but in the end I think that it's really important to um what I I thought the ranone Valley Unified School District did and I know that monab Bell follows that same um uh model is that they bargain for um time where uh Schools bank minutes so that they can have allocated structured time to do their data meetings and they do it once a month but um I know in monabella we do it every week and I think that um shortening one day a minimum day to allow um we extend the the instructional day so that one day can be a little shorter so that teachers can have that collaborative time and
407this would be a perfect opportunity to look at some of the tools that we have at the CDE and the resources that they can use to navigate some of these um resources because they're so helpful so again the conference highlighted valuable tools and insights to enhance our assessment practices but really focusing on professional learning and collaboration and I don't stress that enough because that's we will be able to Target the needs of our students is to have teachers be part of that conversation of how we can move forward so thank you um member Olen thank you um so in preparation for my liaison report today I was thinking about trying fig trying to think how I could tie it to our conversation about um the portrait of a learner and so and I think I
408have have a couple of topics that are on my lay on areas that really um suit that well so one is um being the lays on for AI artificial intelligence is the other and the other is being the lays on for environmental literacy um because I think they're both areas if we think about helping prepare students to be um leaders in the future they're both areas being um technologically um Savvy to be um using to be um using technology in a way that um makes our own makes us stronger um I think we that one's a pretty clear indicator I mean a clear example and then also um environmental literacy making sure that our students when they graduate feel um committed to being part of the solution in terms of climate and have the tools
409to do so so I wanted to just um highlight a couple of resources that um exist already that um and sort of tie them to the um portrait of a learner idea so the first I mean the way I was thinking about if we want to build the future we want um we have to identify that right and so to give an example of environmental literacy um according to so the environmental literacy initiative um promotes bold plans to achieve environmental literacy social and emotional well-being and sustainable client res resilient campuses and students we envision a healthy Planet economic prosperity and Equitable communities um and in the blueprint for environmental literacy there's a specific description of what an environmentally literate student or graduate looks like so there it's somebody who has the capacity to act individually
410and with others to support ecologically sound economically prosperous and Equitable communities for present and future Generations um so that's really sort of an example of you know what is the re like what are we trying to build torward um and then an example of how that ties to policy so if we have you know what's the future we want to build what does that mean for our students and graduates and then how does that tie to policy um the California environmental literacy initiative um worked with um County offices to create an implementation guide to help schools develop programs in which students can earn the state seal Civic seal of Civic engagement for work focused on environmental literacy right so you see this tie between the future we want what we hope are gret what we're
411trying to prepare our students for and the policy that we can help um grow and Ena so I just I thought that was a really fun example um and then the other one just to point out is in terms of AI um on the CDE website there's a webin webinar series called learning with AI about AI that is intended to help um Educators think about the promise and the challenges of AI in the classroom um so that we can help our students be um smart users powerful users um and to mitigate the risks and maximize all the power so that's my report for today member Lewis okay I'll provide um an update on the upcoming uh November iqc meeting and just as a note uh vice president Glover Woods also serves as a liaison to
412the iqc uh along with myself so at last month's board meeting uh we provided an update on the topics that would be covered during the September meeting but that meeting was postponed so those agenda items were carried over for our meeting that will occur next week on November 20th and the 21st and during that meeting uh the CDE will welcome the new student commissioner and her name is Katherine verondo and this will be her first iqc meeting and she will serve through June of 2025 the meeting is going to take place over two days as I said and on the agenda there are two primary items that will be uh that will kick off the upcoming instructional materials adoped adoption for math so the key topics on the agenda include uh during the first day
413the Commissioners will receive an overview of the 2025 mathematics instructional materials adoption process as well as the timeline and they will also hear a presentation from this well a process by the mathematics subject matter committee to review the CDE recommendations for instructional materials reviewers and the content review experts and the application period uh ended in September and the CD reported that they received nearly 200 applications uh for those positions and on the second day of the meetings um the mathematics subject subject matter committee will make the final recommendations for those instructional material reviewers and the content review experts to the C to the SBE to the state board and there will also be two inal presentations and these presentations were supposed to occur at the September meeting but they were rolled over to November and
414the first meeting uh the first presentation will be regarding the California preschool transitional kindergarten learning foundation's overview and updates and that presentation will be presented uh by the cde's curriculum Frameworks and instructional resource Division and also the early CH education division there will also be a presentation uh regarding Southeast Asian and Native American studies model curriculum updates overview and also the rollout activities pertaining to those uh model CR culs so that would unless vice president Glover Woods has something else to add that will conclude our report and vice president GL Woods thank you member Lewis for sharing that uh iqc update and I'd like to just provide everyone with a another quick update about the California collaborative for educational Excellence also affectionately known as CCE um a lot of great work continues to happen that
415CCE is facilitating I'd first like to share that the Statewide system of support lead agency convening took place in October there were over 150 participants that were there and this is the first time that all of the state funded initiatives with the Statewide impact worked on integrated goals uh that Statewide system of support is so critical to differentiated assistance and the support we provide to leas uh we were uh quite excited to see that convening and a lot of good work was done at that space also uh the community engagement initiative is um starting its fifth cohort and uh December 5th through 6th there will be a pln in San Jose for cohort 5 teams uh they're anticipating approximately 750 participants representing over 83 leas and I will tell you in uh early 2 2025
416there's going to be another convening of cohorts four and five so going to be over a thousand participants at that one uh the community engagement initiative has a lot of support and has been doing a lot of great things in our Lea areas uh the last couple of things I'd like to share with you is that the California collaborative for learning acceleration is having their third annual Summit on January 16th and 17th and so registration is also open for that the um October 22nd there was a Learning Network that brought together County offices differentiated assistance teams we don't talk a lot about differentiated assistance but we do have County Office differentiated assistance teams who were um working collectively uh sharing strategies there were 19 County offices that participated in that work and uh along support
417for our students with special needs the strategies for a successful and collaborative IEP meeting uh was released um I'm sorry the resource Hub highlight for that and uh there what was released was a new section of the highquality IEP toolkit special education provider Edition which covers a lot of very important areas as it relates to student centered and asset-based IEPs and that concludes our report with for CCE thank you thank you so much member escabedo I just wanted to share wanted to share that nasby had a great annual conference in October 23 through the 26 I believe it was at Kentucky was truly a home run they went to see the Museum of I guess they have a Slugger Museum there and the Topic's pretty engaging uh from preschool who governs preschool many states um
418no one governs prechool so they were talking about systems of of governance they were talking about creating pipelines for um teachers um in many States including ours there's a lack of of uh credential teachers um there was an interesting one on uh transforming tribal education in the state of Washington and how they're recreating a meaningful experience for the tribes in Washington and then there was there are many and I'll send everyone through through Brooks the resource library that you can and just review the the many sessions that they went over but one that was interesting that would have loved to intend was implementing AI in in state in State education agencies and how AI can help us perhaps uh do our work like for example looking at the profile of a graduate how can we
419access and leverage AI um to um help us you know research certain aspects ects of of uh some of the research and studies we're looking at but anyway it was it was it was a great great uh session um also helping them out in our the next article they're going to feature California specifically community schools in California it's going to be a a great article um that will be shared uh uh nationally as well and that is my report just enjoyed many days with my team here interviewing looking at at so many so many applications but it was so so so worthwhile but who's coming next time we see each other will be 2025 yes it will how did that everyone a great Happy Thanksgiving Happy Holidays and I'm telling you it's such a privilege
420being this amazing team thank you you really have added so much in my life and the lives of so many students in California so thank you I wish we could end on that note however member Clon has thank you so much so over the past two months I have continued to meet with engage with and learn about so many different students in California from engaging with District councils speaking with youth advocacy groups and then most recently participating in the California Association student councils student Advisory board on education which was a fantastic experience and I feel really privileged to meet from these students and learn from them I was also a speaker at the 2024 Summit for student Leaders with children now and that was a great opportunity to engage with students from across California and
421to promote this position but also other opportunities to get involved in education policy I had my orientation and my first meeting with the Statewide model curriculum coordinating Council working specifically now on the Native American studies curriculum I was able to see the work that has been done so far with the other curricula and now uh I'm beginning the process of providing feedback for the current drafts of the Native American studies curriculum um and I'd like to commend the council the West Ed team and then both the humbled and San Diego County offices of education for all the work that they've done um and I feel privileged to be able to jump in kind of at the end uh and I look forward to seeing the final result and also I feel very privileged to be
422a part of that process to make curriculum more inclusive I had the opportunity to attend the National Association of state boards of Education or nasby the new student member Institute where I learned so much from fellow State student members from Across the Nation former student board members such as my predecessor Naomi Porter and I learned more about federal education policy and what's happening on the national landscape and then after that I joined the nasb student advisory Council which is the high school transformation State Network where I am really excited to work with a group of other State student members to look at creating systemic change in our high school specifically and innovating high school policy both in California and on the national level and I look forward to my first council meeting next week and
423finally this month I officially launched the California uh State Board of Education student board M social media accounts and I hope to use this account to make policy more accessible to illustrate ways to get involved at the local and state levels and to uplift those opportunities and applications to highlight incredible students and Educators who are doing great work across the state to gather feedback from students on issues and to really just use social media as a tool to connect with students in every corner of the state especially those students who aren't um in involved in in leadership opportunities as of now social media is a great way to connect with students in kind of untapped groups already it's been less than a week and we've reached uh more than 3,000 students and I will continue
424to grow the account to engage more students throughout the rest of my term and when my term is over I hope that my successor will take over to continue to utilize technology and social media to engage with more students and that concludes my report very exciting thank you thank you I'm going to piggyback on that in my report just to say that um the nasby the national ass of school boards of education is going to convene a set of states to also be part of a state Network around High School transformation and I received a notice about that that they're going to be um sending out information for those who want to apply soon so that may be something that we want to um engage with which sounds like it will be articulating with the
425student voice which would be really uh terrific and would fit with our um Pro portrait of a graduate um activity that we're engaged in um I uh sent a um a welcome uh set of remarks to the assessment conference that um member Rosco Gonzalez was there I got a lot of positive feedback from people about the achievement level descriptors from smarter balanced that they were really eager to be able to use those so um that is um something to look forward to as we uh as we go back next year maybe we'll have something to build on there um I also spoke to the California reading Summit which is actually happening today so I had to send a a remark uh a video for them but I got some feedback today about um how excited
426people are about the screener that is coming online we will be hearing about that in uh January we'll be able to adopt uh the list and about the instructional materials adoption that is pending as soon as we get an appropriation uh and finally I'm just um excited about the black student achievement webinar that uh superintendent um Thurman mentioned earlier on Friday um it's one of the issues I kind of tried to put on the table with data early on in 2019 as we you know had really we've been struggling as a state and this is really the first year that we're seeing major gains in a number of grade levels for black students and I think we've got to figure out what is going on uh that's positive and of course there so much has
427been done uh we need to be able to track that um and then you know to build on that so I think we're uh moving positively in a lot of directions and I want to just Echo um the words of uh member escco about having all of us having a happy healthy uh holiday uh before we see each other again but we still have one more thing we have uh general public comment uh so let's see if there's any I will put that comment slide up again and we'll see if there are any folks who want to make comment about anything that was not on the agenda for this meeting we have no public commenters in the room we have almost no people in the room and there are no callers in the queue all
428right uh with that with that confirmation I look forward to seeing you in 2025 for our January meeting woo at 4:46 p.m.