State Board of Education Meeting January 18, 2024

001good morning um I see that 10 of our 11 members are present in person here today and I understand that member Gabriella Rosco Gonzalez is participating from a remote location and Gabriella I I can see you on the zoom uh we were so here sorry to hear about your recent injury and glad you can be with us in this way uh and we wish you a speedy recovery uh consistent with the recent changes in the laws governing our meetings I want to ask member Orosco Gonzalez would you confirm that you're present yes I am thank you and would you confirm that there's nobody in the room you are participating in remotely no I am alone thank you so much I confirm part of the uh the parameters seeing that board members are now present I

002hereby call the January 2024 meeting of the State Board of Education to order at 8:30 4 a.m. uh and I'll just note that our fearless leader Brooks Allen is taking care of a family medical situation that is resolving happily we think today h and uh we have our wonderful Lisa constancio here to make sure that everything goes as it should and I have no doubt that it will and I'd like to commence by saluting the flag so member Oaken would you please lead us in the Pledge of Allegiance I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all and I want to begin by congratulating three of our board members who were recently reappointed

003by the governor on January 12th member mcquillin U member M Rodriguez and member pattillo Bronson yay and I will be uh swearing them in one at a time and we'll start with member mcquillin if you would join me and I think you put your hand on the P be right raise your right hand and uh put your left hand on the Constitution I think and repeat after me okay I James mcquillin I James mcquillin do solemnly swear do solemnly swear that I will support and defend that I will support and defend the Constitution of the United States Constitution of the United States against all enemies foreign and domestic against all enemies foreign and domestic that I will bear true faith and allegiance that I will bear true faith and allegiance to the Constitution of the

004United States to the Constitution of the United States and the constitution of California and the constitution of California that I take this obligation freely I take this obligation freely without any mental reservation without any mental reservation or purpose of evasion purpose or purpose of evasion and that I will well and Faithfully discharge I will well and Faithfully discharge the duties upon which I am about to enter duties of the upon which I'm about to enter all right thank you very much congratulations so glad to have you reappointed and member Rodriguez thank you so much this is the Constitution of the United States and of California uh please raise your right hand and repeat after me I I Rodriguez I a Rodriguez do solemnly swear do solemnly swear that I will support and defend that I

005will support and defend the Constitution of the United States against all enemies against all enemies foreign and domestic foreign and domestic that I will bear true faith and allegiance that I will bear true true faith and allegiance to the Constitution of the United States to the Constitution of the United States and the constitution of California and the constitution of California that I take this obligation freely that I take this obligation freely without any mental reservation without any mental reservation or purpose of evasion or purpose of evasion and that I will well and Faithfully discharge and that I will well and Faithfully discharge the duties upon which I am about to enter the duties upon which I am about to enter congratulations thank you you thank you so much are they doing pictures I don't know

006y here we go I have to get Jim back up here for a picture see you and Kim here you go let's see you have to raise your right hand there you go um and repeat after me I um Kim pill Bronson I Kim ptil o brownson do solemnly swear do solemnly swear that I will support and defend that I will support and defend the Constitution of the United States the Constitution of the United States against all enemies against all enemies foreign and domestic foreign and domestic that I will bear true faith and allegiance that I will bear true faith and allegiance to the Constitution of the United States to the Constitution of the United States and the constitution of California and to the Constitution of the great state of California take this obligation free

007that I take this obligation freely without any mental reservation without any mental reservation or purpose of evasion purpose of evasion that I will well and Faithfully discharge that I will well and Faithfully discharge the duties upon which I am about to enter the duties upon which I am about to ENT [Applause] congratulations speaker few already right who did it probably we have to catch another photo time do you want to take a minute now or do you want to do it later okay I I was she's awesome thank you thank you congratulations all we have a wonderful board and we're thrilled to have the continuation of uh these members and uh at this time I'm going to take up item one the annual election of officers um we now hold an election for the position

008of president for 2024 the bylaws required that the state superintendent preside over the election of the president and such other business as the State Board may direct and I'll turn the gavl over to State superintendent Thurman I will literally give you a chance to bang the gavel my favorite part it will be temporary um but um uh good morning Madame President uh Madame vice president members of the board uh to those who are here and those who were following um at this time in keeping with article four of the state board's bylaws I'd like to call for nominations for the office of President no member May nominate or second the nomination for themselves six votes are necessary to elect an officer and each officer elected Shall Serve for one year or until their successor is

009elected I will now open the floor for nominations for the office of President are there is there a nomination Madame vice president I'd like to nominate Linda darling Hammond is there a second I think it's unanimous um board member Lewis second um are there any other nominations seeing none U uh we do have the opportunity for public comment uh on this election um and uh the slide is now displayed uh and we will open the phone line uh for public comment members of the public wishing to provide comment on this item may do so by calling the number shown on our screen and dialing the participant access code that is also shown on the screen are there any speakers who were signed up to provide public comment in person seeing none and are there any

010uh speakers waiting to provide public comment over the phone uh there is one person I'm not sure if it's for this item but I will open the phone line now thank you good morning State Board of Education please state your name and affiliation for the record you have 1 minute your time starts now caller with the last four digits 0820 you are now live please start your public comment okay hearing none thank you um we have one nomination of Linda darling Hammond to serve as President we do have a second um we will now call the role um and we would you like to do that thank you uh Miss constancio for calling in the row member aapan yes president darling Hammond I guess I'll say yes member escabedo yes vice president glver Woods yes

011M Lewis yes member mcquillin yes member Olen enthusiastic yes member Rosco Gonzalez yes member patillo Bronson yes member Rodriguez yes M member yoshimoto toi absolutely yes motion passes thank you motion passes unanimously congratulations Madam president it is we return the gavl to you do you want to bang it first no is your that's your duty and honor it's my favorite part I'm really appreciate it I feel so privileged to work with this board and with this department and with the governor who has been you very forward looking and helping us rebuild our education system so it's a great uh honor and privilege for us to continue to do this work together and so thrilled that we have everyone reelected um to the board who is um re um reappointed who has uh come up for

012reappointment so now in keeping with article four of the state board's bylaws I would like to call for for nominations for the office of Vice President no member May nominate or second the nomination for himself or herself six votes are necessary to elect an officer and each officer elected Shall Serve for one year or until his or her successor is elected and I'll now open the floor for nominations for the office of Vice President uh member Lewis I'd like to nominate uh member Cynthia Glover wood and is there a second member Rodriguez and member p um and I think we now want to again offer opportunity for public comment uh if uh there are members of the public who wish to come in on this item they can do so by calling the telephone number

013and using the access code provided on the slide that's shown now are there any speakers signed up to provide public comment in person there are not okay is there anyone waiting to provide public comment on the phone line we do not have any callers all right and we have had a motion and a second second and So Lisa can you please call the role member aapan yes president darling Hammond yes president Escobedo yes vice president glev Woods yes member Lewis yes member mcquillin yes member oen absolutely yes member rusco Gonzalez yes member patillo Bronson yes member Rodriguez yes and member yoshimoto toi yes yes yes motion passes terrific congratulations [Applause] Cynthia selfishly I am [Laughter] thrilled and so um I'm not going to make our general announcements uh I'd like to welcome board members staff

014and uh members of the public who are attending this board meeting in person uh strongly encourage everyone on the board to continue to take precautions as you know there's another Co surge going around masks are available in the back of the room if you need one uh and thank you for your consideration the proposed waiver consent items are W1 through W5 the proposed regular consent items are items 6 through 15 there is one public hearing on the agenda which is item 19 it's the appeal of an action of the Los Angeles County committee on School District organization to approve a petition to transfer ter from the Glendale Unified School District to the laata Unified School District uh there are a couple of changes in the agenda we will reopen item One S priorities shortly to

015hear reports from the state superintendent and from myself we'll reopen item one again later today to take action on the preliminary report of the actions draft November 2023 meeting uh and uh the minutes and to report on our liaison assignments in terms of public comment public public comment will be accepted either in person or by phone members of the public wishing to call in for public comment 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 upon dialing in the callers will be added to a caller Quee the operator will notify callers when it is their turn to provide public comment we

016will also ask callers to please turn down the speaker volume on their computers if they're following the live webcast to avoid uh an echoing effect members of the public wishing to provide public Comon in person should sign in using the binder uh and um at the table just outside the room the binder is on the table with separate pages for each item number this will help ensure that the staff is able to track the in-person speakers for a particular item public comment is limited to 1 minute for each speaker where speakers require interpretation two minutes will be provided item 20 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 and so I will now reopen item one and

017turn it over to State super tenant Tony Thurman to provide his report thank you Madame President congratulations to you on your unprecedented run as president and reelection to this August body congratulations Madame vice president on your reelection to this August body and thank you both for the incredible contributions of leadership that you provide uh here uh congratulations to our new our returning board members who've been sworn in uh thank you for your continuing interest in working uh with this organization that does so much important work um and we do it under very very difficult uh circumstances so I thank you for your service and uh welcome you back board members PTI Bron son mcquillin and Rodriguez I want to acknowledge our students as always um in these difficult times they continue to be resilient and

018our educators are classified and teachers and administrators and parents and volunteers who continue to make great things happen uh for our schools I I'm reminded that we've just celebrated um uh the The Life and Legacy of the Reverend Dr Martin Luther King Jr and I've had the opportunity to visit with many of our students um in San Francisco uh in Los Angeles um at events in various parts of the state and as I was traveling I thought of the challenges that we face in the world and I thought about Dr King's message and the many quotes that were provided um through his life and work and this one I thought of that the ultimate measure of a person is not where they stand in moments of convenience and comfort but where they stand at times

019of Challenge and controversy our world certainly has its fair share of challenges in controversy but we are more than the sum of our experiences we are resilient people and we find ways to work through those challenges um one of those challenges is uh a lack of Revenue in our state um and as a result uh our state is working through a deficit of some almost $38 billion but we are encouraged that even as we work through those challenges our governor has proposed a budget that in large part shelters the education system from many of those cuts we realize that that budget still has to be debated and voted on by by the midy year of this uh legislative cycle but we're grateful for the vision of a budget and a priority from a governor who

020continues to say that we must double down on our investments in education and even in these challenges it's a reminder that we have so many great programs are available to help our students to be successful academically to support them socially and in other ways we still have uh billions for learning recovery through our learning recovery block grant we have billions in our expanded learning opportunities uh to support our students we have resources for Community Schools and we now have additional resources for reading coaches and Specialists uh another cohort of reading coaches and Specialists and so California continues to lead the way in the types of Investments that are necessary to help prepare our students for a great future uh since we last were together um we launched a Statewide paid internship program we were able

021to uh raise private dollars and leverage some State dollars to focus on Steam opportunities for students in uh in the Oakland uh area um but we are working to raise dollars to support paid internships for our students throughout the state so our students get a chance to to earn while they learn and to be able to be on on a pathway uh to learn about careers and great Futures uh we also want to acknowledge that as some of our districts have um passed um policies that we think create threat for our lgbtq plus students these forced outing policies that we've convened and are convening roundtables of support for our students to be able to hear uh from providers who can support lgbtq plus students who can help our students while they navigate um these unclear

022policies um at a time when there are legal efforts to push them back and so we'll be announcing um in the next few days that we will be having uh roundtables for students in Chino Valley Unified School District which was the first school district to pass one of these policies and in Orange Unified School District which has also uh passed one of these policies I also want to make you aware of an upcoming event that we will be promoting a uh convening and a summit on um Math and how we can accelerate our work to support students in math the I want to thank the State Board of Education and the department uh for their work on the math framework but we believe that we have to find ways to do more and that means

023more professional development for teachers who teach math at every level and so I want to invite you to attend the summit that will take place in this very room on math on uh January uh 31st and we welcome your uh participation there'll be publicity going out about this event we are calling for those to send ideas about professional development or training or programs that we know will help to support the proficiency of our students we're going to continue to focus on professional development for teachers who teach reading and who teach math throughout this year we're working with school districts to help them to assess where early readers are uh those readers who do not yet take State tests for whom there is not any data and we're looking at the local assessments that districts use

024to help us identify how are students doing on their path to learning to read by third grade you'll hear presentations today on very important components to support that work um the literacy roadmap thank you president darling Hammond for your advocacy and others who help to make that happen as well as how we will do dyslexia screening in this state in a way that takes into account the needs of multilingual Learners and the ability to have a screener um that is uh equipped and appropriate to be used uh in multiple languages and so you'll get some of those presentations later in the day I'd like to acknowledge some uh new staff who've joined the Department uh we have a new communications director in Li Sanders who some of you may have had already had a chance

025to work with and uh we're grateful for her background is a former uh communications director and principal and teacher who grasps all aspects of education and Dominic Robinson is Dominic in the room Dominic Robinson joins as the new director of our whole Branch division uh who will be working on a number of things including Community Schools and how we get more wraparound supports and health supports for our students in our schools uh I want to acknowledge as well uh that we have a new uh director of special education uh is Miss Heenan in the room today we are honored to have been joined um by Dr Heenan uh Rachel Heenan who comes to us uh most recently after serving as a director of special education at Long Beach Unified and is heralded uh uh for

026her work and so you'll be seeing these directors in short order who will be helping to make presentations uh before the board uh as always uh we all stand available able uh to work with you including one of our new assistant general council members who is in the room today uh I want you to join me in welcoming Paul Gant uh who's joined us and will be working uh as assistant general counsel he has a long background in advising school districts on special education law and we welcome his presence Mr Gant is in the room welcome Mr Gant as always all the staff at the Department look forward to working closely with the board and we have many presentations lined up for you here today happy to submit to any questions that the board may

027have this concludes my report Madam president thank you so much and I so appreciate all that you and your staff are doing to launch and Implement all of the programs that you described and for your leadership on so many dimensions of the equity Quest that we are on um it's it's a journey um I'll keep my remarks brief as we have a jam-pack day today today uh I'd like to Begin Again by congratulating my fellow board members Jim mcquillin Kim ptil o Bronson and iday Rodriguez on their reappointments by the governor to the board uh it is a testament to the great work and dedication that all of you bring to your roles and I look forward to the work ahead that we will be doing to benefit California's students at this time last year

028we were in the midst of historic winter storms that were devastating for many and altogether uh there were more than a thousand climate incidents that closed schools or prevented students from attending schools last year teachers principals School sit staff parents and students all came together to focus on safety and to continue education for our students we began this year with serious storms hurricanes and fires that close schools in many Southern California districts and we're entering winter storm season now so last week there were uh storms that led to school closures in Tahoe trucky Unified School District Lake Tahoe Unified School District uh schools in the Mountain Empire School District were also closed due to high winds that made travel dangerous and so we're fortunate that those campus has resumed operations fairly quickly but we know

029that the impact of these events will continue to be felt by students and families for many weeks to come in recognition of the continued impact of climate events and other emergencies on instructional time Governor nome's proposed budget for 20242 includes a comprehensive set of proposals to improve instructional cont U ity these will encourage leas to implement attendance recovery programs to allow students to recapture lost instructional time and schools to recapture lost attendance-based funding to streamline the process to provide hybrid or virtual learning options when students can't be in the classroom for reasons of illness or emergency or other to build on infrastructure and processes that we developed during the covid-19 pandemic to ensure that students receive access to instruction within five days of an emergency event that impacts their ability to attend school so these

030changes will ensure that in the changing world that we are in uh I was about to say entering we've been in it and it will be continuing to be more and more unpredictable that our students can maximize their learning regardless of what is happening in the world around them and will provide leas with more fiscal certainty uh when students are absent um and as uh superintendent Thurman noted we're grateful for governor nome's proposed budget the state does face that significant shortfall this year uh but the education uh system has been um uh the education budget has been substantially maintained um and uh this includes fully funding lcff cost of living uh increases maintaining our funding for Community Schools which are beginning to Blossom across the state uh continuing expansion of transitional kindergarten uh we are

031on path uh to have uh all four-year-olds eligible by this coming not this year but the following school year uh continuing support for the learning recovery efforts uh as superintendent Thurman noted we'll be launching support for Universal screening for reading challenges and for our new math framework and we'll be hearing more about that today in our meeting uh protecting student Mental Health Resources uh maintaining our educator Workforce Investments That streamline the pathway into the profession and support it financially uh and then continuing the state's commitment to free School meals um in 2024 25 we're uh projected to serve 848 million meals uh in schools in California and all of this is being pursued with a focus on uh Equity so we can continue to serve all California students um we still have a long way

032to travel to reach Dr Martin Luther King's dream and we are clearly focused on um the path that will allow us to get there so there will be more to come uh in the next few months this is just the first step and we hope that the state's Financial picture and continues to improve as we get closer to the annual May budget uh revision and with that I want to launch into our meeting because as I noted we do have a very very long day ahead of us and uh we want to be sure that uh we're able to give full attention to all the items on the agenda and with that I'm going to move to item two it's the 2024 United States Senate youth program it's the recognition of California selected student delegates

033and alternates uh this is an informational item the CDE will be presenting the 2024 ussyp delegates and alternates delegates Aaron comes and Emy Sakamoto and alternates Mahi hazwani and Lila Ali and this item will be presented by Dina Fong of the CDE welcome Dena good morning have to adjust the mic all right good morning president darling Hammond State superintendent Thurman Chief deputies niely and Portillo and honorable board members I'm Dina Fong the United States Senate youth coordinator for California I'm honored to be here today for our annual U Senate youth recognition which is always a great day I'll provide a brief background of the program and then introduce each student who will say a few words the US Senate youth program is sponsored by the US Senate and funded and administered by the William Randolph

034hurse Foundation now in its 62nd year the program is a unique educational experience especially Geared for outstanding students who are interested in pursuing careers in public service High School juniors and seniors are nominated by their principal to apply for this highly competitive merit-based program to qualify students must currently be serving in an elected or appointed leadership position in student government or a Civic or educational organization representing a constituency and serving others for the entire school year our students have gone through a rigorous application process and were selected based upon their leadership qualities academic achievement school and community involvement and commitment to Public Service the last phase of the program is to formally present our 2024 United States Senate youth delegates and alternates to the board these exceptional individuals are among the top students in their

035school serving their communities with passion and a desire to make a difference our two delegates will represent California during Washington Week in Washington DC from March 2nd to 9th where they will get an in-depth view of federal government in action through meeting meetings with Senators cabinet members the Department of State and other federal agencies the delegates will each receive a $10,000 college scholarship for undergraduate studies with encouragement to study coursework in political science or history now it's time to meet our students I'd like to invite Erin Colmes to come up our first delegate is Aaron Colmes a senior at Canyon Crest Academy in San Diego he has been described as a National Treasure and shining star whose character is defined by excellence and someone who has no fear of making a more free Equitable and

036sustainable World whoops I'm forgetting to move these here Aaron serves as the first youth Ambassador for the San Diego International sister Ci's Association which represents San Diego as citizen diplomats to 24 countries around the world he has organized the first ever youth panel at the US Mexico mayor's Community Summit signed the first ever sister city agreement with an indigenous nation and presented his own novel research on indigenous inclusion in conservation efforts at the United Nation's permanent Forum on indigenous issues he was selected as a student board member for district five of the San Diego County Office of Education and has served as the chair of his school site Council he is the founder executive director of students for attention a 501c3 nonprofit organization with a mission to tackle barriers preventing neuro Divergent Student Success in

037education as an was appointed as the youngest ever research adviser at UC veride Autism Center Aaron was selected as one of 100 winners for the rise for the world global award which provides promising young people opportunities to work together to serve others and received a certificate from from the Princeton prize and race relations for helping to advance equity for bipo neur neurod Divergent students in San Diego he plans to attend Yale majoring in Environmental Studies and comparative studies in race and ethnicity to specialize in educational and environmental Equity he hopes to one day run for public office to ensure that our nation supports sustainable inclus inclusive livelihoods narrowing the equity divide for underserved communities congratulations I'll turn it over to you to say a few words good morning everyone thank you so much for those

038kind words of introduction Dina I just want to start off by thanking my parents and the many teachers and mentors who have guided me on my journey I am truly grateful to me public service is a Relentless unwavering dedication to turn a vision for tomorrow into today's reality from delivering a shift to a green economy that decreases wealth inequality to enshrining the rights of queer individuals like me in our legal foundations every day I carry around Visions I cannot wait to start and to continue working toward I truly look forward to a lifelong Odyssey of public service and words cannot convey my sincere gratitude to be given this platform to do so thank you so [Applause] much thank you Aon our second delegate is Emmy Sakamoto Emmy would you come up Emmy is a senior

039at Culver City High School in Culver City she has been described as a dynamic in audacious leader with abilities that surpass her age and who has a deep passion for social justice and Equity Emmy serves as the 76th chief chief justice of the Supreme Court for the California YMCA Youth and government program where she presides over the Supreme Court program and spearheads initiatives related to social justice and Civic engagement through her vast interest she has founded and is the executive director for a number of organizations the first is our minds United where she hopes to implement compulsory and comprehensive K through2 mental health education on par with physical education across the state and eventually across the country the second organization organization she founded is poetry for Progress an international nonprofit youth organization dedicated to advancing

040social justice through poetry what be as a youth literacy literary magazine has expanded across nine countries and 19 States through school clubs a podcast political activism and charity work her Awards include being named ell youth poet laurate finalist at an urban word NYC spoken word competition and being recognized for her curriculum advocacy in mental health as a rep recipient of the Culver City 20 under2 award other activities include serving as student leison for the school district and providing feedback on health textbook adoption focusing on Mental Health language as well as providing content to improve the student environment through diversity equity and inclusion Emy is committed to equity and giving back to her Comm community and would like to major in political science followed by law school and someday run for elected office congratulations to Emy

041please sing at the [Music] words thank you so much Miss Fong it is an honor to be here with you all today and I wouldn't be standing here without my family who taught me the power of the most nent form of public service service to loved ones they continue to teach me that service at its core is defined by a Relentless commitment to serving needs that exceed your own and these acts of Love stood in strength with my teachers who practice public service on a daily who teach me that quote this is not easy work but this is important work Educators like Dr Young inspire me to serve with compassion and persistence dedication and commitment I hope to begin my journey in public service here at the United States Senate youth program with the boundless

042opportunity to learn from the leaders legislators and educators of today and the leaders my constituents of Tomorrow we each sing a verse in this melody we call Life writing the lyrics of Peace Hope and equality through parenting classroom pedagogy and policym alike so thank you for passing down the pen and paper and allowing us to sing our Harmony has just begun thank [Applause] you thank you Emmy if Aon or Emmy should be unable to participate in Washington week then one of our alternates will take their place our first alternate is mahi hawani mahi you come up please Mahi is a senior from Oakridge High School in elderado Hills not too far from here she has been described as someone who doesn't just talk the talk but walks the walk when it comes to the importance

043of leadership and Civic engagement and someone who values action over mere statements of priorities putting her time in effort behind her beliefs she is the youth commissioner and co-chair of the Eldorado County Youth Commission in this role she represents the voice of 30,000 students to go County government with a primary focus on on Mental Health she was elected as Secretary of State for California Youth and government and coordinated elections for 2,000 delegates reaching the highest ever turnout of 97% voting and spearheaded a Statewide voter engagement initiative she is captain of speech and debate at her school and served as a Federalist Party leader at girl State leading over 200 plus girls her community service includes hands for hope hope youth making a difference which empowers youth in leadership and service to Aid their Community Sunshine

044for senior citizens where she helps coordinate student visits with local assisted living facilities and tutoring elementary and middle school students a National Merit semi-finalist and AP scholar with distinction Mahi is also an American Legion oratorical National semi-finalist and National speech debate Association National semi-finalists in Congressional debate and recipient of a certificate of Merit State honors in piano Mahi hopes to major in public policy and pursue a career in government relations helping to bridge the gap between the public and private sector and boost ethical Innovation and focusing on diversity and inclusion sustainability and other issues impacting stakeholders congratulations Mahi fa thank you for the very kind introduction and for the opportunity to be here today some of my goals for the future include advising and influencing effective policy to me being a public servant means dedicating

045yourself to understanding and addressing the needs of your community State and Nation it involves actively participating in initiatives that promote positive change working toward practical solutions that enhance the well-being of society and in doing so embracing diverse and varied viewpoints I think it also means constantly asking yourself what is right and what is wrong and using the answers to those questions and your principles to forge a path toward concrete change to achieve this I aim to continue developing strong critical thinking skills empathy and my genuine passion for improving people's lives thank you again thank you Mahi our oops our second alternate is Leila Ali Lila would you please come up Lila is a senior at Joseph a gregori high school in Modesto she is described as passionate altruistic and dependable she has an unbridled ambition

046and passion for public service which drives her to continually seek new challenges and opportunities Leila serves as the founder and president of the First National Honor Society chapter at her school to empower and equip students by helping them access resources on how to be transformative leaders she leads meetings organizes fundraisers and shows members how to utilize nhs's programs she is the president founder of the Asian-American Association which celebrates cultural diversity on campus and is the team captain of speech and debate she was a girl State Delegate and also was one of two senators representing California at girls nation in Washington DC her community service includes vote me raising Awareness on the importance of being an educated voter connect in place where she teaches classes on Arabic and international politics and interning for the mayor of

047Modesto and District Attorney's Office an AP scholar with this with distinction Leila has received numerous Awards including a Nobel academic Excellence award for her plans to uplift her community as a legislator and the daughter of the American Revolution Good Citizen Award the only female from her school to receive this award Leila plans to attend Stanford this fall and major in political science and government with a focus on ethics her ultimate goal is to become a political activist and a dedicated public servant committed to helping her community and marginalized groups congratulations to Lila please stand a few thank you for the kind words Dina and thank you to everyone for having me here I want to be a legislator one day and to help me get there I'm pursuing a bachelor's degree at Stanford University in

048the fall and afterwards I aim to attend law school at Stanford University I hope to continue increasing Civic engagement and celebrating diversity among my peers but my ultimate goal is to become a dedicated public servant committed to uplifting my community and ensuring that students in rural communities continue to have the resources that they need to succeed to me public service is prioritizing the common good it's the opportunity to use my voice to contribute to the betterment of society thank [Applause] you okay what I've shared is just a small sampling of these students many accomplishments we would be here all day if I shared everything that they're involved in as you can see they are amazing um they have done amazing things in their community unities and we look forward to seeing what's next for these

049students um congratulations you are a shining example of leadership and give us hope for a bright future so I'd like to turn it back to president darling Hammond and state superintendent Thurman and other board members to offer congratulations and take a few photos thank you very much I just want to uh congratulate all these young people uh it's inspiring and um uh optimistic for us to hear both about what you have done and what you are committed to doing and I want to uh offer uh the mic to our state superintendent who is himself uh an Exemplar of a dedicated public servant thank you madam president um thank you Dina for uh convening a great program and bringing forward such great um Representatives uh to Aaron Emy Mahi wani and Leila thank you for um

050giving us a sense of hope um you know public service is an often under uh appreciated and overlooked profession and to all the folks who choose to go into public service I have so much deep appreciation including all the staff here at the Department of Education and the State Board of Education but you give even more hope because in a world where politics often is just jaded where people are so locked in and not focus on Solutions you give us a great sense of hope of what's possible for the future I wish you could all run for office right now you'd be great legislators you'd be great public servants and elected officials and I hope that you will stay the course even if you choose to enter into another career um you know for me

051I didn't enter in politics until 20 years after my first political Awakening that I might want to one day do that and I ended up in a social work career that I am grateful for because it informed my politics and I I hope that you do run one day but if you don't know that you know Public Service comes in many different forms and you can do great things your futures are so bright but I think our future is even brighter because we have leaders like you congratulations and thank you for stepping up for this great honor and we want to open the um public um comment line in case there are folks who want to call in uh as well and uh we need that public common slide there we go members of the

052public wishing to provide common can do so in person or by calling the telephone number and using the access code shown upon the slide that is shown now uh are there any speakers signed up to provide public comment in person no okay is there anyone uh on the um phone line there are a couple callers I will open the phone line now okay caller with the last four digits 049 7 you are now live please start your public comment caller with the last four digits 0497 you are now live please start your public comment okay uh they hung up uh next caller with the last four digits 8964 you are now live please start your public comment okay hearing none that concludes public comment for item number two all right well once again we want

053to both thank you and congratulate you all for the uh commitments that you have made uh and for the accomplishments that we were thrilled to hear about uh and we'll now um begin any board discussion any comments from the board all right well once again we want to both thank you and congratulate you all I guess we I just made a comment so we're going to hear that again but I did want to call on was it member Olen or member yashim otari that okay sorry that was perfect timing uh just a sentence to say that's reaffirms for me the opportunity that we have to continue to use student voice and Leadership and all the decisions that we make uh as as grown-ups uh to help us make the best decisions for all of our

054students uh improve education for all member Olin yeah I I just want to thank you for um being the people that you are young or old it doesn't matter you're extraordinary um you've already articulated more of a vision and a a set of um personal actions than most people I've ever met and so I'm super inspired and thankful I got the chance to connect with you today thank you for being here member Glover Woods I just want to join in the chorus just to thank each and every one of you for just all that you have done already in all that you aspire to do um State superintendent Thurman really just laid it out quite nicely and I think if you could have seen behind the mass here we have I I know I was

055La grinning and smiling and nodding um because everything you said just resonated so greatly and and um as has already been said our future is bright because you are the ones that are in it and you are the ones that will be leading the charge and thank you so much for taking time out this morning to be here this was a wonderful way to start the morning member Lewis did I see your hand about to go up earlier I thought so did but and I don't want to repeat what's already been said but I do want to just offer my congratulations you are extraordinary young people and you just make made my heart leap as you were speaking about all that you've already done I just thank you for your compassion for your empathy just

056for your dedication and and all of the great public service that you've already done and I know that you'll do in the future thank you uh member Rodriguez uh also I want to Echo my colleagues comments and congratulate all of you uh and thank you for being here and thank your family and teachers as you did I really uh appreciated that and uh and let you know that you fill me with hope so thank you all right well this concludes this information item and thank you Dena oh and we do need to take a picture before we thank you entirely uh and so uh where do you want us for do you want the uh students to come up here yeah okay you'll have to some of you'll have to make it possible for them

057to come around Madame President while the students approach the Senators approach um they should get used to hearing that title now right I wanted to make just one correction about what I said in my report about the math convening the actual date for that is January the 26 and it'll be here live and in person uh from 11: to 1 oh good awesome congratulations thank you thank you congratul we really appreciate all that you said Thank you than pleas all right you to thank you really really wonderful oh you're not a visitor anymore part of this place that's right now you're part of the family thank you so much okay well we can show you what let's them up make sure the right person gets the right certificate Emy oh thank you so much thank

058you congratulations our honor to be here [Laughter] to are you guys Diego actually morning yes great City one of my favorites love it hope you know they just allowed 17y olds to vote for school board was it in New York or yes in New York yes we need to get I was say we need to get that happening right we have two districts that allow that do we Berkeley and San Francisco of course all right well we'll we'll get working on that with you thank you all you guys can go down that on the right side yeah thank [Applause] you g go CL yep what a wonderful way to start the morning and now it's all downhill from here yeah let's end on a high note yeah but but in fact I have the obligation

059of announcing that we are going into close session to take to discuss or take action on the following legal matters mirab belly versus olssen and we would like to ask the public to please leave the room at this time thank you thank you we um are resuming now and in closed session the board discussed or took action on the following legal matters Mira belly versus Olen and we're going to move on to item three item three is the California assessment of student performance and progress appr approval of the receipt of the California science test Innovations concept paper uh and so I'm going to um turn this over to uh Cheryl cotton and Mal Vang of the CDE um and then we will have um members of ETS uh who worked with us on the paper

060uh to join thereafter she I'll take it away good morning superintendent Thurman uh Chief Deputy nicely president darling Hammond vice president glob woods and board members again I'm Cheryl cotton um superintendent of Deputy superintendent of our instruction measurement and administration Branch here at the California Department of Education to assist with this item I'd like to include Dr Malang our director of assessment development and administration here at CDE Miss Kelly Bolton she serves as our student assessments manager with ETS our testing coordinator um Dr leel Lou our research director at e ETS and by Zoom today hopefully we're getting it set up uh by Zoom today Dr Randy Bennett he's the Frederickson chair in assessment Innovation at ETS I will also have ETS executive director Maryann arcilla who will assist the team in answering questions the

061item before you today is an information and action for the California assessment of student performance and progress or Casp today's presentation will cover the following Dr Vang will provide an overview of cde's recommendation for board action a brief history of cast or the California science test and the context for the cast Innovation work then miss Bolton will provide context and information about the development of the cast Innovations concept paper Dr Lou Will present information about the conceptual approach presented in the paper and Dr Bennett will present the theory of action finally we'll return to cde's recommendation for the board's action and conclude this item so I will turn it over now to Dr V thank you good morning Chief Deputy Nic Le President arlingham and Vice President Glover woods and our esteemed board members I

062am happy to be here with you today I am maang the director of assessment development and administration division here at CDE I am pleased to uh present the recommendation before you the CDE recommends that the California State Board of Education approved the receipt of the cast Innovations concept paper provided in attachment one pursuant to task 6.8 of the California assessment system contract number CN 22002 the CDE also uh requests feedback about the concepts outlined in the paper and direction from the SB on next steps to set the context um for this presentation I'll briefly go over the history of the California science test and the FOC focus on the assessment Innovations this slide provides a brief timeline um of the California science test uh which began when the board adopted the California next Generation science

063standards or California ngss in 2013 and the the board's uh adoption of the original test blueprint in 2017 was really a significant uh Milestone at that time and since then the cast of was developed and refined in recognition of the Innovative approach and the complexities of the standards so in January of uh 2020 the board adopted a revised blueprint to have an assessment that best represents the science domains and to reduce uh testing time the so the history of uh Innovation continues uh with the board's approval of the new California assessment system contract in November 2021 and with that um just another quick timeline of the assessment Innovations activities so far in July 2022 when ETS began the new contract which um had the task 6.8 uh the assessment Innovations in it uh this task

064directed ETS to explore further assessment Innovations um for the cast and then during the 2023 uh at the direction of CDE ETS did begin research and uh coordinating discussions about uh the development of the concept paper being presented to you today uh remember that in March uh 2023 the board had a study session on assessment Innovations with experts Lilian pace and um uh Dr uh Lilian Pace was with knowledge works and Dr um Steven puit of the Southern Regional uh education board and the goal of that study um or that study session was to discuss assessments that can inform teaching and learning and then today um oop sorry sorry excuse me today um CDE and ETS uh we are presenting the concept paper which you will hear from Kelly and lei and uh Randy and

065any future activities uh about the assessment Innovations are to be determined based on additional direction from the board uh I will now uh turn the podium over to ETS so they will be able to present the overview of our concept and uh Kelly I will turn it over to you thank you Ma Chief Deputy nicle uh president Linda darling Hammond vice president Glover woods and board members I'm Kelly Bolton student assessments manager at ETS uh for the California assessment system contract uh on behalf of ETS and my colleagues it's an honor to present to you today but before we present the concept paper it will be helpful to provide a little bit of context around the California next Generation science standards or the ngss cast was developed to assess the breadth and the depth of

066the California ngss which is a three-dimensional set of standards that emphasizes the core ideas the cross cutting Concepts and the practices so the disciplinary core ideas or dcis cover the four disciplines in science Earth and space Sciences Life Sciences physical sciences and Engineering the cross cutting Concepts or cccs apply across multiple disciplines and then the standards or excuse me the science and engineering practices or seps are really the practices that scientists and Engineers engage in so the ngss and the cast are not just about science content but about the intersections in application the current design includes both interim assessments and Summit of Assessments the interim assessments support teaching and learning and provide um I'm sorry and they were became available this school year in October of 2023 they do provide um information for educators to

067get a better understanding of what their students know and can do across the science standards they are optional available to all K12 Educators to administer to any student in any grade K through 12 a second set of interm Assessments will be released this coming school year 2425 and from then will be available year round the summit of assessments are required for all students in grades 5 and 8 high school students will will take cast once during high school either in grade 10 11 or 12 depending on when they take their last science course the cast includes Standalone or discreet items such as selected response constructed response fill in the blank grid and so forth and this is to measure the breadth of the standards the cast also includes extended activities or performance tasks that measure

068students ability to integrate Knowledge and Skills Ross multiple standards and this is for the depth as ma mentioned earlier task 6.8 in the California assessment system contract is devoted to exploring further assessment Innovations for cast task 6.8 specified two specific goals one to develop performance tasks embedded in learning or pels for the California assessment system and two to further revise the California science test blueprint to shorten testing time for the end of your assessment the vision of the California ngss is to provide a high quality Science Education for all students to fulfill this Vision the concept paper outlines the research and Outreach that ETS has done first a review is conducted of existing performance tasks or pts and systems from across the world and then discussions were held with Educators and experts and this led

069to a set of common features to prioritize then the development of several conceptual approaches occurred from there further discussions led to the recommendation of one proposal or one concept I'll turn it over to my colleague leel Lou Who will talk through the details of the concept described or of the approach described in the concept paper leay thank you Kelly uh Chief Deputy nicely president daring Hammond and vice uh president glaval UTS board members I'm leelu research director at ETS I'm honored to present the conceptual approach here today um before I introduce the conceptual approach let's talk about performance assessment first because that's an important focus of this approach common definitions of performance task assume that students produce an analysis product performance or solution to a create creative or investigative task that might take a uh

070a class period or less or up to several weeks or months um the proposed conceptual approach places a strong emphasis on the use of performance tasks embedded in learning or Pils these Pils um would enhance the measurement of student mastery in science and engineering practices and to support instruction classroom there are several priority features to be considered for these Pils first ptel should be authentic they are designed to highlight Center the key Concepts modes of inquiry and ways of learning in the discipline second pel should represent the ngss dimensions to facilitate students application and uh integration of the disciplinary core ideas science and engineering practices and crosscutting Concepts a third priority feature of Pils is to involve sense making of pomin so that these Pils provide opportunities for students to meaningfully make sense of scientific

071phenomenal uh in context likely to be familiar to them another priority feature is to reflect and be responsive to Learners specifically pel should follow principles of Universal Design and responsiveness to Learners experiences and ways of knowing this feature Ensure accessibility and opportunities for students to show what they know last but not least pel should be useful for informing decisions that impact instruction uh still here the priority feature this yeah this is and uh lastly but not least pil should be useful for informing decisions that impact instruction they help encourage model and inform high quality curriculum and instruction there are four key assessment related components in this approach um which I will introduce later in uh detail when I uh overview the approach they are threeyear common uh threeyear classroom Pils threeyear common Pils end ofe

072summative or state assessment which may include a section of discrete items and a mini performance tasks the last component is opportunity to learn indicators in science here is a graphic representation of the conception approach as Kelly mentioned the purpose of the approach is to support science teach and learning and to improve measuring the depth of the California NG GSS I will now work you through the four components in this approach oops so the first approach uh the the first component is threeyear classroom Pils they are a set of uh C they are a curated set of Pils intended for classroom use to support formative assessment and instruction of the California and jss they will be available for teachers in all grade levels K through 12 throughout the year they could be supporting materials for teachers

073to implement the standards the three year common Pils are to sub supplement the end of year Summit of assessment within the State Testing window these common Pils will both contribute to measurement and positively influence um instruction end of year summi or state assessment um may include a section of discrete idence and a mini performance task the mini performance task would be designed to align with the key features of the uh common threeyear common or end classroom pil the mini P uh mini performance test should be uh also suitable for an end ofe test both the common Pils and the mini PT could be scored by teachers through training and moderation moderation is a technique to ensure consistency minimize biases and to support teachers to fairly and accurately evaluate students work it's possible that the scoring

074can also be supported by AI techniques the last component is opportunity to learn indicators in science they are indices in intended to reflect the extent to which students have equal access to the resources necessary to achieve learning goals required by the California ngss this information might include variables such as time devoted to science curricular activities availability of materials and teachers opportunity is for professional learning these indicators provide contextual information to help interpret the summative scores but may not contribute to the scores I will now turn it over to Dr Randy bannett who will discuss the theory of actions through Zoom Randy I would drive the slide for you thank you Chief Deputy nicely president daring Hammond vice president Global woods and board members I'm Randy Bennett frericks and share an assessment Innovation at ETS any

075Innovation including a new Assessment program conception should have a theory of action that makes clear what the Innovation is supposed to achieve and at a high level how it's going to achieve those outcomes that information helps the focus designers and implementers on the programs Essential Elements this slide shows the theory of action for the conceptual approach that Dr L just described there are several columns there are multiple boxes there are many arrows and there are dozens of words but by far the most important part is what the approach is ultimately intended to accomplish and that is to improve student learning and motivation in science how is the conceptual approach supposed to do that through multiple Avenues in the next few slides I'll briefly walking through the theory of action the details of which are available

076in the concept paper next slide please here is the top portion of the previous slide showing the First Avenue for improving learning and motivation in science which is enhancing teacher practice most importantly by helping Educators more effectively integrate ngss science and engineering practices into their instruction and giving them the professional support needed to carry out their instructional and assessment gools in the system next slide please a Second Avenue for improving science learning motivation is by directly impacting students and teachers through use of the performance tasks themselves the threeyear classroom Pils the threeyear Comon Pils and the mini performance task given at year end using these performance tasks is expected to engage students in authentic and rigorous science learning and give students and Educators information about learning in a timely fashion next slide a final Avenue

077for improving learning and motivation is by impacting local and state Educators policy makers and community members through the sumita components of the assessment system these sumita components are intended to provide the information needed for more effective decision making and increased public support for providing Equitable learning opportunities I'll now turn it back to ma bang Ma thank you Kelly Lei and Randy so in the concept paper um ETS provided some potential implementation scenarios that may be um better revisit at a later time uh so they're um provided here and pretty much executing any of these concept uh conceptual approach for the assessment system will uh require some thoughtful engagement with with various stakeholders like teachers and school leaders and administrators and also you know direction from the board some um there are several uh possible future

078considerations as well as the state may uh need to consider for potential incorporation in cast Innovations such as uh diversity and fairness which is really ensuring all students have the opportunity to more completely demonstrate what they know and can do um the role of artificial intelligence uh pretty much in generating and scoring uh pels or performance tasks in learning in conjunction with like human experts or scores and also you know a broader range of General competencies like critical thinking collaboration uh those are some contexts that we should consider as well and with that um we will pause here for some um for a few moments to answer any clarifying questions or that the board may have and I'll turn it over to you president darling Hammond thank you so much um and I think we

079do want to get the public comment slide posted uh so uh those who'd like to come and can queue up um and members of the public wishing to call in can do so by calling the telephone number and using the access code on the slide that's shown now and while we're waiting I want to ask our leaone member aroso Gonzalez uh to see if she has any initial comments uh before me and then we'll see if there are clarifying questions member of R School Gonzalez hi good morning thank you um president Hammond um I just um you know it's just a thorough presentation thank you so much to the CDE for the presentation um as a teacher I'm deeply committed to fostering engaging engaging Science Education I endorse the approval of the cast Innovations concept

080paper as it aligns with our shared goal of providing authentic and meaningful learning experiences from a teacher's lens key considerations include the alignment of the ptls with Next Generation science standards ensuring this alignment is crucial to guarantee that task resonate with the curriculum Making Science Education a dynamic and integrated experience um I have some questions I I want to sa them for the The public's comment and um see maybe if they can be further clarified through that process terrific thank you so much U and I uh will also add a couple of thoughts um first of all I want to appreciate our CDE colleagues uh and our ETS uh facilitators who really helped us um think through a lot of the potential possibilities uh you'll remember that um we had an assessment Retreat about a

081year ago and talked through what we wanted to see an assessment in the in our classrooms and I would say this is very faithful to and they were you know both our ETS and um CDE colleagues were participants and and U listeners in that Retreat and this is very faithful to the ideas that we discussed and described at that time so I'm very grateful to that beneath this paper there are lots of other uh research elements that uh ETS undertook to look at performance assessments across the country around the world so there's a lot that went into the conceptualization and I really want to appreciate that um the uh approach is seeking to help us figure out how to support inquiry science both in the classroom and and in assessment it is also uh kind

082of going back to the theory of a standards based reform which is that curriculum instruction and assessment should be integrated and speak to one another and that we should be supporting the kind of classroom activities that we want students to be able to uh use as they uh engage in higher order thinking and problem solving and and inquiry and that that should also then be both reflected and encouraged by the way in which assessment unfolds um the uh approach is is complex so I know there will be a lot of questions the idea that we would have a bank of performance tasks that would be available to teachers in grades K through 12 and they could use them uh at any point in time that they want to use them with their classes or schools

083could decide to use things across a department or across schools um that there would be some smaller number of common tasks that could be used at an assessment moment that could be scored you know with uh training and rubrics and so on and that at the end of the year test there would be a a performance task much like on the smarter balanced assessments we have a performance task in English language arts and one in mathematics uh this would bring that same concept concept to our Science assessment uh and it would be coherent in some way with the resources that are being provided uh in the performance Bank um for teachers um so you will if you uh happen to have read the uh a Pages carefully in the governor's budget proposal you'll see a

084little uh uh proposed allocation of funding to get going on the building of that performance assessment task bank that would then be available to to folks to use as they as they please um to support inquiry science in their classrooms so this this concept has all of these elements in it it is uh very thoughtfully uh designed I'm appreciative of that there are more than 25 States right now that are trying to work in this direction to make um uh the science standards really come alive uh both in classrooms and in assessment uh and this would put California right at the very front of the line in in pursuing uh that Vision which I think was intended by the ngss but it is a uh a vision that takes some work to accomplish um with

085that I'll just uh again sort of um uh be uh thankful to our um uh colleagues who've really gone down a long road to figure this out out as a starting point for us I want to see if there are any clarifying questions I imagine there are a lot of clarifying questions so if they're really deep you might want to hold them until after uh public comment because we want to get to public comment relatively quickly so if there are um easy clarifying questions we'll take those now and the hard ones will come back to are there any uh clarifying questions you want to ask about now before we get to public comments yes member pattillo Bronson I think this is an easy yes or no clarifying question that will I think uh get us

086to also later discussion I just I wanted to confirm is this the first time that we'll be using AI for scoring of perfor performance tests there there are there are some machine scored elements already in uh smarter balanced um so it's not total new territ right now our our Science assessment is almost exclusively multiple choice and has a very short you know um you know few sentences constructed response but we have more uh robust performance tasks in English language arts and math thank you any other clarifying and just to just on the say I think we can ask our colleagues to speak more to it but of course it's advancing at leaps and Browns right now and ETS is uh doing a lot of work in that regard so we can get more insights into

087the possibilities there uh if there are no other modest clarifying questions we will come back to all the Deep questions and right now we'll go to public comment uh is there anybody uh in the room who would like to comment Jessica Sako has signed up yes good morning Jessica Sako on behalf of the California stem Network and children now um very excited to see this item and thank uh Mao and her team for pulling together what is really an Innovative and thought-provoking concept paper in terms of what we can do in terms of supporting uh science instruction consistent with the Next Generation science standards as an organiz ation that has been committed to advancing um access to Equitable stem instruction for more than a decade we are definitely pleased to see this new and Innovative

088approach uh I would add that we are concerned I I agree with Dr darling Hammond's uh uh words around the need for alignment between curriculum and instruction and assessment and I would add to that we also need to think about the influence that accountability has on those three things and how our districts choose to invest if you review the 2024 report card which children now just released um we we will find that there is much room for improvement for the state in stem education and we do thank the governor for the Investments that are proposed in his January budget and with that I'll just conclude that as you think about this uh Innovative assessments that you also consider the impacts that it may have on accountability as well TK you thank you thought somebody else

089was calling time is there anybody else in the room if not we'll move to callers online uh it looks like we have four callers on the Queue I will open the phone line now caller with the last four digits 0820 you are now live please start your public comment you have one minute good morning my name is Jane Stein Camp assistant superintendent for Educational Services for the sanen County Office of Education the CIS science subcommittee chair and the fiscal lead for the California math science and computer science grant as well as the Statewide lead for for science for that same Grant I would like first to thank the board for your ongoing attention to Science Education and your desire to formulate an equitable approach to Science assessment and accountability as you formulate your next steps

090I would like to draw your attention to a letter submitted Friday January 12th on behalf of nine organizations including the California county superintendent many points are enumerated in the letter but I will draw your attention to two priorities one in including without delay science as an equal indicator on the dashboard and two facilitating a process which encourages and allows classroom teachers to be involved in the development of the Pils thank you for your support and consideration and ongoing partnership thank you next caller with the last four digits 20005 you are now live please start your public comment you have one minute thank you uh my name is Sarah doer and I'm a professor of Science Education at California state University Long Beach and I'm also a member of the legislative action committee of um the

091California Association of science Educators I'm a former science teacher myself and my research interests are really an assessment so I want to thank uh the board and for and etss for the hard work that you did putting together this concept paper um I guess I would like to draw attention to the letter as well and I I'd like to point out that we know that single occasion assessments uh underestimate the academic ability of students who are marginalized in school includ in includes students living in poverty and those experiences the consequences of um structural racism ableism and language ideologies and so I really want to emphasize the importance of collecting data on more than just one day in a school year um and I want to emphasize the power of opportunity to learn measures which are

092described in the concept paper um and also emphasized in a letter from the organization uh that just that from the nine organizations that was just mentioned and thank you very much to the board next caller with the last four digits 7768 you are now live please start your public comment you have one minute I'm Peter Ahern past president of the California Association of science Educators I want to both thank CDE for their thoughtful work on improving Science assessment and thank the SBE for their strong ongoing commitment to adding a science indicator to the dashboard the proposed inovation seem very much in line with the vision of the Next Generation science standards and we are excited by the theory of action classroom formative assessments as well as measures of opportunity to learn science could be powerful

093ways to move science learning forward we hope that CDE partners with classroom teachers and Science Education experts Statewide to ensure that the design and implementation of these Innovations achieves the goal of giving teachers meaningful feedback to improve instruction we know that assessments that are poorly designed can be a burd and a hindrance to real learning we also want to ensure that these changes are phased in over time this is both so they do not delay the long overdue addition of science to the dashboard and so there is time for thoughtful design and feedback thank you thank you next caller with the last four digits 6075 you are now live please start your public comment you have one minute hello hello this is Melissa maruchi and I am a high school teacher in the Central Valley

094as well as the president-elect for the California Association of science Educators I want to thank the CD for this hard work on the cast and for evaluating when and where science will live on the California schools dashboard I'm very excited by the concepts of the Innovations including the opportunity to learn measures but want to note that good implementation of ngss in all grade levels is key to Student achievement My Hope with the Innovations is that all stakeholders including classroom teachers are involved in the design implementation and feedback phases in addition My Hope Is that science being placed on the dashboard is not delayed due to these Innovations science is key to building a strong economy in California and schools rely on dashboard measures for accountability the presence of science on the dashboard with equal weight

095to math and Ela as well as ELD will ensure this accountability as well as equity and access for all of our students my question to the board is how will this new Innovations affect the release of science on the dashboard thank you for your time in considering this thank you that concludes public comment for item number three thank you so much and so now we can dive in and uh I know in addition to Mal uh we have leelo um Randy Bennett and um Kelly Barton available to answer questions so yes uh vice president GL woods and then Member esab First again thank you guys so much for the presentation the time that was put into developing the concept paper and the graphics that went along with it my I have a clarifying question related

096to the threeyear common uh P PTS or pels I'm not quite sure what acronym we're going to be using now um can you give me a little more insight as to the vision as to how and when these common Pils would be administered in relation to when the end of your summative assessment is administered since that well also have a performance task component just trying to see how these are going to come together for those tested grade levels we might also as you answer that speak to the relative scope of the classroom based versus uh on demand yeah so as I mentioned earlier I think the common uh threeyear common Pils will be uh supplemental to the uh end of sum ative assessment so they will be administered during the uh test dat testing window

097uh I think the there are the uh Act exact implementation of these common pil still need to be determined and also we will definitely consider the you know the connection between the common Pils and the classroom Pils to make sure they're well aligned with the instructional purpose and learning purose in our testing window it goes from M you want remind everyone uh July January to July so there's a lot of choice for districts about when they would want to administer the two components of the uh assessment the sit down and the classroom based okay and my assumption but I want to be sure that I clarify and know for a fact is the intent that the common Pils would be administered prior to this end of your summative assessment within that testing window that could

098be one of the options I think that's the assumption that we hope that uh it can be more throughout the year so that uh the teachers and students can have more timely data to react to there's a lot of decisions that will need to be made about this that I think part of our goal in this meeting is to give input uh into the processes that would unfold then to figure out an implementation plan so um m ESO and then I know member Orosco Gonzalez is also waiting and then I'll come around to member yoshimoto T and I'm I'm really curious about your performance assessments I know like in the English language arts when students read about background similars to theirs right they comprehension improves they're able to articulate and Dialogue on the subject enhances

099and in science I'm just wondering when you're creating these authentic assessments is there connection maybe to the the workplace or to their background I mean I I think it's really important especially for marginalized communities to see science as part of their own world part of their what they experience every day so I'm just wondering you know the concept of relevancy is there an effort to create relevancy in the field of science yeah and you know I think we you may have had a slide about what the um features were or the criteria do you want to speak to that yeah the first feature uh actually is to be authentic uh that indicates that we want to try to build connections with students experiences and connecting to the meaningful sense making so that they really know

100why they're learning s science and also how the science n can contribute to their future work and life and career and then the fourth one down being responsive to Learners when it's elaborated in the paper talks about both cultural responsiveness connections to experience uh prior knowledge Etc uh this is an area that Randy's done a lot of work on I don't know if he wants to I can't see him but I think he's there somewhere he wants to P I'm here I'm here yeah I'm there's nothing of that says a uh common pil or some of the uh classroom uh Pils couldn't be designed such that students bring their own backgrounds experiences identities to the uh task and even to the definition of the task part of the definition task uh thereby allowing that task

101to become more responsive uh to uh what it is that kids bring to school from their homes and communities and there's a lot of work going on in the field about how to do that that we would definitely want to build on uh member Orosco Gonzalez I know you're there somewhere so if you start speaking I think you'll pop up on the screen thank you can you hear me I think so um I actually wanted to um member eso's comment resonated with me and as one of the things that I actually wanted to mention also that um his question and statement underscores the important of ensuring the assessments align with the Practical needs and experiences of students by emphasizing the relevance of tests we acknowledge the significance of creating assessments that resonate with students facilitating

102a more meaningful and effective learning experience I also wanted to state that it is crucial to ensure active participation of classroom teachers and science Educators in the development and implementation of these Innovations to Foster Equitable support for students across California and my my question is what strategies does the um CDE plan to employ to actively engage classroom teachers and other science Educators in the development of these assessments and the implementation of Innovations aiming for this Equitable support to students across the state I could share a little bit about how we have designed our current science tests I mean teachers have always been a part of the development process from the item writing all the way to the item reviews sorry not sure where that feedback is coming um so teachers are involved in each of

103those stages of the process um and as you may be aware there's no science Consortium across the US to be a part of so California did um take this Innovative approach initially to design our own assessment and it was always built with teachers input and and with teachers um um access to helping with the development of the items as well as reviewing them and and and as we do field testing they were reviewing the data to make sure that it was sound so um yes we are uh truly blessed that California educators are very willing to be a part of the development process and every time we call upon them there's always people who are who have the expertise from the field who engage in this process so I just wanted to remind that this

104is just the concept paper etss has done some research and they're sharing all the Big Ideas here with you in the concept paper any next steps we we're really asking for your direction and input as well and then including Educators and administrators School leaders in the process is probably the best uh thing that we could talk about how to go about doing that if we should proceed with the performance tasks embedded in learning approaches that are um shared through this concept paper thank you uh member yoshimoto tari thank you for this uh informative concept paper and for all of your work across the state uh I I wanted to just um refer to the comment I made in item two today which is said talk to students because I I see in the paper you

105know High engagement with science Educators and school administrators and I think being the mother of two 17y olds they're very they have a lot of opinions about assessment and and I don't know if they tell me just because they know I'm in education but I hear a lot of opinions and so I think that you know young people can tell us a lot about uh their experience when course sequencing particularly in high school and I know we give some guidance as to how to sequence courses or integrate that that sequence of course material uh but perhaps we can uh through this process also highlight what some of those promising practices are across the state in actually impacting the Journey of our young people as they as they have that experience um and so that's one

106two uh if you're looking for feedback I think that for me the the scenarios are vastly different uh in the in the phasing and and it does go back to the theory of action so I appreciate you put that in the concept paper um and the one thing I wanted to call attention to is um there on several diagrams there's the blue cloud and that blue cloud is encompassing of all K12 teachers and students versus the Green Cloud which is you know three times in its child's Journey uh as well as the summative so uh depending on how we really think about the impact of the the through year classroom p tells uh my thought would be to move uh forward first with the resources that are going to support all teachers at all grade

107levels and uh students engagement with that teaching and learning which shows the integration of the assessment curriculum instruction as opposed to you know specific three times in a child's entire Journey uh putting that first so whichever scenario could help to develop all of those because it takes time for us as teachers to also learn how to teach differently when assessments shift so that would provide that basis and um then my last comment is I hope that um also in the blue cloud when it says K12 that K is also inclusive of the 2-year uh kindergarten experience so that maybe we could change that to TK just to be a little bit more explicit so thank you great um when I earlier noted that in the proposed budget there is um proposed allocation for the beginning

108of that performance bank that's exactly the TK through 12 conception that you're talking about so that um there is a a body of um support and in you know instructional support uh that people can begin to build uh inquiry science uh upon uh as as the rest of it may proceed so just to clarify that that is relevant to the Point you're making yeah and I think that part of the whole idea of engaging you know providing supports and resources for teachers uh and schools for this kind of work we know during a period of time science almost disappeared in Elementary classrooms in California uh it's you know we've been reminded by our science colleagues that you know we have to really lean in to get attention paid to science that uh even in places

109where it's beginning to be taught again uh inquiry science is not necessarily um known and and part of the routines that people you know are familiar with so uh building that capacity for instruction and then making assessment relevant to that kind of instruction is is part of really building a system member oen I was just thinking about that same um sort of a conundrum you know you you need to move all teachers and all classrooms even though the testing is only uh three times right and and how do you do that um also in a state where we um allow a and encourage a fair amount of autonomy and freedom um for maybe those aren't quite the word creativity um for teachers um and so changing approaches to teaching and thinking about the connection between

110assessment and instruction can be very very slow um and so I was thinking about what you were saying um Alison about the the supports that are for all classrooms and all teachers and then also the the role of pre-service teachers and what we're how we're training upand coming science teachers to think about the role of of science instruction and and um authentic tasks and inquiry and I know that's not quite our purview but I I think that's an important place where maybe even some of those those Banks could be of tasks could be played with yeah and of course you know these are things that teachers can adapt and add to and teachers would be part of developing the bank there is a lot going on across the country and I mentioned there are more

111than 25 states that are doing work like this and um the then in one of the projects that the the council for chief State School officers overseas which brings you know science folks together uh they have been pulling tasks from across St States and there are some 900 tasks that have been counted um that could be drawn upon uh and vetted and you know uh decided upon to begin to build that uh capacity for people then to be able to pull things by grade level and standard and topic and and you know contribute to as well as um borrow from and adapt did you want to say something else you look like I was I was just thinking about the this is not part of the white paper but more of the roll out which

112is how do we get that and how do we ensure that teachers at all levels and school leaders know that those resources are there and build it into their planning and you know it's it's not it's it goes beyond the the white paper part of thinking about the um what our theory of action is and how we're going to support it to okay now how are we going to actually ensure that something moves um in relation to this so uh I'm gonna call on you but first i'm gonna check this side of the room is there anybody over here who wants to ask a question or make a comment okay remember mcquillin I don't want to neglect the the folks over here just a short comment what I heard earlier about U including the students

113home perspective in in this uh effort and I think of the tribal Teek effort traditional ecological knowledge and how much uh the inquiry based science can go that direction you know from California's 120 uh plus tribe so just I was glad to hear that there'll be a home uh inclusing including the students home perception thank you and that really speaks to how do we want to be sure people are involved in the design of the bank and the tasks and the thinking about the um uh pieces that go on the test as well um yes vice president gber Woods I I wanted to get a little more understanding on the opportunity to learn science indicators um I did get to read the information that was in the white paper the concept paper but could you

114guys just give some voice to really what might be considered in determining the opportunity to learn science indicators I know it's going to be data of some sort some type of State collected data but if you can just add a little more clarification to that aspect of this that would be helpful yeah so uh the uh OTL the opportunity to learn uh indicators in science may include variables such as like uh um uh time devoted to science um and also curriculum activity what curriculum activities is available for students uh a availability of any uh instructional and learning materials and also teachers professional learning opportunities those are some examples that we listed uh in the paper so one of the uh examples that got discussed in the process is that on the nape the national assessment

115of educational progress there's a survey that students complete and we I think have a survey now that students May complete at the end of the test so you can ask questions about what has happened in the classroom what kind of experiences they've had etc etc and one can imagine also a teacher survey that would also ask what kind of experiences and supports teachers have had as as part of the and then you can look at the relationship between those things and how you know how kids are progressing and Performing so the and and think thank you thank you uh for the clarification those are all very important areas to look at I'm trying to visualize the state collected data portion so would these be things be through a survey as president darling ham and mentioned

116or otherwise that would be collected across the state by students that are testing and then they would be utilized in some type of way I'm I'm sorry if if I'm foggy and if uh and if some things haven't been determined it's okay to say we haven't really got through all of that at this point but I'm having a little difficulty connecting how this information is going to be brought together at a state level to help inform this area M do you want to speak to the what's done with the survey data that we currently collect yeah so when we first um our current test does have a few questions at the end just for the very purpose that you have brought up uh president arlingham about uh just to be able to collect that data

117from every student who took a test and to make some comparisons about whether they had the opportunity to learn and how they uh performed on the assessment so um I know that we have the data we have uh that is something that we have not um uh summarized to Pro present to any particular group but we do have the data and we do uh look at it to inform the development of the assessment and informing the year-to-year uh any adjustments that need to be made and so to your question I think you know the board could request that those data be analyzed and presented every year like how many kids in California are getting access to different kinds of science curriculum and investigations and what kind of time and so on so those are things

118that could be analyzed and presented uh you could also Imagine people engaging in studies that link the data for individual students to outcomes which has been done often with the nape data uh so that you can then start to say what you know how how does what kids get access to determine how they do on the assessment so I think the idea is to build a little Corpus of information that we could use for the purpose of uh productively understanding what kids are getting and also um making some Headway on understanding what needs to happen to get uh the conditions in place for more kids to uh both experience good science and um become enthusiastic about science and then do well you know uh in the performance assessments yeah and all those I'll just chime

119in a little bit that all those are like different approaches right looking at multiple measures from different angles to get some data that to inform your decision making and ideally you know again back to the theory of what you know our previous board adopted which was you know standards based uh reform was you know that you figure out what your goals are you figure out how what that should mean for curriculum and instruction you try to assess it in some way and then you try to continually um improve by using those data and I think we we can build a system here that would allow us to do more of that um Anya so I wanted to kind of go back to member esc's point on relevancy and I think one of the the biggest

120aspects of science being relevant to the real world is how interdisciplinary it is it connects several disciplines and I think in high school and that's something that changes with how you're taught in class is that you're doing it based on like physics chemistry biology and in some cases you kind of you lose that interdisciplinary thinking right to apply that to the real world to think because you know real world Innovation doesn't typically happen within a specific discipline it happens at the intersection of several um and I was seeing how you were considering uh using the college board AP seminar research um uh you know how those those models as kind of a a a kind of a example for how the common Pils could be um formulated and I think I mean right now would

121be in my AP research class actually if I was at school um but having you know taken AP seminar in research I think one of the most valuable aspects of those models is that they drawn several disciplines you're you're taught to think of all the fields that we be drawn upon to solve a real world solution or to solve a real world problem and arrive at a solution so I think that would be something really valuable to incorporate into the common Pils that interdisciplinary thinking especially when you you somewhat lose that in high school is kind of the experience experience because you do go into the biology chemistry physics um specific courses so that's just something I wanted to highlight but thank you so much for this presentation and all the great work that you're

122doing that's why we need your input are there any other clarifying questions at this point or uh other uh pieces of input that you want to um be sure to make today we will come back to this obviously this is a complex a proposal but um what we're looking for today is some indications of general direction uh approving the receipt of the concept paper and then um you know getting started on the next steps member oen sorry I just um realized wearing my environmental literacy hat um as the lay on for environmental literacy just wanted to um sort of um build on what um Anya just said about the interdisciplinary nature of innovation and change and also how that feels more relevant um for our young people and um I think I mean for all

123of us frankly um but I think um we see that in work related to um environmental justice and literacy um in climate change we see that it really draws upon um a variety of resources and there may be a model there in terms of um um how to think about developing some of the Pils um from the work that's already been done in the state related to environmental literacy included among the uh examples that were in the paper are things like The Climb Time tasks that Washington state has developing as performance task so I think there's already some um thinking about that yes so I will say quite excited about the innovations that have been proposed um I think based on our conversation we can see there are a lot of details to be worked

124out but quite excited about hearing more about those details and um the time frame in which these things will actually begin to impact classrooms um and i' if it's okay president darling I'd like to move forward with the motion if that's okay I move that we do approve the receipt of the cast Innovations concept paper that we have received and discussed today is there a second member Rodriguez thank you very much uh and I think uh we can um do we want to do a roll call because of uh Gabriel being offsite okay so I think we're going to do a roll call vote member aapan yes president darling Hammond yes member escabedo yes vice president glev Woods yes member Lewis yes member mcquillin yes member Olen yes member Orosco gonz alz yes member patio

125Bronson member Rodriguez yes member yoshimoto tari motion passes all right thank you very much we really appreciate it we look forward to the next steps and uh additional conversation thank you uh and at this point because we took an earlier break I'm going to continue us to move forward um that will give you maybe even a little more time at lunch so uh we're going to move forward to um the item four which is the 2025 California Mathematics instructional materials adoption so we have made progress we've adopted the framework we're now going to talk about the materials uh the approval of the schedule of events review or application adoption notice criteria map and standards Maps uh and we are going to have this uh item presented by Mike Taurus Dr Taurus are you there you

126are uh of the CDE with an INT introduction from Cheryl cotton thank you very much good morning again we are moving along this is really exciting good time um again I'm Cheryl cotton Deputy superintendent here at California Department of Education um so happy to be able to share with you and move this work with our math Frameworks along um we are at a point now uh um where we are supporting today the 2025 California Mathematics instructional materials adoption so we're ready to move that forward as you remember in July of 2023 the state board approved the 2023 mathematics framework for California Public Schools kindgarten through grade 12 or the math framework as we're familiar with it um the instructional shifts called for an updated framework document which was last adopted in 2020 in 2013 it's

127also created a need for new mathematic instructional materials um the current list of state approv instructional materials was adopted in 2014 so it's time it is time um the field is eager very much so um for an updated mathematics program that aligns to the best practices and strategies that are in the new framework so your action today we hope will launch a new Adoption cycle that will culminate in the 2025 uh updated framework aligned list of state adopted instructional materials in mathematics that is my introduction to this item I will go ahead and pass this on to uh Dr Torres who will present these documents to you thank you thank you so much Deputy superintendent cotton good morning members of the board uh congratulations uh president Linda darling Hammond and vice president cindia Glover Woods

128for your real re elction on this leadership um for this body um good morning uh Chief Deputy Mary nicely so I'm Dr Mike Tes I'm the director of the curriculum Frameworks and instructional Resources Division here at the department um and thank you for bringing me back here and and listening to this item and considering uh this very exciting and momentous topic personally a a product of K12 education here in California and a former mathematics teacher so this is something again very near and dear to my heart so I'm deeply honored to stand before you today and witness this kickoff to a Statewide mathematics inst Structural Materials adoption now in preparation for this moment um last November the instructional quality commission your advisory body reviewed and voted to recommend a number of documents uh needed in

129order to officially begin this mathematics and Structural Materials adoption and I'm happy to say we uh because in addition to staff here we have esteemed members of the instructional quality commission here to speak today on this item we're bringing these documents before you uh for final approval along with the notice of intent to hold an instructional materials adoption um so the CDE then recommends today that this board that this this ad this this body approve the following documents the draft 2025 California Mathematics instructional materials adoption notice of intent to hold an adoption the uh draft schedule of significant events the draft online application to serve on the review panel for the adoption the draft um evaluation criteria map and the draft standard Maps templates to hold the adoption before we present each of these documents

130we wanted to give you a bit of background um on these documents on the adoption and a little bit of throwback to the curriculum framework and what we've been doing with with the curriculum framework since you last saw it in July so let's back up and say well what is a curriculum framework the framework um according to California Education Code calls for the development of broad minimum standards and guidelines for educational programs curriculum Frameworks then offer that guidance for implementing the content standards in a given subject area the Frameworks describe the curriculum and instruction that is necessary um to help students achieve Proficiency in that content area and they provide research-based approaches for implementing instruction to ensure optimal benefits for all students the audience for the framework are teachers Educators School administrators decision makers Publishers

131and developers of instructional materials in general as well as our other education Partners who are interested in that content area Frameworks do adhere to relevant California Education Code requirements and provide the guidance on the development and the evaluation of instructional materials programs um for approval it's worth noting that when the state board's framework discusses all students within that document all means all uh means that all students can access uh the material and Equity uh include major components of every curriculum framework curriculum Frameworks in The Core Curriculum areas include English language arts English language development mathematics Science History social science all aligned to the State Board of Education adopted academic content standards and in addition to those the State Board of Education has adopted content standards and Frameworks in Visual and Performing Arts physical education health

132education and World languages so now let's talk about everyone's s favorite subject in the whole wide world and that's mathematics right um the mathematics framework itself provides detailed guidance uh to Educators on how to engage all Learners in a Content area that let's be honest many students have struggled with let's take a look at the core ideas that was set forth in this curriculum framework because this sets the stage for the instructional materials uh and its adoption so first of all this new framework takes the stance that all students are capable of accessing and achieving success in mathematics that is all students become inclined and are able to consider novel situations um they're able to consider novel situations either within or outside of mathematics through a variety of appropriate mathematical tools so students can use

133those tools to understand new problems and new situations in the real world and using their own understanding and abilities to take action for their own at all levels there's an emphasis on Equity the idea that mathematical power is not reserved for the few but is available for all students uh teachers are encouraged to build from cultural and personal assets students that that students do bring with them into the classroom and to emphasize the kind of growth mindset that develops persistence in the face of struggle it structures the teaching of mathematics standard around Big Ideas at every single grade level that integrate rather than isolate math concepts this is uh as you recall a best practice in high- performing countries these big Ideas enable rigor focus and coherence across grade levels uh the framework itself encourages

134the integration of the standards for mathematical practice and if you remember every single word of the two-hour presentation last July you might remember that I was saying that standards of mathematical practice were they exist in the previous framework this uh this 2023 version of the framework includes those standards for mathematical practice emphasizes those and employs drivers of investigation and content connections to help Educators and curriculum developers design instruction in inquiry based and meaningful ways that helps students form deeper connections to the content that we're trying to teach them we'll take a closer look at the role that each of those play uh in highquality math instruction uh in a little bit in uh later in this presentation the framework also encourages students across uh the grade spans to become proficient at understanding and using data

135uh Educators today use data in order to make informed decisions about what to do about their classroom as just demonstrated by uh the previous item here using data to um assessment data to inform science instruction that's a key skill in the 21st Century job market this provides the opportunity for greater emphasis on statistics which happens to be an area of mathematics that has uh had insufficient attention uh in the past uh framework aligned curriculum should also connect learning to the real world through authentic examples and problems prompting students to ask and answer meaningful questions and adding this kind of authenticity not only helps students form those deeper connections uh to the material but it Sparks student curiosity inquiry and problem solving and let's face it it helps stud uh helps teachers answer that agal question

136why do I need to learn this and when am I going to use this in real life if we teach it in in real life context multi-dimensional instruction will employ the use of numbers equations graphics and words as well as student movement and touch different forms of expression and multiple representations of mathematics Ms all of which to increase access to mathematics for all types of Learners the framework contains many examples to help student to help teachers as they plan multi-dimensional learning experiences not just lessons including information on enhancing instruction through the use of technology and distance learning and finally the framework and very importantly uh lays out Pathways and course options ensuring that all students can access mathematics including higher math mathematics as far as calculus at the high school level it also expands High

137School Math course options to encourage more students to go beyond the minimum course taking requirements based on their own interests so I'm going to pause here and summarize how the framework itself helps Educators meet the diver diverse needs of our student population here in California uh the math framework itself uh specifically encourages special attention to the differing needs of students as they progress through mathematics at every grade level it does this by calling for differentiation for both High Achievers and those who need more assistance at any moment in time as well as personalization for learning strategies strategic grouping additional coursework additional time and support for English learner students the framework also encourages acceleration to move forward coursework when students are ready and offers research based insights about how to support successful acceleration at multiple junctures

138at and Beyond 8th grade so at this point it sounds kind of like I'm trying to sell you the framework but this governing body has already bought it so the framework itself does an excellent job of providing the best practices and the latest guidance on how to teach mathematics in alignment to standards and across these big Ideas what I'd like to emphasize here before I give up this Podium spot um is the framework provides the instructions to Educators and to developers of curriculum or textbooks of what it means to meet the needs of all students in a mathematics classroom it also provides the instructions on how those programs will be evaluated when it comes time for the instructional quality commission to make their recommendations of high quality programs to you the State Board of Education

139to consider now with all of that said uh Dr Marla Clayton Johnson from the Department of Education will now introduce you to the instructional materials adoption itself Dr thank you Dr Torres I finally broke down and purchased readers yesterday so we're going to see how this [Music] goes um good morning all of you uh the state board has the Constitutional responsibility and authority to adopt instru instruction materials for grades 1-8 pursuant to article 9 section 7.5 of the California Constitution and a statutory authority to adopt instruction materials for kindergarten there are no um instructional materials adoptions for grade 9 through 12 California conducts instructional materials adoptions in accordance with the applicable provisions of the California Education Code and the California code of regulations Title 5 state law describes the process for the adoption of instruction

140materials and the require M that submitted materials be evaluated for consistency with the state adopted academic content standards and evaluation criteria within the state adopted curriculum framework as you know California content standards detail what students should know and be able to do grade by grade or by course in each subject for kindergarten through grade 12 the State Board under specific legislative Direction develops and formally approves or adopts academic content standards based on the standard ards California commission standardized tests develops curriculum Frameworks and adopts instructional materials the Frameworks give directions to Publishers and content developers by providing the criteria for evaluating instruction materials for the associated content area instructional material programs adopted by the state board represent the last step of a three- tiered system of educational content content standards curriculum Frameworks and instructional materials instruction

141materials are broadly defined to include textbooks Technology based materials accessible materials or other educational materials the State Board traditionally adopts only basic instructional materials programs that is programs that are designed for use by all students and their teachers as principal learning resources and that meet in organization and content the basic requirements of a full course of study that is one school year in length instructional materials serve as the primary mode of access for California students to the state's content standards and the Knowledge and Skills they are expected to master instruction materials also support teachers in making instructional decisions and selective and selecting effective teaching strategies that lead to student mastery of the content standards I'm happy to report that we had a tremendous amount of interest in both the new framework um and the next

142mathematics instructional materials adoption from the education Community just this past November and December the um instruction materials and access unit hosted a series of three webinars aimed at familiarizing Publishers and content developers with a new framework the first one being an overview of the framework and the second having a specific focus on the shift in instructional strategies from standard byst standard coverage of grade level content to organization of instruction around major conceptual ideas like the big IDE is in the mathematics Frameworks and the third was around chapter 13 in the mathematics Frameworks detailing the evaluation criteria for submitted instructional material programs we covered the criteria established in the framework for the evaluation and state adoption of mathematics instructional materials in depth in that third webinar these webinars were extremely well attended with over 100 viewer

143150 viewers at each webinar and even one of them had over 200 um in addition we've posted an extensive list of answers to frequently asked questions from those webinars as well as from um inquiries um for from publishing content developers um let me see where I'm going with that there we go okay um and those are posted on the U mathematics website already um I now have the honor to introduce Kimberly uh commissioner Kimberly Young and she's going to give a brief history of the 2014 adoption and then some information regarding the upcoming 2025 U mathematics adoption good morning let's go here okay so to provide a baseline for what we might expect as far as participation in the coming instructional material of adoption we can look to the last adoption process in 2014 we

144received 36 submissions um from Publishers and Developers and though one of those with withdrawn out of the 35 that were considered by reviewers 30 were recommended to the instructional quality commission through the iqc consideration process a previously um denied program was added to the recommendations list after making non-content related fixes um for usability and Clarity then in January of 2014 the State Board of Education after considerations and discussions and public input approved those 31 programs given the changes and instructions called for in the 2023 framework and the longer than usual length of time since the last adoption we do expect a significant amount of interest in this upcoming adoption um in the process and are prepared for an even greater number of submissions this time around so this brings us to the very first document

145before you today for approval the draft 2025 California Mathematics instructional mat IAL adoption notice of intent the notice of intent will be posted on the mathematical instructions website for the 2025 web page and will be emailed to the Publishers and developers database once approved by the State Board of Education um this notice serves as the official kickoff for all mathematics instructions M materials adoption process included in this notice are the Publishers and developers also referred to as manufacturers fees required for participating in the instructional materials um adoption process supporting the Education Code citations are provided within the notice along with fee reduction allowances for smaller Publishers or developers should a publisher or developer qualify let me turn to the schedule of significant events which the second document being presented to the State Board of Education

146for approval today so that's what you see in front of you there this document is the significant the scheduled significant event which outlines all of the important steps of the adoption process if approved today um it will be posted to the mathema to the math adoption web page please note that this slide is not a complete list of the milestones in the adoption process attachment to provides the entire schedule but for presentation purposes I'll just touch on a few of these highlights of course your approval to the notice of intent to hold instructional materials adoption will be the official start again to this adoption process in April will open the reviewer application period Educators interested in serving as an instructional materials reviewer or content review expert will submit online applications which will be due by

147late September 2024 in January of 2025 you will consider the iqc approved list of reviewers and those approved reviewers will attend a week-long reviewer training here in Sacramento in April of 2025 both Publishers and developers participating in the adoption will submit their programs in their entirety by May 7th 2025 and these programs will be reviewed independently by reviewers between then and the third week of July when they will gather again in person again in Sacramento for this first week of deliberations again because we expect such a large amount of submissions this will be followed by a second week of deliberations with new reviewer panels deliberations conclude with written reports from each panel detailing the programs that were found to have to meet the criteria laid out in the mathematics Frameworks um at it September 2025

148meeting the iqc will use these reports to make recommendations to the board about which programs to include on the new state adoptions list and then in November of 2025 the state board will take action on these recommendations concluding the 2025 California Mathematics adoption of instructional materials okay while that concludes the items on the signif the schedule of significant events that you're considering today there are a few steps that occur after you approve the final list of adopted programs first a list of adopted and unadopted programs will be posted on the CDE website then an online searchable database will be posted of all of the adopted programs components along with pricing CDE will work with Publishers developers on very minor edits and Corrections and then finally developers of adopted programs will deliver files for student accessibility

149so that Braille large print and audio books for students with disabilities can be produced now Dr Clayton Johnson will move us on to the reviewer applications thank you commissioner young all right the next item for your consideration is the application questions for reviewers for the upcoming adoption um and there are two types of reviewers that will be applying there are instructional materials reviewers or IMR um and those are mostly classroom teachers um but they can also include teachers on special assignment um also administrators parents or members um of community groups um and then there's also the content review experts which are the CES and they are required to have a doctoral degree in mathematics or related um subject and they serve as a resource to the panel in understanding pedagogy in their academic field the

150Draft application questions provided will be reformatted into an online form and posted on the CDE web page during the recruitment period which as mentioned before is going to be from April um through April 2024 through September 2024 um applicants will then be brought to the instructional quality Commission in November of 2024 for recommendation to the state board with board action to appoint reviewers at your January 2025 meeting a year from today or not today maybe but a year from now uh the next documents pertaining to the 2025 mathematics instruction materials adoption are the evaluation criteria and standards Maps the criteria for adoption that appear on the evaluation criteria maps are taken directly from chapter 13 of the 2023 mathematics framework both the Criterion map and the standards maps are organized into table format allowing space

151for Publishers and content developers to document how their programs meet each of the criteria and how they include the required content and standards for mathematical practice these Maps which also ask Publishers and content developers to demonstrate how the grade level content is organized around major conceptual ideas will then be used by the instruction material reviewers or imrs and the content review experts the cres during their review of the submitted programs to ensure compliance with the framework evaluation criteria these Maps I believe were sent out digitally for for your review in looking closer at each of the five criteria um evaluation criteria one states that mathematics material should support teaching to the California Common Core State Standards for mathematics as further interpreted through the curriculum framework to be eligible for adoption programs must include a well-defined

152sequence of instructional opportunities that provides a path for all students to be come proficient in the standards criteria 1.1 requires that all programs must be aligned to the State Board adopted content standards and standards for mathematical practice criteria 1.2 states that materials must be consistent with mathematics framework and develop conceptual understanding of key mathematical Concepts and offer engaging applications of the mathematics using real world examples and data as a means to spark inquiry and apply math mathematical Concepts criteria 1.3 States the programs must be accurate and use proper grammar and spelling and criteria 1.4 requires inclusion of content based on the California environmental principles and Concepts or the epcs while for evaluation criteria one a program must meet all four Criterion statements for categories 2 through five a program must show strengths in each of

153those categories criteria 2.1 states that the instructional materials must be consistent with the progressions in the standards and guidance in the curriculum framework for relating content to the concepts of the Big Ideas in previous and future grades and fully integrate content into strategically designed opportunities for students to use the mathematical practices Criterion 2.2 calls for the instructional materials to be designed for students and teachers to spend the large majority of their time time on mathematical investigations that address the Big Ideas criteria 2.3 through 2.9 call for the programs to show strengths in several additional areas consistency with other subject area content standards intervention components supporting activities overviews of chapters or units that identify the target mathematical Concepts and practices explicit statement of the grade level standards Big Ideas and standards for mathematical practices in the

154student editions content including assessment and activities that address a full year of school in each grade and teacher guidance that includes the list of the California common core standards in mathematics organized around and within the major conceptual ideas category three consists of six individual detailed Criterion statements that represent a new direction for assessing student learning specifically Criterion 3.1 calls for student and teacher materials to include formative assessments that provide multiple methods to assess student understanding to inform instruction such as graphic organizer student observation student interviews journals and learning logs mathematic portfolios self and peer evaluations tests and quizzes self-reflection and performance tasks furthermore Criterion 3.2 asks that student and teachers uh student and te materials include summative assessments to provide multiple methods of assessing what students have learned and are able to do such as

155selected response constructed response real world problems performance task rubrics and open-ended questions both teacher and student materials should include assessments designed to permit teachers to scaffold student learning and inform teachers as to student-based knowledge and learning progression seven crit iian statements represent category 4 which is the access and Equity category this category is about providing all students with meaningful access to the mathematics content doing so through both the student and the teacher materials this category requires resources for specific student populations including culturally responsive content for linguistically and culturally diverse students Universal Design strategies including visual design that's not distracting AC ing but supportive comprehensive teacher guidance and strategies for differentiated learning for English Learners that means strategies consistent with the board adopted English language development or El standards category 4 also requires a clear guidance

156for both students below grade level Proficiency in academic English suggestions for advanced Learners and visual design that enhances rather than distracts from the mathematic lastly category five requires that instruction materials contain a clear road map to assist teachers when planning instruction for the spec specific needs and context of their students the instructional res resources should support Universal Design for Learning or udl and culturally and linguistic Ling linguistically responsive instruction to improve and optimize teaching and make learning more Equitable for all students based on scientific insights into how humans learn instructional materials in mathematics should have strengths in many of these areas to be considered suitable for adoption there are 10 criteria statements in category five teacher guidance to explain math concepts across the grade levels teacher guidance for implementing the students materials with a focus

157on student engagement unit and lesson plans with suggestions for pacing and or scope and sequence a curriculum guide for the complete grade level course answer keys to all activities 5.6 is clear guidance regarding integration of Technology optional homework for reinforcing classroom instruction examples of student work strategies to support learning of mathematic language skills and teacher guidance that well explains math concepts and examples before moving on to the standards Maps I'd like to take a moment here to highlight the supports for multilingual Learners that the criteria require instructional programs to include as we've seen category 4.4 requires instruction materials submitted for adoption to show strengths in providing teacher materials that include strategies for students who are English Learners that are consistent with the California English language development standards kindergarten through grade 12 that criteria category in

158Chapter 13 of the framework specifically recommends the CDE resource improving education for multilingual and English learner students research to practice which contains a wealth of guidance resources and tools for helping schools better meet the needs of multilingual and English learner students in addition to 4.4 Category 5 states that programs should support Universal Design for Learning and linguistically responsive instruction in fact throughout the framework Publishers and content developers will find references to a multitude of language learner resources that offer guidance for developing materials and instructional activities to ensure that California's multilingual students continue to learn and Thrive these include California's English language development standards the California Department of education's guidance for integrating the ELD standards into mathematics teaching the principles of Universal Design for Learning and the ceds CDE e guidance for asset-based pedagogies the framework

159also points out strategies that support English Learners that can be found in the work of Felicia darling including strategic grouping students for language development making work Visual and providing opportunities for pre-learning in short the criteria for evaluating instructional materials in mathematics as well as the framework itself places a high plot priority on ensuring that California's multilingual multilingual Learners have the support they need need to become powerful users of mathematics as they progress through the grade levels and onto College and Career here to talk about the proposed tool to ensure alignment to standards and major conceptual ideas is commissioner maffy the vice chair of the mathematics subject matter Committee of the instructional quality commission good morning the standards maps that are before you to today are designed as tools for both the Publishers and the reviewers

160to ensure that programs considered for approval are aligned with the California Common Core State Standards for mathematics these standards Maps will be completed by Publishers and developers and submitted with their programs the Shaded columns will then be used by reviewers as they evaluate each of their assigned programs in light of the new framework's emphasis on or organizing instruction around big mathematical ideas the first section of each grade level standards map asks Publishers to communicate the major conceptual ideas included in their program and to explain how the content standards are covered Within These as an example the math framework establishes nine big ideas for grade five mathematics which will be listed in the First Column under major conceptual ideas in the program publishers and content developers may choose to use the big ideas of the framework

161as the organizing structure of their programs but they may also they might also choose to arrange the standards around different major conceptual ideas if they differ from the Big Ideas Publishers and developers will use the second column to explain how their organizing structure maps to the framework's Big Ideas in the third column Publishers and developers will indicate how the standards are addressed within each of the major con conceptual ideas or Big Ideas the standards Maps next include a table in which the Publishers demonstrate how each of the eight standards for mathematical practice which are identical for all grade levels are addressed throughout the program here the standards for mathematical practice number appears in the First Column with the language of the mathematical practice in the second column Publishers and content developers will then use use

162the third column to cite where in the program students will encounter opportunities to learn and practice these standards again reviewers will receive these standards maps for their program review and will use them as a tool for their evaluation finally the content standers maps ask the publisher to provide citations for each of the content standards for the grade level arranged by domain and cluster this represents the bulk of each standards map Rie reviewers will use the citations provided by the publisher or developer to determine whether the program is aligned to the mathematics standards which as we've seen is the requirement for evaluation criteria 1.1 as you can see these standards maps in their entirety will help the Publishers demonstrate and review and reviewers confirm alignment to the California Common Core State Standards in mathematics the standards

163for mathematical practice and the curriculum framework by way of major conceptual ideas I'm going to return the presentation back to Dr tus all right so an isoceles triangle a rhombus in a octagon walk into a c oh sorry that's that's different totally different um I'd like to thank you for your attention here today to talk about the mathematics instructional materials adoption um I'd like to thank our speakers today thank you um Commissioners young commissioner mcgaffie for for traveling up here um to present on this very important topic to really kick this off very very excited about holding a mathematics instructional materials adoption I know I'm excited I'm not even in the classroom anymore I know there's Math teachers out there right now just their their classes are doing something behind them but they're watching this

164meeting right now like let's do this let's let's do this so the recommended action the CD again recommends that the State Board of Education approve um the draft 2025 California Mathematics instructional materials adoption notice of intent the draft 2025 schedule of significant events the draft 2025 uh online application to serve on the review panels the draft 2025 evaluation criteria maps and the draft 2025 standards Maps templates for the proposed 2025 mathematics and Structural Materials adoption that just sounds so nice um we're here available to answer any kinds of questions that you might have and or did I advance that too soon oh no that's great we want to have the public comment slide thank you and we appreciate your enthusiasm and I know there are people who are eager for this to move forward quickly

165I just like to um uh note that for people who are going to call in for public comment they can use the phone number and the access code on that slide uh we'll do a little Framing and see if there are clarifying questions and then we'll go to public comment then we'll come back for discussion um I'll just note because I've been working closely with the team on the math process along the way how grateful I am that uh a we're here uh B that there's been a lot of work done to try to move us forward in the process of catching up with the the current field uh you know we have a set of procedures that had assumed you know over uh many years of history that we would have you know hard

166copy textbooks and you know that uh that the the publisher Market would be you know uh the way it has been for for decades and we've tried in this uh as you recall to update chapter 13 which guides the Publishers and guides the department to include online resources of various kinds um and also to I want to thank the CD uh um step for thinking about how to focus Publishers on the sort of big conceptual changes in the framework and that's going to be a whole challenge as well you know how do we take into account the big ideas and the you know the way of uh thinking about mathematics that is is really evolving here um I don't know if either of the iqc leaon want to say a word u vice president glver

167Woods member Lewis uh sure it's already on I'm glad I was quiet during that my mic's already on good thing I know they probably heard me coughing though I apologize for that but um just a just a few comments uh thank you Dr Torres and your staff for putting the presentation together and appreciate the work of the iqc and bringing these items you know there's their work towards bringing these items toward the board I just think that uh it's a representation of some of the robust discussion that we heard at the iqc meeting and a lot of those things that were brought up by the Commissioners are represented here in this report so uh in this presentation so glad to see that things are moving forward and again thank you for your presentation and I'll

168just add to that uh by saying uh for my fellow board members you can see it's a very robust process to ensure that the materials that get in the hands of our students are directly aligned to the information in our framework and our standards it's uh quite an extensive process and I think the Commissioners that came up to present today thank you very much for traveling to share um quite again quite excited just like Dr Tores quite excited to see us moving along with this so that we are able to go through ensure that there are materials in the hands of students and I'll keep my I'll stop my comments there president darling ham and I do have a couple of questions but that can happen after the public comment and there any brief clarifying

169questions at this point um for Dr Torres yes and then we'll do a bigger discussion later member Oaken this is I think a very quick and simple clarifying question um this um adoption process is only K8 correct that is correct member alen it is K8 but it is also inclusive of of of algebra and integrated mathematics one awesome thank you very much any other clarifying questions if not we'll move to public comment uh is there any public comment in the room yes we have five people signed up for public comment Renee scaran Lea Bravo Christina Salazar Jessica Sako and Connie Choy if you could line up at the back and Dr tus if you want to take a break you're welcome to do so and then we'll definitely be needing you in a few moments

170all right can we okay Renee scaran representing the English learner success Forum a nonprofit whose mission is to expand educational equity for multilingual Learners by increasing the supply of high quality instructional materials that sent their linguistic and cultural assets we commend the state board members for the promising vision for Equitable access to math set fourth in the newly adopted math framework uh excuse me I lost my I lost my place here um okay um over the past seven years we've worked with nearly 30 Publishers in many states across the country in partnership with content developers States practi practioners and MLL experts we've gathered best practices in what is necessary to design adopt and Implement instructional materials that support academic success for multilingual Learners what we've learned is that executing a vision that transforms the livs

171of students requires clear and explicit guidance from education leaders on what quality materials should look like more specific criteria and indicators that outline research inform form practices thank you I also represent the English learner success forum and in the spirit of supporting California's Ambi ambitious math Vision I want to share four best practices from our experience working with States and we hope you consider these in your adoption tools and guidance first a clear research formed vision of of instruction across the state is an essential starting point we commend California for this Vision in the California Mathematics framework second clear and explicit criteria on research-based practices for multilingual Learners are essential for Publishers to include them in their materials third state reviewers of instructional materials must be trained on what best practices look like for multilingual

172Learners MLL expertise at the table is essential and all reviewers should have a baseline understanding of what the research shows are best practices for multilingual learner success fourth States should also include evaluation reports on accepted instructional materials that clearly outline how materials should meet the needs of multilingual Learners evaluation reports Empower districts to make informed decisions their specific populations thank you good morning Christina Sal California together I would align my comments with the previous speakers and I just want to say that um we uh submitted testim or written testimony last week for more detail but I just want to highlight the fact that um under the application to serve um on the review panel we would like to uh we would appreciate stronger language on the expertise for serving English Learners and student with disability

173so that we have um extensive experience and not somebody who just has served these students once or twice in the past so that's the first one and then the other one that I'd like to highlight is on the criteria map um we would like uh just an additional level of specificity uh when it comes to um incorporating language development elent so that it's not an add-on but it's embedded into the math framework and um thank you for your consideration Jessica Sako on behalf of children now in the California stem Network um I'm really excited and encourage your support and Adoption of the documents presented today in support of the mathematics framework the overall adoption of the math framework was a hard one battle and it is one that really promotes equity in math instruction and

174uh prom provides a promise that we can do better by our kids relative to math instruction right now our kids are really struggling with math and the importance of highquality instructional materials cannot be underemphasized I applaud the department for their efforts to strengthen and uh provide standards Maps uh and other resources that should lead to the adoption of high quality instructional materials however I I am fearful that we may find ourselves in a situation where Publishers do not give us what we're looking for so I would really encourage that our reviewers take a critical eye and ensure that the materials are in line with our framework thank you bring this down because I'm short uh Connie Choy uh with public Advocates um and on behalf of the lcff equity C ition um I just want

175to say thank you for highlighting um how the needs of multilingual um uh Learners are being addressed within the materials um in today's presentation in addition to the pieces um highlighted today um to align with um my colleagues here at Cog and other speakers I want to really encourage stronger language in the application to attract Educators with expertise on in instructing English Learners and students with disabilities um Equity should really be incorporated throughout the map and not included as a supplemental resource or a separate workbook um and so really thank you for the consideration today I think that's all the uh inperson speakers do we have anybody online uh we do there are three colors in the queue I will open the phone line now um caller with the last four digits 1385 you are

176now live please start your public comment you have one minute good morning I'm Sarah Lis executive director of teach bus California our teacher leaders enthusiastically support the B's vision for mathematics teaching and learning within the adopted framework but we do believe the materials review processed and evaluation criteria should have greater Clarity to ensure the adoped materials leverage that Vision to meaningful change and student outcomes we have provided specific feedback in our letter but wanted to note a few things are related to the application to serve on the review panel like our colleagues at the at the lcsf equity Coalition uh we recommend the application include a separate question or a deeper question around candidates to discuss experience with multilingual Learners um more broadly our teachers are concerned that without compensation for their time you're much

177like less likely to get Educators particularly Educators from socioeconomically disadvantaged communities borrowing additional compensation for the reviewers we urge the board and Department to provide guidance to ensure that Outreach and support for this role reaches key Educators and diverse communities throughout the state um and as with the review panel process as we've outlined in our letter we are concerned by the lack of clarity within the evaluation criteria map in many cases it's unclear what constitutes met and not met thank you caller please refer to our letter for additional details thanks next caller with the last four digits 9060 you are now live please start your public comment you have one minute Madame President this is Brian leus calling on behalf of the education Trust West we agree with our colleagues from Californians together and as

178you know we were strong supporters of the math framework uh but we think in order to fully realize the benefits especially for English Learners we would like to see their needs Incorporated across the categories in the evaluation criteria Maps right now they're they're somewhat limited to the access and Equity category language is an important consideration in all areas of instruction and so therefore we would like to see some changes made to address the needs of English Learners throughout the evaluation criteria Maps also we agree that with our colleagues at California's together about the qualifications of teacher reviewers we would like to see the qualifications that you're looking for broadened to clarify that a teacher should have extensive and experience and expertise in providing instruction to English Learners thank you caller thank you next caller with

179the last four digit digits 4301 you are now live please start your public comment you have one minute good afternoon president darling Hammond vice president Glover Woods members of the board this is Lindsay toritori calling on behalf of the California county superintendent with very enthusiastic support of the adoption of the items that will guide and kick off the work of the instructional materials adoption I would like to lift up the letter we submitted from our cisk math subcommittee chairs in our letter we advocate for the importance of instructional materials as a crucial element of student learning and the quality of these materials significantly influences student outcomes however and unfortunate fortunately numerous laas have not updated their material since 2014 the last Statewide adoption so therefore we hope the 2025 adoption will commence as scheduled and

180we are eager to engage in this process in closing we would like to extend our appreciation to director Mike Tores and Deputy superintendent Cheryl cotton for their ongoing partnership with County offices especially in working with cisk thank you thank you that concludes public comment for item number four thank you so much and we're now going to open up for board discussion uh vice president GL Woods my button under my snipper bar wrappers all right I am now ready I am now ready so just just just a couple of of questions um going back really to timeline that it will take for our process so my first question is in in relation to what was um on slide 13 the post adoption requirements I think commissioner young touched on that during her presentation approximately how much

181time does it take for those post adoption requirements to be put in place and I'm going to add a little bit to that Dr Torres I'm I understand that the goal is for this body to approve the list that the iqc sends forward in November 2025 how much longer does it take for those post adoption requirements passed November 2025 that is an excellent question and what that really boils down to is the edits and Corrections process and so part of that review process is maybe there is a program that is identified to be recommended upon the condition that certain things be changed and there be certain updates be made within that program um and it really depends the extensivity of how how many changes need to be made um uh it it can happen very

182quickly if there are no edits and Corrections those lists can be updated fairly quickly and then um it's it's then up to the Publishers to um basically mass-produce the approved content so if and Dr president darling I I have like two questions here um so if a publisher needs to do some cleanup if you will does that stop the list coming out for the other Publishers for example so I I think my question is when the list is released so that districts can now do their process to review materials and select them do they get do they have to wait until all of the approved Publishers are are ready to go so um essentially it's it's uh once the State Board approves the the list of instructional materials that then becomes the list and then

183CDE then works with the Publishers um individually um on on their edits and Corrections um and so the list will be published and then if there's a one publisher that's ready to go then they are welcome to already start uh they don't need to wait for all the Publishers within that adoption cycle um to be available okay okay so I I will tell you where a little bit of my concern comes in and I can't say that I at this time I have a recommendation on how to resolve this I'm thinking about our timeline and knowing that with a list let's say coming forward a couple of months after November 2025 the districts will then engage in their review process to select materials which will take a bit of time as well my my wondering

184and my concern is when these materials actually get in the hands of students and based on my calculation it looks like it might not be until the 26 27 school year somewhere no sooner than that would that be a fair analysis there or a fair statement Dr Torres I would say that that's highly likely I mean as we all know it's local control and every school district has their funds and their own processes and their own ability to review instructional materials in in fact foreshadowing you guys most likely will see uh guidelines for local instructional materials adoption uh fairly soon at a future board meeting um so that they can conduct their own local instructional materials adoption processes so even if if even if it is on the list they can still go through and

185make their own you know uh perform their own processes whether it's piloting Etc um but that is definitely likely um that instructional materials programs wouldn't actually get into the hands of students until the following school year since the 25 26 school year will be well underway uh by the time that list is published okay so my my final statement I think is um and I said I think on I think this is my final I know it's a statement but I don't know if this is my final this isn't Jeopardy so okay thank you thank you I appreciate that there is going to be a what I would consider to be a long span between we've approved the math framework it's the 2023 math framework materials actually get in the hands of students in the

18626 27 school year professional learning needs to uh take place of course for teachers so that they are able to utilize the materials in a way that's effective there's a long span of time there so two points I think that is going to be really important for us to think about one we need to be sure that these materials are going to be able to um support TK as well by that time we will be well underway with TK so what that looks like for the K materials when we're thinking about a 2-year kindergarten program there needs to be some consider ation on how that how students and teachers who are teaching that grade level are going to be able to also start at that base foundational level with materials and the concepts uh the

187second is how we are going to fill this Gap if you will between now and when materials are in hand to support teachers in their understanding as they move forward in their lesson planning over these next couple of years before materials are available uh because we surely don't expect and want for them to wait until 2627 to start moving forward with what is in the current framework um as one of the speakers said children are in need now of strong mathematics instruction and we sure don't want to wait another three years for that to happen so I just kind of throw it all out there to you Dr Tores I would ask that there at least be some thought and consideration as to how we might be able to mitigate this time frame here and

188get materials in the hands of students sooner or at least be sure our teachers have the supports they need to make sure students are getting that instruction that's so necessary while we go through this uh very robust and important process thank you you want to make any comments on that or shall we move to other questions that's useful I absolutely can so just um just just a couple of points to that and all all very valid very very very good points I mean when you look at the whole process of going from standards the the two to threee cycle of development of Standards to the threeyear cycle of developing a framework and then the two-year cycle of developing uh instructional materials and then adopting them you're looking at a long span of time um to

189to turn a ship around so to speak but we also want to make sure we do things correctly we want to make sure we give enough time and ample time to uh developers of curriculum if you recall back at the uh adoption of the Common Core State Standards there was uh some some some funds that we wanted to use the race to the top funds in order to um help uh with the instructional materials adoptions and subsequently we forced a very short turnaround time for an adoption um and so brand new standards brand new framework and then instructional materials developers had a very very short amount of time to create solid robust programs s um we want to make sure we give them uh ample time because this framework is is far different than the

190previous framework there is um that intersection of the uh s smps to the drivers of Investigations the content connections just that alone um can be can be quite tedious and then you put those in the in in the sense of big ideas and major conceptual Concepts so we want them to put a lot of time and effort into the development of these programs so giving support to leas um we're we're kind of on that already uh the instructional quality commission has been reviewing and and developing um guidelines for local instructional materials adoptions to help provide them with support and and um best practices in conducting their local adoptions um and so we're hoping that that will come before the State Board here fairly soon um and then there are conversations internally about creating mathematics adoption

191toolkits um in the past we've partnered with some of our um our collaborators in the field to create some toolkits to help uh local educational agencies um conduct instructional material adoptions earlier or sooner thank you um I think member yoshiman otari and member oen both have thoughts member patillo Bronson okay and then member escabedo go ahead member yoshim otari you said okay did I get you out of order I saw you were okay well first I just want to say um in my planning for this item uh I had read the item first and I was a little taken aback when I read the the regulations around um the minimum and I realize it's a minimum of one teacher uh and one teacher of students with El and one students of teachers of students with

192disabilities and so that being said I'd like to suggest that the application itself uh be more than just a checkbox yes or no uh that we have uh an open answer response for uh to so that the applicant can demonstrate their expertise in teaching English Learners and or students with disabilities uh and I see that we have six questions on compliant conflict of interest which I understand um but just to give a little bit more difference to that as an important piece uh of the of the process and given that the regulation is a minimum I would assume that the actual composition of the committee has more than one teacher uh in both categories so that's sort of a comment and also a question and then I have one more followup so um so so

193the answer to that is um we so we'll we'll we'll take the review applications we'll we'll vet them and we'll make um recommendations to the instructional quality commission to then make recommend recommendations to this board so so this isn't this isn't where the review application actually ends um the the um this body will be able to make those determinations of who they want to um be part of these um uh participate participators participating in on the review panels um as far as updating the um the the review application um we have no hesitation to updating the review application to collect additional information but just know we're we're expecting really large um instructional materials adoption um in the size that um commissioner young had mentioned I think previously we had about 33 or 35 programs um

194and so multiple um panels and so we're looking at a really large number of applications that we're going to need to look through and vet and so um asking for an open-ended uh would would create an an opportunity to read volumes of experience that that individuals have and um and that would be available to us should we should we make that change to the uh to the reviewer application or perhaps it could be a compromise where there's still the check off yes or no and then maybe an area for for comment with a character limit or character limit um and then uh secondly I I just want to it and this I think this speaks to what the conversation is about the timeline that it it takes a long time for and for a good

195purpose to have high quality instructional materials um and in the past these materials often stay in a classroom 10 depending on the budget and you know what else is going on it could be 10 or plus years sometimes even 15 years um and obviously a short of seven but the in the past sometimes we've there have been great strides in what we understand about the teaching and learning of a particular content during that 10 to 15 years but we're still stuck with with the content that we had originally adopted way back qu and I'm uh I know that in the state and in the nation there's been great movement with open education resources and these research practice Partnerships where the curriculum developers don't just sell curriculum that's static and stays that same way for 10

196to 15 years but they actually engage uh in Partnerships and research with the people that are implementing to make those better along the way and you and with Oar a lot of times that lower cost to the districts as well so students end up getting more relevant material and some of it speaks to the online material that you mentioned president uh darling Hammond but also the um the materials themselves and the professional development the teachers get so I my question is is there is that at all incentivized or being talked about at the at the Quality and instructional quality commission um another's moving CER for consumers to research partners and co-responsibility for student achievement so the instructional materials adoption anyone who submits an instructional material program is considered a a publisher or we've started to

197use the phrase content developer um but in in statute they're considered Publishers so in the past we've had um small uh very very small Publishers with um just one person creating curriculum and they submitted and they go through um all of the EV the rigorous evaluation process and then they get approved um uh through that process so um the the one thing about oers and I actually do want to put in a plug for um for our our website um that we're working on on highquality instructional materials the California Educators together uh website um where any teachers and Educators can go in and and submit um lesson plans and then they're evaluated by a rubric the one thing about um open educational resources although it is a a wonderful practice to build to have something

198that's not static and that's changing and that can be updated on a regular basis means that um a program that's been evaluated may possibly change it may change for the better it and it may not and an instructional materials Pro program that can change that goes before the board and then the board approves it can change and then what what kind of what kind of stamp of approval is that um and what does that say about the instructional material program so we can't really wholehearted say we've approved this and this is high quality now um and it's something go forth and and we recommend this program for you to use um but it can possibly change I don't know if there's a good answer it's just something that's uh been on my mind in terms

199of positioning curriculum and instruction with real-time research about how to make those tools the best in real time as opposed to having static materials for sometimes over a decade uh so just leave it at that thank you thank you um I just want to start by saying this is my first go round as a um member of the State Board to when we've had a um a a adoption sorry and um it's really fantastic to see the um the the depth of thought and the um all the things that are considered in how we decide which materials we're going to adopt for the state so I just it was I really appreciated the overview and also um the quality of work that's being done on behalf of our schools and teachers and students so I

200just want to start with that um and um I just I also wanted to Echo and I don't think again I'm not sure there's a real answer but this this my my first my first response was in seeing all the work that's being done was just awe and appreciation and my second was about timeline was this question about the length of time between the adoption of the framework and students um having materials core instructional materials that reflect it um and I I remember so clearly trying to figure out math materials after the movement to the to the common cor standards and sitting with Math teachers trying to figure out how we were going to implement something that we wholeheartedly believed in but we couldn't figure out what materials were going to help keep us from

201inventing the wheel night after night as Educators you know and so it really my my comments go back to the questions you were raising at the beginning um um Cynthia about what to do in the meantime you know and I don't know if that's even your your divisions like I I don't know it's kind of a conundrum um but I remember it so clearly um and the the burnout effect of teachers where they W they were so thankful for the change in approach from what sort of felt like the move from No Child Left Behind to the common core and and yet it left them wondering what to do um without creating everything themselves so I'm just sort of pointing out we're in that moment again um and I remember also um the the the

202state accountability shifted before the material were ready and so it felt like it was complicated so that's not a question and it's it's both a huge thank you and also a recognition of what teachers are facing at this moment and if if I may just really quickly and I I appreciate the um the the Kudos and the recognition of of the it is extremely detailed process the the regulations are extremely thorough on how we go about conducting instructional materials adoption to make sure we're Fair and were thorough um and and I was actually a math teacher during that switch to to Common Core and needing to change from one one one style of teaching to another um the good news here is that the standards haven't changed and and the standards are still here and

203there are still standards aligned curriculum out there and the existing um list of instructional materials are are to those standards so it's not it it it's not as bad as the situation that we were in uh when we changed everything and then sat there uh and the internet's so much better now and and the oars are are are definitely available now um but that that's actually the good news is that the standards haven't changed thank you um member pel Bronson um thank you Dr Torres I I uh appreciate both the incredible diligence um that that you've clearly um worked throughout this process um as well as the enthusiasm um and I will just name my aspiration that California kids will will uh share in your enthusiasm for math um for generations to come um as

204as I think would be appropriate and is is certainly I think um normalized in many countries outside of the United States that it's just a normal skill that everyone learns um in the same way that every other skill is is relevant um across the grade spans um three quick comments one I'll align myself with uh vice president Glover Woods um because TK is brand new um however we can lift this up to uh Publishers in the future to let to really put it on the agenda that there is something different to do here um and that this is a place where uh our our framework um and California's teaching needs to reflect that we're doing something different here that Most states are not yet and I'll say yet doing in terms of early learning and

205focusing on the early ages uh the second I think uh uh board member yoshima has already uh uh surfaced around um the potential to be a little bit more specific on the application review process um to formalize um this idea that it should not just be past experience of any sort uh teaching English language Learners and children with disabilities but a level of expertise uh the T calog letter I think has language that might sort of Drive between the middle of an open-ended response versus a checkbox that actually gets to expertise rather than past experience and then the last is a a question um based on uh the letter from Sarah Lis and also comment from teach plus so I was under the impression that teachers would be compensated in some form um for uh

206part participation and the gift of expertise um if you could just clarify that and if if in fact there is not some base level of compensation if you could just address any any efforts to ensure participation from all Californians across the socioeconomic um sort of groups that we have thank you so much for those comments and and for that question um so I I I do confirm that there there is um no compensation for instructional material reviewers um stipulated within Education Code or regulations um there there is um there is a mention of providing a stien to content review experts um who who serve on a panel um because of their um um their expertise and the degree that they hold uh within that content area in this case it would be mathematics um but

207as of this moment in time there is nothing in statute and there's nothing uh within regulation s that that um allow for for paying um teachers in order to to participate in an adoption um that's another reason um for the long timeline is historically our division and as you know has been doing this a long time way before me standing in before you um but um the staff have learned um very quickly and so with the state board that in order to get robust participation we need to um hold uh provide teachers as their summer months um to be able to look through programs because some teachers may look at um upwards of three four even in World languages we had them looking at five programs um and and some of these may be K8

208programs and so you're looking at you know nine years basically of of programs um and and and and needing to needing some time to review that and so typically that's why in that schedule of significant events you see the timing is the weekl long train in April typically right before the summer break and then providing um the Publishers submit their materials in the ear early May uh and then after that um uh teachers have the materials to to review over their summer months and then reconvene at the end of July right before it's time to start up a new school year um and so that's one of the reasons that um it is push to um I I want to go next to member Orosco Gonzalez then I'll come back to member Rodriguez and member

209aapan um member Rosco Gonzalez yes thank you well a lot of the comments that have already um been mentioned I wanted to express my alignment with uh member patrill Bronson's emphasis on recognizing and compensating teachers for their invaluable expertise and contributions As We Know teachers play a pivotal role in shaping the educational landscape so compensating for their dedication is also brings a bigger pull of contributors as we move forward but also I want to recognize that and recognizing the rich linguistic diversity amongst California students it's crucial to underscore the Practical measures that will be taken to support multilingual Learners in the instructional materials adoption B Beyond aligning with standards the selection material should actively address language barriers ensuring that multilingual students can fully engage and comprehend the content incorporating tangible strategies for linguistic inclusivity will

210be instrumental in creating an educational environment that caters to the diverse language needs of California student population therefore my question for the cde's plan is to how do they um plan to integrate support for multilingual Learners in the selection process of the instructional materials for the adoption are there any specific actionable guidelines in place to guarantee that the chosen materials not only meet standards but also provide effective language supports for students with diverse linguistic backgrounds you want to say a word about that absolutely yes and so um so in the schedule of significant events and I'm looking at that screen um there is that reviewer training in in April and that's an opportunity for um the department as well as the facilitators the instructional quality commission facilitators um to review not to review to train

211reviewers um on the the entire instructional material process um all of it all everything related to the evaluation of instructional materials and that also includes um tips and tricks on how to keep organized tips and tricks on how to stay on test tips and tricks on what to look for um in the evaluation criteria and in this case talking about um category four related to meeting the needs of all Learners the access for all Learners uh in there so that's an opportunity for um the department and the instructional quality commission to be able to provide guidance um and and training to um potential reviewers can we uh just on that point can we request that um the uh training includes the importance of the supports for language development to be incorporated and integrated throughout the

212um materials rather than just as an add-on so it I I guess the the part about the the conception that it that it is an add-on um I'm not exactly sure how to like like the um so is it is it the the idea to have English language development in all of the other categories or is it to have English language development um uh resources uh put in throughout the instructional material program that's uh that's being that's being reviewed I guess I'm asking for clarification well I think we heard from a lot of folks and we have received a lot of letters about the importance of integrating supports for language development throughout the curriculum and and there's a lot of there are a lot of resources and best practices known about that and so um

213and it is represented in the evaluation criteria map but I think the interpretation of what those supports mean is is important to to train around um but it has to do with you know if you just think about a curriculum the way in which you present language uh the way in which you help teachers think about how to teach um you know with language supports is something you'd want to infuse everywhere throughout the curriculum and uh we'd want people attending to that so uh I think we we heard a lot about that and and it's it's represented in the evaluation criteria map but not you know uh I think as uh explicitly elaborated upon as um you know I think we we could and we've we've got a lot of help from the field about

214how to do that so I'm just wondering if we can be sure that that can be thought about as the training is designed absolutely that can definitely be taken into consideration as part of that training for Best Practices during a a review perfect I'm sorry to interrupt the flow because thank you and while you didn't interrupt the flow you kind of read my mind because that's what um I wanted to mention too and I also I don't want to be redundant but I do want to Echo um member patillo's uh comments about uh considering the language in the letter that was submitted by Cal to that has some very good recommendations thank you and of course uh compensating teachers uh is also if if it's possible would be a fabulous thing to do remember ion

215thank you so much for this um wonderful presentation and all the work that you and your staff are doing um my question pertains to the review panel application I was um I was wondering if students could be a part of this or at least students who are serving on their school district's Board of Education um and I asked this because I know there's a student um member on the instructional equality commission and there'll be a new student board member on the board of education who will be kind of reviewing um all of the recommendations you ultimately make but I think and i' I've seen that there is so much value in having students directly involved in the decision making process reviewing materials um and providing input directly there so I was just wondering if that's

216something that uh your team considered that's a really good point and that's actually something we'll have to look into more deeply uh to see um if that's possible but that's that's definitely a a great great idea thank you so much um I think we have gotten a lot of clarification I don't know on this question of TK I know that you you know as TK is unfolding there's also a curriculum support effort going on in that division um in literacy and in math Etc so I don't know how that would dovetail with you know what was raised here um I think they're pros and cons to asking Publishers to address TK because if they do it badly we take developmentally inappropriate practices down to the TK level so I have a little more confidence that

217the folks working on the curriculum uh in early childhood are actually they're they're trying to build you know the curriculum up and and meet the the K12 standards so I don't know exactly how that's going to work out I don't know if you want to speak to that or if any of the members of that division are in the room or or whether we want to come back around to that question at some point yeah there's there's definitely a lot of traction as as you know around TK U within the department um our division has been pulled into some of these conversations um with Early Education uh in the efforts um to to revise the transitional kindergarten preschool learning foundations document as well as the progressions document um within it um but yeah we we've

218definitely started to have some conversations within the department about um how does TK um interact or fall uh within an instructional materials adoption does it fall within within this process does it fall within Early Education um so those conversations are occurring any of it does fall in this process I think just really emphasizing that people would need to be familiar with what's been worked on in California around developmentally appropriate TK um you know programming in in mathematics would be important um otherwise maybe leave it to them to be sure that the the work is you know um implemented uh okay I think I was just going to say beware that the solution being chalkboards for math problem for shorter people not not that yeah yeah I it could be more than that yes so I

219I want to thank you uh Mike and the whole team for all of this I do think a few things were raised here that we want to keep in mind as we evolve our processes to come into the 21st century and there is you know uh a set of regulations as you noted that were created at a time in place where the world was different and um you know I'm keenly aware uh of the work that's going on in knowledge explosion there's a group over at Berkeley that is tracking the growth of knowledge in the world and knowledge is doubling faster than once a year so the points that a member yoshiman oari made about you know the evolution of knowledge the fact that we should have a living curriculum that um you know uh

220the way in which people are getting knowledge and using it as changing are all things that weren't you know fully um anticipated in the way that you know California set up this process many decades ago so I think that you know we've done a number of good things to try to begin to evolve the process at this moment in time but I want to just hold up the comments of the board members about the speed uh and the um the speed at which we can do things and the ways in which we can be more present in the evolution of the world and and you know Big Data is changing AI is going to change a lot of things Etc so I don't think that in the long-term future we should be um constrained to

221you know once to this this process as we've had it I think we are going to need to do some more inventing that said we really appreciate all that's been done to move it already a great distance you know towards um the way in which knowledge uh appears and exists in in our world today and the way in which teachers can access material so uh we appreciate that I think we need a motion to um move this forward do I have a motion member scabo and do I have a second member Lewis um thank you very much uh we have a motion and a second and I think we now need um a roll call vote member aapan yes president darling Hammond yes member Escobedo yes vice president Glover Woods yes member Lewis yes member

222mcquillin I member Ulin yes member Orosco Gonzalez yes member patio Bronson yes member Rodriguez yes member yoshimoto tari motion carries thank you with that I see that Kieran is at the podium so you must have something you want us to know no just just for clarity there was a motion but I don't know that the motion actually had a content regarding the recommended action so just just thought I would like to clarify your motion member esab been going for a long time and it's it's way past launch time I'm will let I'm GNA let member escabedo clarify his motion I absolutely will we could read his mind and we knew what he was moving but I I motion to recommend that we approve cde's recommendation of the draft of the mathematics instruction material adoption notice

223of intent the adoption of instruction material schedule significant events the California Adoption of instruction materials online application to serve on the review panel also the criteria map and the standards map template thank you very clear and uh I don't think we have to need vote again we've just clarified the motion all right with that done I know it's been a long morning uh what we're going to do because we have a very packed afternoon and I'm very mindful about getting people out to their you know uh modes of transportation at the end of the day is we're going to uh pick our lunches up uh right here uh around the doorway and ask everyone uh who's not on the board or staff to leave for a half an hour and we'll eat in in Chambers

224here um rather than going upstairs which saves us maybe you know 10 20 minutes that we're going to Value later so with that we will reconvene at uh 10:5 thank you very much all right welcome back um we have a busy uh afternoon I'm going to try to keep us moving uh if we can stay on it we might get out of here by 6 so that's the goal maybe sooner but um want to keep us moving with item five which is the state annual performance report for Part B of the individuals with disabil ities Education Act idea of 2004 covering program year 2022 23 uh and uh this has been prepared by the special education division and will be presented by Shiloh Duncan Bessel and Rachel henan of the CDE with an introduction from

225Sarah Neville Morgan welcome Sarah you have a you have a fan club fan club good afternoon everybody thank you so so much president Darlene Hammond Chief Deputy nicely and board members I am really pleased and excited to be able to introduce this item today every year we come before you but this year we have a brand new special education director and I know our state superintendent mentioned her earlier today so you got a brief introduction to her but Dr Heenan has worked in special education for two decades she began her career in Massachusetts working in the field of deafness as an instructional Aid a speech and language specialist and a school counselor after relocating to California she served as a social worker for foster family agencies serving deaf and Harden hearing Children and Families along

226with her extensive local experience she has also served in various education leadership roles so an assistant principal early intervention service coordinator and special education administrator so she has a long bio but the most important thing to me is that she is another champion for early intervention and prevention she loves the fact that we're working on universal prek and the fact that it needs to be fully inclusive so with that I'm going to bring Rachel up here and she's going to start off on our item and then Shiloh will walk us through some of the deeper data components that are requirement as part of what we provide back to the US Office of Education Office of special education so great Jo thank thank you for that warm welcome I'm going to actually go go back to

227the opening here we go good afternoon everybody um State superintendent Thurman Chief Deputy superintendent wisley Deputy Neville Morgan thank you Madame President darling Hammond who again I'm honored I think I was um telling her I cited her so many times in my doctoral dissertation that it's like an honor to be in front of her um vice president Woods uh and distinguished board members I'd like to take this opportunity to thank you all um for the honor and opportunity to be here today my name is Rachel Heenan um as Sarah shared and I'm the new director for the division of special education it is humbling and an honor to be in this job um a little bit about me I'm from um a very small town of about three square miles lobstering Community called Swampscott Massachusetts

228on the map you do beautiful um um but I've spent the past 25 years in special education in the state of California as Sarah said I started out as an early interventionist I worked for a foster family agency in Southern California working with abused um and neglected deaf children um I've spent some time as a counselor um in the schools working with our students with disabilities and worked as a program specialist and also um my last role was the director of special education and selpa for the fourth largest distri District in the state of California um I'm here today with Shiloh Duncan bestel the associate director of special education and she is a veteran which I'm sure most of you know um in special education and has been supporting me through this I believe I've

229been on the job for about 40 days we're here to present the annual performance report for the federal fiscal year of 2022 and as most of you know this data Rel uh relates to specific outcomes for students with disabilities in our state Charla will present the data and I'll follow up briefly with some plans or some systems in place to Pro um to improve these outcomes and then the information will be provided for you to approve so that it can be forwarded to the US Department of Education so I'm going to just briefly present the big picture slides and two slides that relate to the growth of special education in the state of California I'm going to also talk briefly about the percentage of students with IEPs in our lcff subgroups and provide a quick

230recap of our annual performance report our APR another acronym that we use um and the requirements for us to submit this report as you can see from this first slide it relates to the trends and identification of students with disabilities in our state of California I'll let you review the data for a moment but two points that are noteworthy is that we currently have 800,000 students with disabilities in our state over 800,000 to put that into perspective there are six states in our country with populations less than the number of students with disabilities in California Six States another noteworthy fact is that over the last 10 years special education enrollment has increased every year while the general education population decreases and if you look at the year 2223 there's an almost 22,000 an increase of

23122,000 students with disabilities and we may draw that correlation to the fact of covid-19 and its effect on students in our school system as a point of reference we now students with disabilities now make up 133% of our enrolled students 133% the data continues to show our need for resources State Investments professional development for our Educators our administrators and our par professionals here's just simply another slide I'm about visuals it's a representation of our growth over 10 years for students with disabilities our numbers with student disabilities only continues to grow when we talk about increasing special education enrollment we must also talk about the lcff subgroups noteworthy is that 70% of our students with IEPs are in one or more of our lcff subgroups so when we talk about the state uh system of support

232Investments for foster youth low socioeconomic students and English Learners we're also talking about our students with disabilities remember students with disabilities are general education students first the percentage of lcff students with IEPs has stayed consistent for the past few years that is something you should note now I'm going to pass over the microphone to Shiloh who will guide you through some of the important data and this and then I'll follow up with some of the support a little bit of my V uh vision and Mission to support and improve outcomes for students with disabilities good afternoon board members my name is Shiloh Dungan Bessel I am the associate director for special education but for nine years prior to that I was the data administrator so if there's something I know about um this work it's

233special education data and I've been preparing this report for about 12 years this report is a required report for the US Department of Education we are required to submit it on time on February 1st of each year um it has a number of indicators um but prior to the submission to the US Department of Education the State Board of Education must approve it if we fail to submit on time it will impact our 1.4 billion Federal grant 99% of which goes directly to students with disabilities to serve and support them um the targets that we're going to be kind of going over today are um were approved um in the 2021 November board meeting um almost two years ago and um previous aprs can be found online so you can see our Trends I will

234be talking about this year compared to previous year um so you'll be able to see what I will not be doing today is going through each and every indicator there's 17 of them um but I will be selecting a couple of indicators to talk about um both in performance and compliance um but I'm happy to talk about any indicator that you have questions about um we have uh a number of compliance indicators compliance indicators their target is either zero or 100% And so we rarely ever meet these targets um it's not because we don't try it's because it's could be one or two students that we don't meet we could even be 99.99% and we would not meet the target um so I I just want to note that although it says we're not mean

235to Target I think in general we are making progress in a very positive manner towards meeting the Target and I want to highlight that fact by um liting indicator 11 which is child find and this is ensuring that children who are referred for an assessment of eligibility for um special education are evaluated within 60 days of receiving parent consent that is the requirement in law um last year we were at 93% this year we are at 94% so we are heading in the right direction and that represents a little over 130,000 students who are referred and determined eligible on time each year so that's a big lift when we talk about the number of students who are determined eligible um I do also want to note that while we have seen an increase uh a

236decrease in 2021 a lot of that was a covid impact we are now seeing numbers of referrals that are higher than what we saw pre pandemic and that's what this chart shows we do have a number of performance indicators don't worry I'm not going through all of them I know we just had lunch um but I do want to note that um these indicators um are um they're wide and various and we meet some of them and we don't meet some of them and so if I were to say there was a trend to highlight it would be we're not quite there yet but we're heading in the right direction um some places slower than others so I think that's really the theme of the work that we're seeing here in this data there's more

237indicators um I do want to highlight our preschool um least restrictive environment these are children for whom uh have a disability who are age three through five um and they're enrolled in a preschool program and this asks whether or not they're receiving the majority of their services in that preschool program and right now California is not meeting its Target in this space um and we're falling a little bit behind we have increased about 1% from last year but it's not where we would want to see in fact only 19.86% of our students with disabilities who are ages 3 to 5 are being fully are receiving all their services within a regular preschool program I do want to note this indicator though it does not mean the students are not enrolled in a program a regular

238preschool program it just means their services are not being delivered in that program they might be receiving the services separately outside of their school program um also this will measure students who are receiving services in a provider location that is 6C um and while we are not meeting that Target we are seeing a decrease in the number of students who are receiving um Services inside of a uh provider program that means they might be receiving speech or language services at a county office as opposed to inside of a special education or inside of a regular preschool classroom the next indicator that I think is also important to to note here is our school age leas restrictive environment this is different from our preschool lease restrictive environment these are children with disabilities who are aged five

239and older and whether or not they are in a regular school program um this does not mean their services about where their services are located this is about whether or not they're spending the majority of their school day in a regular preschool program um I will say we are not meeting the target we're close um of 62% is the Target and we are at 61 .30 we increased about half a percent uh for students who are served for the majority of their day in a regular um School a regular classroom um the do thing I do like to note um which is important because our in um Improvement in this area has been very incremental but the thing I like to note is that for each percentage point that we increase we are changing the

240access ibility and inclusion for about 8,000 students um so what does that mean last year we were able to increase the inclusive environments for about 4,000 students in a year um and that's sometimes the equivalent of all the students in a single District so it's not again where we want to be it's not as quick as we would like it but we are moving in the direction we would prefer um the next um indicator I wanted to highlight was our suspension expulsion indicator um a lot of people have questions because we went up from last year um but this is the indicator that um identifies the number of students who are suspended or expelled greater than 10 days um and so in a school year it is important to note that this is a lag

241year data meaning this was data from 2122 instead of 22 23 and so the previous year's data would have been 20 20 and 202 1 which if anyone remembers most of the students were in distance learning and there was no suspension that we were really recording for greater than 10 days so that's why we see an increase from 0% the previous year to 67% this year and then to end on a highlight um I think it's important for us to note some of the good work that we're doing here in the state and um that is in graduation so our 2022 Target was that 676 6% of Youth with IEPs will exit special education with a regular high school diploma and we achieved an 82% um graduation rate for our students with IEPs who exited

242with a regular high school diploma um and as our folks at that our partners that we work with at the department of rehab um director Joe Xavier will say this is the ticket in for many many students into the next level of College and Career Readiness is to have that regular high school diploma so we're excited to see that the students who are leaving special education the majority of them have a regular high school diploma to go to that next level um I'm now going to turn it over to director Heenan so she can talk a little bit about our state systemic Improvement plan which is an indicator but is really our system of support and all the Investments we're um making in order to help us move along the pathway a little bit faster

243so again we're moving in the right direction um we're just not there yet thank you and I know we have U very limited time but it's I think critical that we do talk about addressing these areas for our most um needy students so I'd like to introduce you if you haven't seen this yet to the raise the bar initiative which is coming out of our office of special education and rehabilitation services from our department of education this model sets the priorities for the United States and working with students disab with disabilities addressing teacher shortages providing evidence-based uh practices in classrooms increasing the use of Technology partnering with our community members and focusing After Life After High School for California our question is how do we how does California align with this vision and Mission and

244how is our state systemic Improvement plan supporting our outcomes with for students with disabilities and how are we leading for Equitable outcomes if you look at our data obviously we have some improvement we need to focus on specific areas in special education with the goal of continuing to improve outcomes for students with the disabilities I'll be a broken record in that area but to do this we do also need to focus on academic achievement using evidence-based practices to drive instruction we need to connect our amilies from birth to the resources they need to be successful and we need to make sure our students with disabilities are included in their least restrictive environment or general education setting as much as possible and we are we need to make sure our students are working towards that maximum

245potential whether that that be a diploma an alternative diploma um preparing students for College and Career Readiness based on the students IEP so the big question is how are we going to do this we have a big lift to raise that bar in brief we can't do it alone the office of special education cannot do it alone we need our educational partners and our Statewide system of support to help us in this endeavor we need data driven and evidence practices in every single School in every classroom where students with disabilities are and we need to collaborate with our general education peers and leaders to so that they can lead these efforts in our schools and again students with disabilities are general education students first one last highlight I would like you to see is that

246in 2022 2023 budget act provided $12 million to improve pupil outcomes as a part of the Statewide system of support California Department of Education in conjunction with CCE the California collaborative for educational excellence they work to select we call them special education resource leads to build capacity within special education in our County offices our selas and our school districts to improve outcomes for students with disabilities so CDE and the State Board of Education work diligently to put together a comprehensive and targeted RFA to address the highest need areas in the state so these um in listed in front of you are the areas and leads for this work and one of them is creating an individual individualized education plan and IEP best practice lead and those uh it's East County Salpa Santa uh Santa Clara

247County an English learner lead which is Imperial County Sela an alternative dispute resolution lead so that we can continue to settle issues and concerns at the lowest level possible and that is Ventura County Salpa and Taha County Salpa our Universal Design for learning lead are open access plaster County selpa building capacity leads and Eldorado El Dorado County Riverside County Salpa Leo or Los Angeles County um Office of Education and Santa CL Santa Clara County as well so just know these resource leads will join the Statewide leadership team and includes CDE the State Board of Education and work with our systems of support to prove outcomes improve outcomes for students with disabilities we have a lot of work to do as you can see from this data we have a lot of work to do to

248meet the needs of our students with disabilities but California can raise the bar we can do it and we can improve outcomes for our students with disabilities so with that Shiloh we're requesting that CDE recommend we are requesting that the State Board of Education approve the annual per performance report and the state systemic Improvement plan for submission to oap the office of special education and Improvement plan all right uh and if that concludes your report then I'm going to um note that we um want to put the public comment slide up so that we can queue up for public comment uh and members of the public who wish to provide comment can do so in person or by calling the telephone number and using the access codes shown on this slide and while we're waiting

249for members of the public to call in I want to ask our liazon U member yoshiman otari to um uh offer any initial comments thank you um again welcome to Dr Heyman and uh thank you to the entire team for the presentation uh and and also for collaborating with multiple entities uh and practitioners across the state to get the student outcomes that we want as we heard today these data are representative in some cases uh there's a lag year uh in some cases and so uh some of it is reflecting the time of recovery which I think is important to note um and while there is some progress there's still much project progress to be made uh and I think what an important slide is the slide that showed um that the our students with

250disabilities uh 70% of them are in other lcff categories and so when we think about what the Improvement plan plan needs to look like it has to include multiple divisions multiple departments uh working with our English learner Department working with all of our supports for uh our students that have multiple needs and so again thank you to our County offices our selas uh those working on inclusive practices our community school effort also impacts this work and um even the last two items that we saw today on math and science haven't have a relationship to the data that we see today in this item so again thank you for your diligence and making sure we get the intended impact out of all the work that's happening and appreciate the efforts any uh clarifying questions at this

251juncture before we turn to public comment all right let's see if there's any commenters in the room we have no one signed up in the room and any on the phone yes we have two callers in the que and I will open the phone lines now um good afternoon caller ending in 4234 please state your name and affiliation for the record you have one minute and your time starts now hello president Darlene Hammond and board members my name is Anthony seura I'm a preschool special education teacher in Santo Unified School District and a teach plus policy fellow as a preschool teacher in inclusive setting I have witnessed firsthand how beneficial it is in supporting children's development my student Amanda with autism entered my class with one-word responses along with no social skills she left speaking

252five to six-word sentences and developing relationships with her peers because she felt she belonged and equal to her neurotypical peers which allowed her to excel this year her kindergarten teacher said Amanda has seamlessly transitioned into my general ed class and been very successful because of the inclusion class understanding the power of inclusive settings for our earliest Learners I was disappointed to see the results for indicator 6 in the annual idea report how can fewer than 20% of the three to five year olds with IEPs be receiving the majority of the services in inclusive classrooms with the disappointing results in this report we urged the board to have a study session to explore how the state might create a more comprehensive and proactive approach to fostering inclusive education early started we urge the State Board to

253take this issue up and my fellow teachers and I eag thank you your time is up next caller ending in 8323 please start your public comment you have 1 minute good afternoon Myra Martinez with the Community Schools learning exchange thex has been working directly with both RX and La across the state our comments today are from this on the ground vantage point the annual presentation to the board of the performance report and systemic Improvement plan for Part B of the idea presents an important opportunity to illustrate how the state's historic investments in h in whole child initiatives namely Community Schools expanded learning and Early Education should also amplify and strengthen Lea efforts to increase inclusion and early responsive intervention for children and youth with disabilities when designed and implemented explicitly to include students with disabilities

254each one of these State priorities underscore the importance of strong meaningful relationships with all students and their families as a foundation to high quality learning thank you for your consideration thank you this concludes public comment for item number five thank you um I want to uh just note that um appreciate all the data and information that you provided and of course this is the report required by the federal uh government and and the indicators that they ask for and I really resonated with the caller said let's have a study session and I'd love to um think about how we can move forward in that and also think about indicators we'd like to know about that are different than the federal indicators so you know for example um you know you made the point uh Shiloh

255that um even uh when they're looking at whether you're you fully uh all of your services are provided in the setting uh it may just be that you're getting speech services somewhere else or something like that so really the question should be that we want to also understand is our to what extent our kids in an appropriate setting for for the different Services they have and to what extent they're in a a mainstream setting for the things that are most necessary and appropriate in that way in other words there's not an appropriateness lens that the federal government brings to the question uh I think we'd like to know you know how many kids were suspended for even one day not just how many were suspended for more than 10 days and you know how does

256that break down by um you know race and ethnicity and other categories for students um I wouldd love to more I think about the alternative diploma and how that's you know emerging and will affect graduation rates um there's been a 300% increase in autism in the last 20 years in the state there's a whole set of questions about how do we best support you know these categories of of um growth in um uh special education um identification and then you mentioned teacher shortages which is near and dear to my heart and that of others you know how are we dealing with those so there's a lot of issues that um you appropriately mentioned and flagged for us on the way to the federal report that I think I just like to um say we'd like

257to dive into and several people are nodding so um rather than asking you to answer all of that today because especially since we're on this very um difficult timeline uh I would love to see if there's any burning questions or any other things that you'd like to add at this point and then we'll uh make a motion around accepting the report that does need to go to the federal government yes member mcquillin yes thank you for your comments I agree maybe a more in-depth study session is in order uh we're tied on time here but I I was curious about the expulsion and suspension rate on ethnicity the 4B it says no Target and then yet we met met the target there I'm curious about that and then comparisons to I know when you opened

258up he said there's nobody like California but how do we compare to other states in some of these uh some of the data but maybe for another time we take a we could take a a response to that before we move on please certainly uh board member melon um so I I agree with you I think it is an important factor for us to look at and the less than 10 days is very important it's actually a Cornerstone of our monitoring piece um including all students who are suspended or expelled and we do look at disproportionality disproportionality is a more complicated indicator so we didn't have time to really get into that but our disproportionality indicators are there's 98 indicators and about 60 of them are just focused on suspension and expulsion and so um

259uh so I I agree with you that there's more to look into there in that space I would say um we are going to be presenting some more data along these lines looking at both suspension equity and disproportionality at our February board meeting or axi meeting um The Advisory commission for special education so that might be a starting place for us to begin that conversation that we can bring back to the board at your convenience I think one of the things I would encourage is that you know as people have a lot of questions let's try to consolidate those and U share them with our colleagues in CDE so that when we have the session we can think about all the things we'd love to uh know and U then be able to do uh

260thank you so much we really appreciate a a the work B the progress and C the report and um we want to talk more is there a motion to uh accept the uh uh recommendation of the department sure I make a motion to accept the recommendation of the department and is there a second okay member oen thank you very second okay and now we get a roll call vote member aapan yes president darling Hammond yes member Escobedo yes vice president glver Woods yes member Lewis yes member mcquillin yes member oen yes member Orosco Gonzalez yes member patio Bronson yes member Rodriguez yes member yoshimoto tari yes motion passes thank you thank you thank you very much um we're going to move on then to the consent agenda which is um regular items 6 through 15

261uh and I understood that members es Cabo and Oak need to recuse themselves uh don't go far uh and we will open the phone line for the queue for public comment on consent items 6 through 15 members of the public wishing to Prov provide comment on these items May do so in person or by calling the telephone number that is about to be on the slide that is about to be um put on the screen Alex do you know what the hangup is okay there we go uh members of the public who wish to call in can use the dial in number on the screen and the participant access code and we encourage you to um turn down the volume if you are watching the proceeding so that there is not an echo effect um

262and so I would ask is there first any speakers lined up uh in public comment in person we do have three speakers signed up on item six we have Christina Salazar all right and on items 8 and 13 we have Connie Choy once again short um uh good afternoon con Choy with public Advocates and the lcff equity Coalition um with regards to item 8 uh we appreciate the Amendments proposed for the school climate self-reflection tool however mo more must be done to disaggregate the reporting of school climate data and at the school level as with the priority one teacher quality indicator the board should revise his policy and begin reporting local dashboard indicator information at the school level were available and reliable aggregating um survey results to to the district level will mask the needs

263of school sites with serious climate issues it is well known that schools within the same Lea often have very different School environments and offer very different experiences to students um with regards to item 13 under Essa Federal Law requires that a state educational a agency approves School site Improvement plans for CSI schools yet CSI plans in California presently receive no direct review uh by any state or County agency uh and we believe that these plans deserve more oversight and attention as these schools often often represent the highest need schools in the state and have ended up on the C I list in part because they have not received the necessary attention and oversight from the laa um if we do request a future agenda item um a study session of sorts to discuss how the

264system of support is meeting this Federal obligation to meet our um the needs of our highest need students thank you speakers but um I'm not seeing any others standing up is there other other speakers where expecting in person or shall we move to in on the phone he's not here okay so let's check on uh online uh there are no callers in the queue okay um and so uh with that uh given that there's no further public comment I'll ask for a motion on consent items 6 through 15 member Rodriguez thank you and can I have a second member Glover Woods thank you very much um can you please call the RO Lisa member aapan yes president darling Hammond I vice president Glover Woods yes member Lewis yes member mcquillin yes member Orosco Gonzalez yes

265member patio Bronson yes member Rodriguez yes member yoshimoto tari yes motion carries thank you all right uh thank you so much and we're going to move on to item 16 uh this is an exciting item we've got so many this uh this meeting item 16 is the reading difficulties risk screener selection panel uh and the recommendation of independent experts to serve as panel members sorry oh yes we do somebody should holler at our two members who are wandering around in the uh they might get too much I text I was going to say there's there's a lot of sweets out there I think it's [Laughter] dangerous now we're going to move on to the exciting item for reading difficulties risk trainer selection panel um and uh the SB um screening committee recommends that we approve

266the recommended uh members as identified in attachment one and this item will be presented by Nancy brelon and Bonnie Garcia of the C welcome nice to see you please begin thank you very much Bon and I as Cod directors are pleased to be here today to bring you the recommendations for the individuals to be uh members of the reading difficulties risk screener selection panel with that uh as you know uh recent legislation ated code 53008 um is establishes the requirement to have a screening process for reading difficulties including dyslexia for children in kindergarten through grade two so as a part of that process uh the State Board needs to appoint a a panel of independent experts to identify the screening instruments that school districts will use for this you need to do that by January

26731st of 2004 and so that's why we're here today the purpose of the panel is to create list of evidence-based and culturally linguistically and developmentally appropriate screening instruments for students in kindergarten through grade two and I highlight those adjectives um or adverbs if you will um what it's one or the other um because it the the State Board screening committee that um reviewed applications and interviewed individuals were mindful of these requirements so that people have background and expertise in evidence-based instruction the ability to speak to issues of what is culturally appropriate linguistically appropriate developmentally appropriate with that um there are a few caveats that you should be aware of in terms of appointing this brand new panel and that is the statute prohibits the appointment of anyone with a financial interest in such a screening

268instrument so everyone was reviewed for that um and you also have the ability to periodically reconstitute the panel or update the screening instrument review process or direct the panel to amend the list of screening instruments and the other condition here is that all of the meetings of the panel are subject to the Bagley Keen open meeting act and so um already the the screening process was open to the public so uh that will continue um the the state board's usual screening committee process was used to identify the individuals for the panel and U this is same process you use for student members and for other members of your advisory commissions so the screening committee reviewed applications and then interviewed selected applicants and then made the recommendation for the nine individuals who are presented in the

269item today and I just say want to um talk for a moment about um the application itself so to ensure that panel members will possess the uh professional expertise and experience to accomplish the purposes as were set forth of the screening um the application asked for information about each individual's professional experience and expertise any potential conflicts with uh financial interest for the uh screening any screening instruments and then evidence of experience in at least one of the following areas and in several cases more but as you see here working with screening instruments now that could be creating evaluating administering interpreting uh screening instruments or communicating the results of those um screenings to parents in English and or other languages uh also working with students with disabilities or students who are multilingual or identified as English

270Learners or students in the Elementary grade so we're looking for individuals with background pertinent to this this task and then using student data to design instruction and interventions uh and communicating student information with parents or Guardians so these were things that the applicants had to address as a part of their um written application and then the interview process probed first further with that I will turn it over to Bonnie to talk more about what the panel will be doing Hi and um thank you Madame President darling Hammond and vice president uh glev woods and um the rest of the the board thank you for letting us present here today I um want to point out that the purpose of the screener the purpose of the panel is going to be huge in education it's going

271to specifically be huge in systems and instructional practices especially at the Early Elementary level and ultimately it's going to um support the lifelong and learner outcomes of all students so in order to meet that purpose we have respons the the panel has responsibilities which include reviewing the screening instruments using a review process and evaluation criteria that has been set forth by the panel and later approved by the board and we do plan to have that presented to the board in May and spring of this year and in order to establish an an a list of screener review screening instruments and establish a list and with that the the panel also has to establish that list of high quality instruments uh list of evidence-based culturally linguistically and developmentally appropriate screeners that are meant to minimize and

272also to well to minimize the over and under identification of students with reading challenges and reading differences and by doing that by using instruments that use direct measurements so directly assessing students to determine risk of reading difficulties as well as using other supplemental data to support that evaluation also using measures of domains that may predict dyslexia and other reading difficulties and those include but are not limited to oral language language comprehension there's vocabulary phonological and phonic awareness there's also decoding skills letter identification letter sound correspondence rapid automatic naming um visual attention as well as reading fluency so they have to include that but it's not limited to that also that the instruments selected are normed and validating using contemporary Multicultural and multilanguage samples of students that is students who represent uh the student Cal the

273student population in California today and that the that the um data that is reported by these instruments is inclusive of data of students who are not native English speakers also that the instruments integrate so that they use relevant demographic information and that can include information such as did the students attend prek before what's their home language how long have they been speaking or learning a second language and other demographic data to paint a better more comprehensive understanding of what the students's performance is also were they uh the the list uh or the screeners that are being recommended provide guidance and resources for educators to administer to interpret as well as to explain not just their results but next steps so what is what's going to happen next regarding instruction regarding intervention any further assessments and

274to be able to explain that in this in the pupils um primary language whether that be English or another language that is not English and in addition that guidance and resources for it to be informed by California literacy policy that's already in place which is the English language Arch English language development framework the California dyslexia guidelines and the multi-tiered systems of support and again the board the panel will be providing a recommendation for the application review and as well as the evaluation criteria to review the instruments by May uh at the May meeting at the May board meeting to begin this work we start with the State Board appointing the panel by or before January 31st and we are ready to make our recommendations today also adopting a review process of and evaluation criteria so

275that the panel can use to evaluate the uh the list of screeners or the screeners and so they can create a list of approved screeners and having that review process and evaluation criteria um presented to the board in May for approval and then by December 31st of this year the panel will select and vote upon an approved list of screening instruments that were pursuant to that review process and that evaluation criteria so that by the beginning of the 25 or actually I'm skipping so that um by June 30th 2025 all boards all all Boards of uh local education agencies select a screener or screeners that uh that screen students in both n in both English and as well as non um assessing students who are non-english speakers as well so the screeners will have to

276um be in languages that are reflective of the primary languages of the state and so then that by the time that the 2526 school year commences and every year thereafter the uh screeners are implemented and as well as the related services are implemented to begin the screening process and I just want to note that the that the leas are the ones who determine the dates where they will um setting the dates for the screeners and when they're going to administer that So based on um considering the purpose the statutory Pro Provisions the appointment process and the responsibilities of the panel uh the California Department of Education is recommending that the board approve the following members to the RDR SSP that's and I have to always remember remind myself with this how to say This Acronym

277but it's the reading difficulties risk screener selection panel and um so this is and the term that we are recommending is from today's date to December 31st 2025 so the list of members that we're recommending here I just do want to point out that we were recently informed that Carlin graveline who um here is no longer with Mind by Design she is now um participating or building her own proprietorship and so we we just uh learned about that today so I wanted to make sure that I made a note of that and so with that I keep thinking about all of the desserts in the back but with that with that uh we um are we making our recommendations and I think we' now be ready for public comment or whatever the next step is

278thank you very much um so we should put up we do have the public comment slide up those who wish to queue up for public comment can call that number on the slide and uh use that accent code but uh before we um turn to that I want to see if our um vice president Glover Woods who chaired the selection committee would like to make any initial comments thank you president darling ham and uh first I want to thank Nancy and Bonnie as well as members ESO and Lewis and as SB staff member uh Jessica Holmes for the time that was dedicated to reading and reviewing uh the very extensive application that was submitted by multiple multiple people and participating in that paper screening and interview process as has already been shared with you board

279members this is a very important panel and they will have a very important task in front of them and identifying a list of screeners that would be appropriate to use in our California schools um we took a lot of care to be sure that the knowledge and expertise that was needed is represented on this panel it was important to have people who had a strong knowledge base in the technical aspects of Assessments and screeners as well as those who had a lens on the practitioner side on actually utilizing them in the setting so I'm I'm happy to bring forward along with CDE this recommendation to you and look forward to any comments that you may have or that members of the public may have thank you uh are there any clarifying questions I actually have

280one which may lead me to a small Amendment uh if we were to find that um the situation of a member of the panel shifted or that conflict of interest emerged uh I would assume that we would then that would um remove them from the committee so I would like to be sure that the way the motion is framed makes it clear that the appointment is for those two years um barring any you know uh emergence of a conflict of interest um and if that you're nodding so I'm assuming that my clarification is okay and and that is addressed in the bylaws that you approved in item six so and they are required to periodically uh attest to their lack of conflict of interest and we might we might uncover one aside from that so

281anyway I I would just like the motion to be understood in that way that that is the expectation um any other clarifying questions all right well I think we Alison you look like you're gearing up for something I do want to note by the way that um uh we heard a very good description thank you Bonnie of what the expectations are for the process and we'll have more to say about that uh but um it will be important that not only do the uh people who bring screeners for consideration uh have them normed in multilingual contexts with you know a sample of students but that there also are not findings of large disparities between and among those students particularly by language background uh or by other factors that may have nothing to do with a

282reading disability but may be in fact a virt a function of their experience uh their language development and so on and that's been a concern uh for everyone as we've thought about this process so the expectations that we'll uh be asking the panel to consider uh will be really uh including not just is the data there but what does the data say and how does it demonstrate a validity of that screener we will not necessarily uh as it's written expect that every publisher or every screener will be in every language because it's very challenging to get valid um measures in e in different languages but that they that they when they're recommended it's clear what languages they have validated the screener in so it will be a very complex process and that's why we're lucky

283to have so many expert people uh on the um committee who are being recommended here um to uh to look at this uh yes member oen um your comment just brought up one clarifying question for me um I I think I understood from the timeline that um the this does not there's not a step where the the it comes back to us to approve the screeners is that correct the legislation uh authorizes the panel to make the decision to vote on it and present it it would seem logical that we would at least bring it to you for information if not some other formal act and of course we'll take your direction on that process and I think we would yeah thanks that just came up for me as we were thinking about um the

284the the ability well the the the screener ability to be [Music] um useful for all different students in a fair way and for people who choose different screeners to know what they've what are the values and virtues and um validities if you will of the screeners that they've chosen right and so then it would be part of our record yeah all right with that I think we're ready for a motion on this um list of um very we haven't taken public comment oh we didn't sorry is there any public comment in the room no speakers have signed up for in-person comment is there any public comment on the phone yes there are two callers um good afternoon caller ending in 2616 please state your name and affiliation for the record you have 1 minute your

285time starts now caller ending in 2616 please start your public comment next caller ending in 4301 please start your public comment good afternoon president darling Hammond vice president Glover Woods members of the board this is Lindsay tornator calling behalf of the California county superintendent we are in very strong support of the CD's recommendations to approve the proposed uh selection panel experts in particular Tamara Wilson director dor of development and training from Sacramento County Office of Education um we are very eager to follow and engage in the screening instrument selection process we really appreciate the requirements for these meetings to take place in accordance with bagle team and to F to facilitate better communication information sharing we realize this is probably coming and so we just want to make sure that we are suggesting CDE consider

286setting up a dedicated email Lister web page specifically for updates and information related to the meeting of the expert screening panel again we look forward to engaging in this process and we are here to provide support to the CDE and stateboard staff as would be helpful for this very important and essential Statewide initiative thank you thank you this concludes public comment for item 16 perfect thank you very much uh and with that I think we are now ready for a motion yes uh president darling Hammond I move that we approve the recommended list of members with the amendment that if any of the members on this list disclose a conflict of interest during their term they would be removed from the panel I'd love to change that verb from disclose to um our found to

287have yes so I let me restate it um I I move that we approve the recommended list of people that we have before us with the amendment that members who are found to have a conflict of interest during their term may be removed from the panel very much do have a second uh member Olen uh any further discussion um I just have one question that I don't know if we answered so even though it doesn't have to come back to us for approval will it return to us as an information item once can certainly ask for that yes all right um with uh that last question all I think we need a roll call vote Thank you Lisa member aapan yes president darling Hammond yes member Escobedo yes vice president GL Woods yes member Lewis

288yes member mcquillin yes member Olin yes member Rosco Gonzalez yes member Batio Bronson yes member Rodriguez yes member yoshimoto toi yes passes unanimously thank you thank you very much uh and with that we're going to move right on to item 17 uh and that is the request to approve revisions to the criteria and standards for local educational agency fiscal stability and I understand that member yoshim otari needs to recuse herself from this vote uh and um don't eat all the cake while you're out there I'm I'm counting on a piece at break really good the CDE recommends that we adopt the attached revisions to the criteria and standards for the 2024 25 fiscal year and this item will be uh presented by Elizabeth deerin of the CDE how are you Elizabeth welcome thank you for

289having me today uh good afternoon president darling Hammond vice president Glover Woods Chief Deputy nicely members of the board my name is Elizabeth darstein and I am the director for the school fiscal services division the purpose of this presentation is to review and discuss the proposed changes to the Criterion standard regulations which are foundational to local educational agency fiscal oversight and California's fiscal intervention system before we review the proposed changes I will provide background information about the Criterion standards the Criterion standards were first implemented in in 1989 in 1991 they were incorporated into the fiscal oversight and monitoring system put into place following the fiscal insolvency of a couple school districts this system is known as the a1200 process after the original implementing legislation criteria and standards is an umbrella term that describes various metrics

290that help oversight entities evaluate fiscal health of school districts County offices of Education and Joint power authorities with the goal of preventing fiscal insolvency Coes have fiscal oversight responsibility for school districts and jpas and the CDE has fiscal oversight responsibility for County offices the criterian standards guide the development of budgets and Inter Financial reports that are used by finan oversight agencies during their reviews jpas follow the criteria and standards of school districts and so for this present presentation I will refer to school districts and jpa jointly as the school district there are three components to the criterian standards criteria supplemental information and fiscal indicators each component provides valuable information to school districts and Coes and their oversight agencies the criteria have an established range of acceptable values with they met or not met these are

291specified in regulation and require s SP approval to change some examples include Ada enrollment and lcff revenue which look at historical data versus projected data not meeting a Criterion does not necessarily mean the entity is in fiscal distress rather it must explain why they failed the criteria and then the oversight entity will in review and evaluate whether the issue presents a concern supplemental information provides more data to help interpret the information in the criteria these are also specified in regulation and require s SP approval to amend examples include the identification of the use of one-time funds for ongoing costs and long-term Financial commitments the last item fiscal indicators are questions about external or non-budgetary factors that have a correlation to fiscal health and are not part of the regulations before you today are proposed changes

292to the criteria and supplemental information no changes are being proposed by CDE to fiscal indicators as I mentioned school districts and county offices are required to provide Financial reports to their oversight entity these reports are the adopted budget the first in a room report and the second in AIM report and in some cases a third in room report may be needed for entities in fiscal distress this system of report in provides multiple touch points along the fiscal year to look at the fiscal health of school districts and Coes and several opportunities to begin measures to correct any impending problems school districts and Coes prepare these reports using CD's financial reporting system authority to create the criteria standards is a Ed code and the criteria and standards themselves are part of title five of the code

293of regulations EO makes them exempt from the administrative procedures Act which means the process for making changes is streamlined and faster the criteria and standards have been updated five times since their Inception most recently in 2013 with the implementation of lcff revisions require CD to convene a committee of affected groups for review and comment and then changes are presented to the board for review and adoption as required by Statute the CD convened a committee um in 20 September of 2023 to review and obtain feedback regarding recommended changes the committee consisted of various Statewide educational organizations and state agencies no concerns were raised by the committee about the proposed changes before you today there are four primary reasons why changes are being proposed the first is due to changes in Education Code most notably Senate Bill

294913 which became law in 2023 modified several EG code sections that provide flexibility based on the size of ADA of a school district by lowering the ada8 threshold from 400,000 to 250,000 to account for enrollment declines in the state's largest school district secondly we made terminology changes to conform to new governmental Accounting Standards the third reason is to remove terminology no longer consistent no longer applicable to the lcff and and lastly other technical changes are being proposed to improve fiscal monitoring reviews this slide summarizes the categories and regulation sections of the proposed changes to the Criterion and the supplemental information these are listed in more detail in attachment one of the item attachments two and three illustrate all the text changes to title five of the code of regulations and attachments 4 to 7 contain

295the fin version of the criteria and standards and the proposed changes if the proposed changes are adopted by the board might have to take my glasses off fogging up four years and I can't still can't figure out how not to get them to fog up no than Sharon in the next few slides I'll go through a few examples that illustrate the exact modifications from a representative selection of the proposed changes is proposed text additions are shown in underline and strike through and um proposed text deletions are shown in U strike through in this first example the word projected is being added for consistency with how other Ada Criterion are current currently read and in this next change we are um illustrates language cleanup to remove references to elements of lcff that are outdated and no

296longer applicable in this next change um the addition of text to this Criterion is to conform with governmental accounting standard changes and lastly this change illustrates updates to the regulations for new legislation and to improve fiscal monitoring the first change shows the lowering of the 88 threshold to conform to SP 9913 and the second change relates to improving fiscal monitoring by requiring school districts in the counties to review their projected into fiscal year cash balance at budget period which is currently only required at interim the CD recommends that the State Board approve the proposed changes as outlined on attachments two and three and if approved the revisions will be incorporated into the code of regulations in July of 2024 and will be in place for use by school districts and counties starting with 2024 25

297budget excuse me preparation this concludes my presid ation okay thank you so much um at this point we want to uh welcome people who may want to call in uh for public comment to do so and if you could get the public comment slide up that would be great uh you can use this phone number on this slide and the participant access code uh and uh members of the public are welcome to call um and line up and meanwhile we want to ask our Le is on member oen if she has any uh comments before we get going sure thank you um first um I just wanted to take a moment to thank Elizabeth and her team from the fiscal services division um they as a group don't come before us too often um but

298the work that they do is so important to the health um of our schools and to the ultimate outcomes of our students and so it's been really a pleasure for me to um get to work with them on as we're preparing for this item um so thank you for that um and just quick comment um as Elizabeth Point um said the criteria standards are used by school districts County Office of Education and Joint Powers authorities to help laas ensure um fiscal stability so they're um they're foundational to the early warning system that monitors the Financial Health of districts and counties and jpas um and so when so that there's a warning when they deviate from what seems to be um a path of Financial Health um over their their existence since they were first implemented

299um they've only come before us um a handful of times for changes um and um as Elizabeth pointed out um today the changes are all technical in nature um they relate to changes in accounting policies and um and standards they relate to the implementation of the lcff and so really it's just an attempt to bring these really important um ways of understanding Financial Health of leas into compliance and with um today um and all of the changes as you saw are are really minor and they're um they are what's the word I want technical in nature um they were vetted by the committee as required by a committee as required by Statute and there were no issues raised um so this is coming before us without any flags that we might be concerned about um

300and yeah and we have not heard any concerns about the changes the proposals from the field so that's sort of where we stand and um look forward to moving on thank you so much so much um do we have any uh public com is there any clarifying question among the board members is there any public comment in the room no speakers have signed up and any public comment on the phone uh yes there are two callers um and with that good afternoon caller ending in 2671 please state your name and affiliation for the record you have 1 minute your time starts now caller ending in 267 one please begin hello yes please go ahead uh this is not a public comment I am waiting for the Sage Brush linat and Glendo unified issue okay yes

301please call back during item 19 thank you next caller ending in 8964 please state your name and affiliation for the record you have 1 minute your time starts now caller ending in 8964 please begin okay this concludes public comment for item 17 all right thank you very much uh we're now open for any board discussion or questions and seeing none I think we're open for a motion I I move that we um approve the proposed changes um as presented by CDE thank you do I have a second M mcquillin thank you very much um and at this point I guess we need to call the role Lisa member aapon yes president darling Hammond yes member Escobedo yes vice president glev Woods yes member Lewis yes member mcquillin yes member oen yes member Orosco Gonzalez yes

302member Batio Bronson yes member Rodriguez yes motion carries thank you very much and with that we'll take a little break it is 2 20ish and we'll be back at 235 thank you right thank you very much welcome back um we are going to proceed with item 18 item 18 is an update on the California Department of education's artificial intelligence guidance and support for districts including a practitioners perspective of artificial intelligence in education and this item will be presented by Katherine Goyette of the CDE and Parvin amadi superintendent from castra Valley Unified School District thank you very much please begin thank you uh and appreciate the opportunity to be here with all of you today to speak about something uh about the emerging technologies that are coming out uh in our world and what the potential

303implications may be for education and how we as uh as an educational organization have been working to support Educators and our districts in this process so I first want to start by talking a little bit about how artificial intelligence has actually been in education for quite a while by artificial intelligence meaning that uh there are uh machines so to speak that are thinking like people do looking for patterns making predictions Etc so in 1965 actually Stanford used AI at a program called Plato to teach basic math and science Concepts um in the 80s a AI was used in a lot of learning to read programs and in the 2000s there was a huge influx of adaptive learning learning platforms that were used um across schools in California and across the US what's new now in

304the public eye is what's called generative AI generative artificial intelligence so as you may know November 30th 2022 chat GPT launched publicly um and in just six days it reached over 1 million users this was unprecedented growth at the time in May of 2023 the CEO of chat GPT testified about the dangers of AI at a US Senate hearing so this is something where those that are creating the Technologies are asking for regulation because they know that there are uh some risks and they want to make sure that they are being ethical um about that CDE held a panel discussion uh called demystifying AI for California students in May it was very well received and it was because people were asking Educators were asking us can we have some support what should we do what

305should we think about all this uh the US Department of Education released a report on AI at that point and then in August our internal steam workg group began discussing guidance for districts as was requested by many of our uh educational Partners we also began partnering with teach ai.org which is a global initiative of multiple organizations including the world economic Forum code.org educational testing service and others and beginning in August even before that guidance came out there were CDE Representatives supporting schools at County Office meetings and conferences and and the like so the guidance was released um on September 11th 2023 that was the same month that there was an executive order you may recall from Governor Nome about AI there was a SE webinar series that we launched at CDE and the csba research

306and policy brief on AI was released as well so PE so organizations were beginning to provide guidance to provide support and uh you'll see a bit later on that there are parallels in all of this uh we have been keeping up with all of this uh guidance that's coming out from the governmental both National and state levels to ensure that we are in alignment with that October teach.org toolkit for schools released and I have to say that the California guidance was quoted so that was pretty exciting and then um there was some gen Readiness checklists um released and um some other things happening after that as well so what is still happening in the news in regards to generative AI so just this month New York Times came out with an article will chat Bots

307teach your children so there are some fears about are is the AI going to replace teachers um the US Department of Education and our CDE guidance emphasizes the importance of Human Relationships of keeping teachers uh in the loop there's also was an article that came out this month saying that most teachers are not using AI largely that is because they need support they need some professional learning which is something that we want to help provide we want to help um build the capacity of our our County offices to help provide as well also in the news this month San Francisco schools bringing AI into classrooms was featured um as well as some lessons from California's teaching with AI guidance so how do we get to this place in September of 2023 well we felt that

308as CDE according to our superintendent initiative regarding professional learning you'll see circled here it is the Department's um responsibility to try and keep Educators up to date on emerging Technologies and so this was within the realm of that initiative like I said in the spring we had that um artificial intelligence panel we had Educators postsecondary individuals uh people from uh business and we also began using AI to help us begin to figure out how we should guide educators with AI so we took the US Department of Ed report put it into something called chat PDF so that we could have a little bit of um a jump start and some ideas on what we might want to do with that um regarding uh CDE contined to support schools and then in September the guidance was

309released I want to give you a bit of an overview about what this guidance says um first there are two focuses one is learning with AI learning with AI um I'm going to quote here from the guidance learning with AI can enhance academic learning in any content area when implemented with safety and ethical use in mind fortunately our national and state privacy regulations for students um are continue to um to uh it be relevant in this area and so AI fits well within all of those uh laws that are already in place regarding privacy we also want to emphasize learning about AI because as I will quote as Educators and students demystify these AI systems as they see past the perceived magic of these Technologies not sure if any of you have tried to use

310some of this generative AI but it might feel like magic but as they start to see that it's mathematics and it's prediction then they start to become better more responsible ethical citizens of these emerging Technologies so we really feel that it's important that um we want to make sure that our Educators and our students alike have that knowledge about safety and efficiency um when utilizing these systems it is here AI is here it is something that we want to embed into our media literacy conversations uh and just move forward with an understanding of this is what our world is like so I want to talk a little bit briefly about how the parallels between the AI guidance and some of the other um items that came out the executive order you'll see that both um

311indicate that there are positive and beneficial use cases of geni but there's also risks and so we need to be aware of both um also an emphasis on safety on data collection on privacy um and an algorithmic bias and discrimination um is also in both considering the social impacts particularly for underrepresented groups in the tech field is also something that is in both and the executive order called for trainings for state appr approved use of uh of generative Ai and of course at CDE we are encouraging professional learning and uh implementing some webinars as well so here are uh just some some slides some images of the webinar um promos that we've been doing this is a teach AI toolkit that refers to uh and quotes the California Department of Education guidance we were the

312second state in the nation that came out with guidance to date there are only four states that have come out with uh AI guidance for their schools White House um AI Bill of Rights and CD AI guidance also have some parallels notably making sure that um we are safe that we understand algorithmic bias we understand social impacts of AI data privacy and also making sure that we understand that humans and connections are invaluable particularly when we start to be inated by technology right so um again there are some par parallels with the generative AI report which built upon that executive order cde's guidance has been in the Press I'd like to read a quote from it from this article in California State education officials also point to the potential for bias and inequity when using

313AI at the same time they guide notes that giving access to AI education to all students could also remedy equity and diversity Workforce gaps in stem Fields California guidance further recommends districts integrate AI Concepts and computer standards into their curriculum this is not meant to be something additional but to be something that is integrated into the way that we teach our students about the world around them and the tools that they are using so um we do have our um State superintendent Tony Thurman's anti-bias education initiative which aligns to this we also want to make sure that we are educating for Equity because the more that we demystify these systems the more that our students and educators are likee will understand that uh we we we shouldn't trust the AI systems all the time right

314we need to have that media literacy piece um and so uh this is an opportunity that many have seen to incorporate AI where some of you may be thinking well where does it fit in in regards to education about AI if PE if students want to go deeper they fit very well within the state board approved um computer science standards with their Concepts and practices so is something that um does fit well in with that um also computer science really does support um stem Equity we talked a little bit about that earlier um and so uh there is a report from college board that the apcsp um assessment increases the likelihood that um underrepresented populations major in a stem field so we want to educate for Equity we appreciate uh the opportunity to continue to

315support state board approved um initiatives and standards um and in moving forward what we really want to do is leverage AI to increase Equity rather than allow it to exacerbate inequities and so that's why we appreciate the support in bringing this um this literacy and this um opportunity for our Educators and students alike to learn so how might AI impact future state board deliberations perhaps there will be conversations about instructional materials utilizing Ai and the considerations about the ethics the data privacy the data collection thinking about those things perhaps assessments will be something that will um need to be discussed in regards to AI standards at the point that there may be new updated computer standard uh computer science standards perhaps AI need would need to be a part of that perhaps in curriculum Frameworks

316we could consider ways in which AI can be used in pedagogically sound safe effective ways these are all perhaps um things that may occur so I want to thank all of you for all you do to support the Educators and students of California and I want to bring up um a a practitioners perspective one of our Lea superintendents and president of AXA um parvine amadine thank thank you while he's doing that good afternoon president darling Hammond as well as board members I'm excited to be here um I'm um hoping that some of what I'm going to say you know will be a bit of a repetition however I want to kind of talk about more than um just AI in when we talk about technology and our practices so I'm parvina miti superintendent of cter

317value and fight School District proud superintendent and proud president of uh the association of California school administrators um I I think when I think about technology um I would be remiss if I don't talk about the lessons that we learned during the pandemic uh and I and I think there were many uh we learned a lot uh We've gained a lot we lost a lot um and moving forward I think thinking about what we learned um I uh we all know that as teachers we are in education this is my 34th year in uh education in 14 years as a superintendent but I loved every minute of my teaching career knowing that every teacher get gets into this profession to support children and to do the best they can uh but there was always this

318push back against technology in general not because people don't want to do the best but it's because they need training it's it's new it's always something that we might think is an addition uh but pandemic kind of pushed us into that area of acceptance more than we ever thought we would um so it was really technology was a Lifeline during the pandemic for all of us um you know within a week we all kind of realized it's not going to be just two days three days it's this is a a long haul um so we all did our best access to device and internet as much as possible for PE for um districts there was a lot of professional development as this was happening because because our teachers all of a sudden had to change

319really the way they they thought they interacted with with uh children um made their lesson plans um we had learning hubs because we knew what struggles children had um who didn't have resources um and the policy updates that you are all a part of and the state uh was extremely important for us to be able to manage what we had to uh regarding grading and all of those things and attendance and of course the funding that came from the federal government as uh well as the state was absolutely necessary for us to uh to actually get to a place where we could feel like we're doing some good things for kids but I have to say during that entire time Regard in spite of all of the things that we did yes we you know

320um in our district we made sure that every single student had a device and a myfi if they need it but I can tell you it wasn't the same for every child um and we all know that so that access um and outcome Gap really increased and uh this reminds me of James Baldin Baldwin's just amazing words all the time about what this means he says anyone who has ever struggled with poverty knows how extremely expensive it is to be poor and that really resonates with me when I think about what happened to our children and what continues to happen to our children whether it be AI or any any other resources and and uh technology that we use that lack of access exponentially more than anybody else impacts those historically underserved and under resourced

321and we saw this during covid we still see it and will continue to see it until we address it and that's because we knew that the best computers we gave the the myfi that we gave to students wasn't the the same for one child in a room with tutors and everything else versus four kids in a garage um and then when we started asking these children to upload materials using those myi that didn't work um so I I want us to be really cognizant of that when we talk about any kind of technology or or resources for kids and I think universal access to me is the key I know we talk about universal access a lot and we get a lot of push back but but this is what it is um so that

322whole the zero some story that we hear that says progress for those historically underserved means taking it away from those who have privilege ultimately harms everybody it really does and um and I you know I I just think of uh the um author Heather McGee who uh whose book The some of us really sums it all up uh and for any of us in education we get to see it in a in on a daily basis so post pandemic we still have needs uh for technology infrastructure huge piece when we talk about infrastructure and dependable and strong internet access at school and at home our teachers are doing the best they can they do come up with activities that you need to do at home and I'm telling you once we expect children to do

323things at home it's almost like not having Internet is it would be the same as almost the same as us saying we're going to give a textbook to these kids but not these kids so thinking about that all the time device replacement many of us have thousands of devices we've purchased and now we have to replace them uh which which is something we will do but just a a a challenge and as always as you also heard um improved instructional practices through ongoing PD professional de development is key key and to me professional development that is localized with our own experts in that field is really really important so these needs are going to continue to be there um regardless of what we use and when I think about effective instructional practices so we all

324know it should be balanced should be engaging it should enhance knowledge when we think of technology and it should provide te opportunities for creativity and collaboration so as a superintendent walking through classrooms which is one of the most important things for me to do every week at least two days a week I'm in classrooms at different schools and I watch what our teachers that their magic I watch our brilliant students um and I see that although there was a lot of push back before and I don't think I would be alone as a superintendent or an educator to see uh to say this but what we see in a lot of our classrooms um is a lot lot of Engagement you see on the left with the teacher actually engaging with students a a human

325connection and then of course you see kids actually using technology but what I uh what a lot of us are noticing is because we have shifted and we've come back but there hasn't been enough training and professional development to dig into this that sometimes people might think using a device instead of paper and pencil but doing the same thing is actually an is additive it really isn't to me having a page with 40 problems of the same magnitude two times you know 2 plus 2 and 2+ 3 versus on the computer you just have to run to do 2 plus two isn't really additive so that shift in our mindset needs to really um it's important and I think any kind of technology that we use whether it be AI or anything else that we

326talk about we have to ask is it balanced is it engaging is it enhancing what we're doing or is it all the same just doing it different differently and does it provide opportunities for creativity and collaboration so when it comes to AI as you heard Again The Not So New Frontier we all know that when you get in your car and you're um after a board meeting at uh you know at 9 10:00 at night and your car tells you it's time for you to have coffee uh right um so we all know that it's been around uh but challenges and opportunities that exist you know as as uh you know policy um student and staff use uh impact on operations and efficiency many of our departments ethical considerations extremely important an implication for teaching

327and learning are all things that we need to be taking a look at so as uh when um when I think about our efforts uh uh the association of California school administrator Statewide efforts I wanted to share a few things that we've been doing we have an AI Advisory Group uh we have uh had focused groups in northern and southern California in Napa as well as uh Los Angeles County with the superintendents in the county um kind of talking about Ai and demystifying it but um really using those as hearing sessions of what people are concerned about or what they want to know what opportunities they see um it's obviously a topic as every one of ourmes and conferences and the hearing sessions with students and teachers is absolutely critical the the teachers and students

328are the consumers that we really need to be paying attention to so um we are hearing from Educators uh in the field need for policy legal framework related to privacy use and and consent uh professional development for not just teachers but administrators and Boards as well um equity and ethical consideration and of of course impact on other areas of our operation and uh and efficiency in that way uh continued efforts one of the things that we um have been uh working on collaborating with a legal firm that we work with at AXA F3 um uh we're creating guiding questions and considerations for Boards of education and District leaders leadership to support responsible integration of generative AI in instruction and operations with the uh you know with the following in mind ethics privacy data storage and

329and access we felt that instead of telling people which ones to use which we really can't we're not all experts in everything and every day a new thing comes up it was more important it's more important for us to create some guiding questions that we use kind of like a not just necessarily A rubric of some sort but but in that vein U what questions should we be asking as we adopt programs and as we talk about what kinds of AI to use and how to use it um and then of course professional development for teachers and administrators uh we're working with Common Sense Media to get some of that done um as well uh ethical consideration I just want to spend a couple of minutes on this because you we hear a lot um

330and uh having read uh uh the book algorithm of Oppression that I'm I'm sure many of you have seen or read uh What uh safia moja Noble says the near Ubi use of algorithmically driven software both visible and invisible to Everyday People Demands a closer inspection of what values are prioritized in such automated decision-making systems what values and I think this is where um when I think about education and what we are actually trying to do with our students um despite the push back that some of uh some people get our students are and will be the creators in the future and that's all why it's so critically important to help our students become skilled critical thinkers and compassionate and conscientious human beings so as their creating as they're using as they're having conversations that

331that Consciousness actually is what guides what they do what they use and how it's used um and I think that's that's a really important point to to remember in closing I would say we need a change in our mindset about students we have amazing students today in our classrooms that are um that demand better from us they are smart they're brilliant they ask questions they critique uh they're they're incredible and uh often the first question that comes up in education is are they going to cheat um and my question would be let's ask why they would need to cheat right so that change in mindset about our students is really important also to think of our students again as creators and conscientious developers and users and to provide opportunities for them uh in in way

332that we can uh to help them actually continue to be critical thinkers and then of course more than anything that I want to leave with you today is equity as a centerpiece in policy decisions and requirements at all times every single time we make a decision if we are not really having that Equity mindset as the centerpiece we can really um hinder student progress ress and we'll continue to have the the structures that we've had in place that really does not allow us to get to where we all want to be where every single student regardless of their unique circumstances can actually be the best they can and I think of this when I um you know when we talk about um standards when we talk about computer science for example um it's really important

333and I come from a family of you know people in techn ology but I have to tell you when we uh think about access for students um when we talk about requirements for for example for computer uh for computer science it is absolutely important for them to have computer science but if it's when we talk about requirements if we don't remember that Equity piece if we don't we can't guarantee that the children that don't have the same resources will actually have the ability to do what they're supposed to do then we're just creating more of a Chasm um you know and uh the implications for Statewide policy um as and I would um agree with what you heard before when it comes to technology related matters really um including AI it is imperative that all

334students truly have e Equitable access so consideration that um hope you know that we hope uh uh everyone can uh careful considerations should be given to developing policies approving curriculum and standards and making changes especially in this case to grade level or graduation requirements to really have that uh that Equity uh centerpiece and I'll end my presentation with something I I know um I uh have used a few times uh when I have spoken because it really resonates with me when we talk about technology AI just education in general Healthcare like we noticed we know what happened to students who didn't have resources it wasn't just that they didn't have the device they didn't have that but at home they were also dealing with with things that had they had no control over health care

335right we knew that their families lost their jobs so really when we think about what our responsibility is um in school is do everything we can to actually address as many needs as we can so the bottom line I want to leave with you is from Ron Edmund who is a education researcher he said we can whenever and wherever we choose successfully teach all children whose education is of interest to us we already know more than we need to do this whether we do it or not must depend on how we feel about the fact that we hav't so far and that was in 1967 and we're in 2024 so um I'll leave you with that thank you so much for your time thank you um and uh we do want to open the um

336public comment line uh for this item so that members of the public who wish to call in can queue up and do so um by calling the number on the slide that is about to appear and uh using the participant access code uh and while we are um waiting for members of the public to to call in I want to ask our liaison member Olen uh if she has any initial comments before me and then I'll ask board members if they have any clarifying questions and we'll proceed from there thank you um first uh thank you so much to both of you for your presentations and for being so forward thinking about education in general and specifically in this case um the implications possibilities challenges um of AI um it's been a real um pleasure

337to learn from and with you um and many of the of my fellow board members were with me at the National Association of state boards of Education conference in San Diego where we got to see you speak previously on this issue and I just want to say um thank you for the great work you're doing um yeah and um sort of my my framing comments on this are um I I feel like as a human in 2024 you can't get through a day without there being some conversation about AI um somebody who thinks it's going to be the end of humanity as we know it um or it's going to move us forward in ways that we um have not yet imagined and um and specifically when you talk about it in schools I think

338there really is a lot of focus on threats whether it's um student safety or um students um not taking the opportunity to learn because they're using artificial intelligence as a way to get answers um that's a long way of saying cheating um what I really appreciate about these presentations and um the direction we're heading in California is that we're trying to think about it more holistically than that um and so um I appreciate that we're one of the first States who has put forward guidance um I'm really thankful that you're here today so that we can join this conversation at the State Board as well and start thinking about as you both pointed out the ways that we need to be considering AI in future policies and um responsibilities that come before us um and

339so I know this is just the beginning of the conversation but I think it we're starting at such a rich place and I want to thank you for um sharing with us where we are um and being here with us today and I'll just Echo the thanks for getting this conversation going it was good to go on the website and see the early work that's been done on giving people some framework for thinking about this uh this does um bump into the work of the board in a number of places so we can begin to think about uh when we think about curriculum Frameworks we're asking the question what's to be uh learned uh how's it how is it to be used because how you learn it is how you're going to use it and

340the ways in which AI both will shape what is to be done with the knowledge that people have uh and the way that they will learn uh are really going to be important um you thinking about the ways in which we're pressing towards the um evaluative higher order thinking skills that I AI could lay a foundation for and then people can go beyond the critical thinking the media literacy all of the things that you brought up are should should be part of what we think about as we're developing curriculum uh Frameworks going forward and and ideas um it obviously brings a lot of implications to us around computer science and the access to computer science learning from through all the grades and for whom and how uh and there of course access to uh um

341both the hardware and software and and um connectivity issues that are all embedded in that so we appreciate having that on the table as you were talking I was thinking about uh Ana's earlier point about the AP exams so we thinking about our our science assessments the new AP Computer Science uh applications um course and exam has a task in which students collaboratively design an app that they uh in you know choose what they want what problem they want the app to solve they develop the app they test the app and then they uh as part of the exam they explain what they did and how they did it and how it works and so on uh and that is really the way that knowledge is going to be used you know in the future

342and so it also has implications for our assessment systems how are we asking students to demonstrate you know those those kinds of um um ways of using Knowledge and Skills for developing it so anyway I just think it opens up a very rich conversation for us we're very appreciative for the work you've done and the conversations we will all yet have and we uh want to use this as an opportunity to get our own thinking in gear around the many ways in which this will be important to us so I want to thank you for that uh are there clarifying questions that anyone has uh at the moment before we go to public comment if not we'll go ahead and see if there's any public comment in the room or and on the phone uh

343there are three callers in the queue okay good afternoon caller ending in 5619 please state your name and affiliation for the record you have 1 minute your time starts now caller ending in 5619 please start your public comment [Music] are you there next caller ending in 4301 please start your public comment you have one minute good afternoon president darling Hammond vice president Glover woods and members of the board Lindsay tornator calling on behalf of the California county superintendent we we just want to express our deep appreciation to the board and CD leadership and our colleagues at AXA in supporting leas in navigating the opportunities AI brings to our students while remaining Vigilant of the necessary safety measures I would like to lift up the letter we submitted from two of our Statewide county office working

344groups the Technology support committee and the curricular and Improvement support committee computer science and digital learning subcommittee in our letter we provide some specific recommendations for f future expansion of existing guid and ongoing professional learning topics these include continued discussion on identifying removing barriers to access and Equity continued focus on security safety that directly address cyber bullying exploitation and security and finally a prioritization of computer science that aims to develop creators not just consumers of AI we look forward to continued collaborations on this dynamically evolving topic thank you thank you and I I want to just add the um gratitude to AXA for the activity in the county um superintenden for really leaning in and uh you know getting our state ready ready ready ready for all that is uh coming and is here uh

345any uh discussion from the board any questions or comments sorry there's two more callers in the queue no they jumped in jump back in okay um caller ending in 4644 please begin your public comment you have one minute hello yes uh we are watching from the Orange County Department of Education and um I just wanted to commend the Orange County Department of Education for um hiring two administrators of AI which is uh one that's me and my counterpart Kunal Dalal and we have a human centered approach to providing assist to districts and so one of the first things we're doing is interviewing people around the Orange County to see how they are thinking about Ai and using it to form sort of a database or uh groundwork for us to move forward so sort of

346a design thinking approach and so I just wanted to commend the um Orange County Department of Ed for investing in these positions and uh we have a lot of work to do and uh we're excited to do it thank you next caller ending in 4785 please start your public comment you have one minute you please begin your public comment oh they dropped off okay this concludes public comment for item 18 this really concludes public comment so thank you very much and now we're open for board discussion and member Patell brownson um thank you both for the presentation I just a quick comment to reflect a thread that I think um really surfaced across both of your presentations and it one piece of this obviously is access to technology in order to learn in the more

347traditional ways and things that we all um leaned into during the pandemic and during uh stay-at-home learning um I I think there's also an aspect of this um and I'll I'll say this as the parent of two of middle school and high school age um to students um is that there's also a skill here that is um not just about how to use AI for research projects but also how to use it to navigate the world which will be a life skill for the Next Generation to be able to use it for work to use it for presentations um and it it's a really interesting spectrum that I'm seeing emerging even within my own um children's um teachers of of viewing it as a tool of Suspicion which is the sort of fear of plagiarism

348versus thinking of it as the responsibility is to train the next generation of leaders of students to navigate and be proficient at the world that they're going to inherit AB absolutely I I think that's really really critical is uh that's the when we talk about opportunities it's that's the kind of opportun they were looking at and vice president GL Woods I also wanted to thank both of you for your presentation and um superintendent amadi just a lot of the pieces that you lifted up and as you were sharing it just brought back to mind u a phrase that we used pre pandemic and even during uh the time that uh students were learning away from schools about the digital divide and the digital divide is so much more now than a device and a way

349to connect to the internet and for children that we may have in our own personal lives it doesn't even hit the radar it's like turning on a light nobody really thinks about the fact that some students don't have access um and as I think about what was shared on the implications for the areas that are within the purview of the board I just uh lift up for all of us the lens that we need to have as it relates to as the um cde's initiative or work is learning about AI as well as learning with AI and the pedagogy that's needed for that and if we're not able to ensure that these things are done well we're going to create an even worse digital divide because we will have students that get that and have

350that and have opportunity to utilize it in ways that are ethical and and helpful and then we're going to have some students that don't don't have a clue of how to do that and that will look very different for them in their adult lives and uh superintendent Amad as you lifted up it's not about taking away from other students I think about my children who are you know have graduated from high school now but it's not about taking away from them but it's all about us keeping in mind also students who have access and how these things can be built upon and also students who don't have access not of any fault of their own and how they are they get the learning that's necessary as well so thank you again both of you for

351bringing this topic forward and sharing with us and as we move forward with those areas that are um within the purview of this board we must keep that in my opinion front of mine as we make sure we don't do anything to exacerbate the digital divide well and that's a great point and we can't do that by holding some back we have to do it by you know advancing others to your point about learning about AI learning with AI and then there's learning to master and use it you know for your own purposes that all of those are have to be on everyone's agenda for every student yeah um M es scabo just can't emphasize the importance of the thread that you also connected was the human element and how critical the human element has

352to be part of this process because that almost synergizes the learning in an ethical and constructive way while if you take that human element I mean you you have the danger of of controlling right and not not really thinking so so I really appreciate the presentation and and and I think for all of us it's how do we ensure the human element is always present and viable you know in the use of AI is is is is so critical so critical so thank you so I know we have a lot to cover the in the rest of the day no member Morosco Gonzalez wants to make a comment and then I'm going to encourage us to uh thank uh our uh presenters for this information item member Rosco Gonzalez well I'll be brief I know

353that we're um in a rush to finish but I just want to be appreciative of this AI presentation especially highlighting Miss amar's emphasis on the vital role of professional learning within districts led by Educators attuned to their unique student populations given the rapidly evolving landscape of a AI understanding the specific recommendations or plans the CDE has to address the identified gaps in computer science education disparities becomes increasingly crucial this includes addressing concerns related to teacher credentialing graduation requirements and pathway alignment additionally I encourage the CDE to Incorporated design thinking approach in these initiatives fostering innovative solutions this is especially important in navigating the swiftly changing terrain of AI and ensuring Equitable access and opportunities for all our students across California especially around the realm of Computer Science Education while also addressing those potential issues contributing

354to the digital divide so I look forward in continuing this conversation it's so essential because it's moving so quickly as we move forward thank you thank you and thank you for this very interesting information item we appreciate it thank you and with this uh we're now going to move into the waiver consent calendar um which is uh waiver consent items W1 through W5 and we will open the phone line again for public comment uh and get that public comment slide displayed and if if you uh want to make a public comment please call the number on the slide and use the participant access code that is there uh and identify your uh name and affiliation for the record are there any public commenters in the room no we have no public comment in the room

355and is there anyone on the phone there's one caller in the queue um good afternoon please state your name and affiliation for the record you have 1 minute your time starts now caller please begin your public comment okay this concludes public comment for the waivers okay uh and do I have a motion thank you very much and a second for the motion Lewis thank you um and Lisa can you please call the member aapan yes president darling Hammond yes member escco yes vice president glev Woods yes member Lewis yes member mcquillin yes member Olen yes member Orosco Gonzalez yes member capatio Bronson yes member Rodriguez yes member yosam modari motion passes all right thank you and now the moment that many people have been waiting for because I think that many of our public callers

356U many of our uh commenters were really trying to call in for this item um so we're up to item 19 item 19 is a public hearing regarding the ACT appeal of an action of the Los Angeles County committee on School District organization to approve a petition to transfer territory from the Glendale Unified School District to the laat Unified School District uh the CDE recommends that the State Board deny the appeal thereby affirming the decision of the county committee to approve the petition and allowing the territory transfer to proceed uh this item will be presented by Juan melis and Joshua speaks of the CDE uh Juan please begin thank you good afternoon president darling Hammond vice president Glover Woods Chief Deputy nicely members of the board once again my name is Juan meles I'm the

357director of the school facility and transport services division with me here today is also Mr Josh speaks who has been the lead on this item for us along with Miss Mary LaVine and Christopher Maro who is the administrator over our school district organization team I I realize it's been a long day and I wish I could tell you we have a simple straightforward item for you this afternoon that is not the case uh there's quite a bit of um background and complexity to this item so we're going to uh walk you through the item and our recommendation uh as clearly and as concisely as we can uh since we performed a very comprehensive analysis so please bear with us so let's get started the reason we're here is because a sufficient number of residents from

358the neighborhood known as Sagebrush submitted a petition to the LA County Office of Education um requesting to transfer that territory from the Glendale Unified School District to the lacanada Unified School District that petition was then reviewed by the Los Angeles County committee on School District organization staff they issued a report and they found that four out of the nine conditions were met they recommended to the LA County Commission that um the petition be denied however the LA County Commission found that all nine of the standards were substantially met and they ultimately approved the petition as a result lendo unified exercise their statutory right to appeal before the State Board of Education basically challenging the action by the LA County committee so what is the board's role in this process it's basically to either approve or

359deny glendale's appeal and I'm going to talk a little bit more about what that means uh in the next slide but beyond that the board also has uh discretionary Authority we can act as Den noo which basically means means that we can perform an independent analysis which staff did uh at this for this item and the board has quite a bit of flexibility in approving or denying the appeal even though all nine conditions may or may not be met however if the board does uh approve the territory transfer the board will have to establish an election area and we're going to talk a lot more about that a little bit later in the presentation so going back to the board's actions of approving or denying the appeal once again this is glendale's appeal um challenging

360the LA County committee's approval of the territory transfer if the board denies the appeal then that means that the territory transfer process will continue and it will go to an election if the board approves the appeal then basically the territory transfer stops it can be a little confusing given the item and the appeal that we have we just wanted to make sure that we clarified what your action will mean based on our analysis we are recommending that the board deny the appeal which will allow the territory transfer process to continue we are also recommending that the board set the election area of not just the territory um area in question but also to include the attendance areas of Lac centa Valley and laa high schools now before we get into the reasons for the petition

361and the conditions I wanted to provide you some quick information about this territory first of all this is the largest territory transfer that we have reviewed it includes 386 Acres 879 Parcels all of this territory is within the uh boundaries of Glendale however it's within the city limits of La Flintridge which is very common to have the attendance areas extend beyond the city limits particularly in LA county we have about 400 students that live within this territory and it's important to note that about half of them are attending laada schools even though they reside within the attendance of Glendale Unified so with that I'm going to have Josh get into the reasons for the petition and the conditions uh in more detail Josh uh good afternoon members of the State Board um as Juan said

362I'm Joshua speaks I work within the um facilities division as part of the school district organization team I've been here at the Department of Education for about two years now um many of you have seen some of my waiver items come before you in the past but this is my first time actually standing up here and presenting so I am terrified I mean excited to be here um the the petitioners have presented us with uh several reasons for the transfer their entire justification is included on page five section 3.0 of attachment one of our analysis um however I've listed some of the more significant reasons on the screen here um the petitioners feel that the laat school district has deep Partnerships with the city local business Community um School families and non-families um they believe

363that their students as part of the city should be included in those relationships should benefit from them not only [Music] um do they see this benefit to the the territory students but um they also believe that the current situation where their students are residents of the city but not included in the city's School District actually creates a disparity between their um their students and the other students residing in the city of linat Flintridge and lastly uh they believe that this transfer would respect and honor the voices of the community um which has overwhelmingly supported this uh transfer through their signatures on the petition and also uh polls that have been done locally that indicate overwhelming support for the transfer so um both of the school districts that are involved in this transfer have taken uh

364positions on this item Glendale Unified School District has consistently opposed the transfer uh they adopted resolutions to that effect in 2002 in 2016 and obviously um they're the reason for this appeal before us today linat initially expressed uh concerns about having the capacity to absorb all of the students now I want to be clear Lanana never opposed the transfer um even when they were expressing their capacity concerns they were simply looking for ways to uh ease the transition however presently loyata is uh fully in support they do not have any concerns anymore about having the capacity to handle the students and uh the district most recently adopted a resolution in January of 2023 reaffirming their support and they verbally reiterated that support at a December joint meeting between the school district and the City of

365linat Flint um sorry as noted above uh Glendale has appealed this item on both procedural grounds and the grounds of potential racial and ethnic discrimination so there are uh two statutes that um a territory transfer can be appealed under uh one of them has to do with uh procedural violations or potential procedural violations the other um is specifically focused on racial and ethnic discrimination or disparities um Glendale has cited both of those uh sections in their appeals um their procedural objection is that the county committee used an improper procedure and did not provide substantial evidence to contradict County uh committee staff's analysis and findings um so as as Juan noted the county committee um initially recommended that only four of the nine criteria had been met and recommended denying the petition when the county committee

366voted they voted on all nine criteria as uh one single unit they didn't vote on them individually and the petitioners argue that that violates the department School District handbook uh which indicates that each criteria should be voted on separately however we would note that uh as the handbook itself says it is purely an advisory document and it is not binding on local educational agencies furthermore uh we don't believe that the county committee is bound by its staff's conclusions and disagreeing with a staff assessment is not an illegitimate exercise of their County committee's discretion um disagreements like that over local decision- making are not subject to State Board review under the provisions of the Ed code so our report will review each of those nine conditions as Juan said you do have the authority to do

367a denovo review um of one of these transfers so we will um review each of those nine conditions as they currently exist on the ground but we will not attempt here to second guess the county committee's decision making the district also expressed concern that the loss of minority students would jeopardize their ability to educate students in an integrated environment which is one of the nine criteria however by their own estimates the loss in minority students is offset by an equivalent loss in white students leaving the overall racial balance within the district unchanged for example in their own um appeal they estimated that Mountain Avenue Elementary would lose 25.9% of its minority students but they also estimated that it would lose 24.75% of its white students and those numbers are obviously they're functionally equal um so

368that would do no damage to the district's overall efforts to maintain an integrated environment um I will address the next three objections together as they all stem from the same fundamental argument the district claims that uh their board's policies on racial discrimination and segregation are more robust they claim that um the transfer would have negative impacts on English Learners and that Glendale promotes diversity to a greater extent than La kinat their evidence for those contentions uh all stems from the fact that as part of their bilingual education program they offer uh dual language immersion as one of their options and they note that linat while it has bilingual education programs does not offer dual language immersion that is true um they offer dual language immersion La kinata does not however dual language immersion programs are

369only one recognized option here in California for addressing the needs of English Learners it's an effective option no one would dispute that but it is only one option a smaller District offering a more limited set of options all of which are recognized by California as academically appropriate methods of educating English Learners is not the same as being lenient on discrimination it's not the same as failing to serve English Learners or failing to promote diversity in fact um if you look at the numbers on English learner progress for both districts they're fairly equivalent uh both District districts have seen wide fluctuations in the last 2 years um with 52% of Glendale English Learners making progress towards Proficiency in 2122 and 60.3% in 2223 the respective numbers were 78.9% in 2122 and 53.1% in 2223 for linat

370uh the small sample sizes that are always um uh involved in looking at subsets of students often lead to swings as you'll as you'll note in those numbers there are wide swings from year to year but the important point is that both districts exceed the state average in English learner progress furthermore lat's English Learners score in the green category in both the English language and arts and Mathematics assessment on the state's Smarter Balance Summit of assessment and the California alternative assessment whereas glendale's English Learners scored in the orange category for both uh English language arts and Mathematics therefore it's not evident to CDE that lat's English Learners are less well served educationally than glendal the final objection voiced in the appeal is regarding the student losses at Mountain Avenue that's the elementary school that would

371be most affected by this transfer the petitioners have suggested that any negative impact of enrollment losses at Mountain Avenue Elementary can be offset by transferring students from impacted campuses uh elsewhere within the district Glendale objects in their appeal that such proposals are speculative and do not guarantee that the district maintain its current level of Campus diversity it is true that any enrollment area changes or student transfers proposed by the petitioners are speculative however speculation by the petitioners does not constitute grounds for an appeal under the Education Code as you may recall from previous District reorganization issues uh the Education Code requires that nine minimum threshold criteria are examined uh before approval may be given to a school district reorganization the county committee as Juan said found that all nine were substantially met for this transfer

372these conditions are laid out in Education Code section 35753 CDE has conducted a thorough review of these nine conditions and we will look at each one of these some of them are relatively straightforward and will not require much discussion beyond what is in the item before you others are a little bit more complicated the first of the nine conditions requires that the reorganized district will be adequate in terms of the number of pupils enrolled now CDE and the P has adopted regulations specifying exactly what that means for elementary school districts um High School Districts and unified school districts and in CD's regulations the minimum enrollment required for a unified school district is 1,51 students both districts uh comfortably exceed that threshold the student population of Glendale is about 24,400 and the student population at linat

373is about 3,800 CDE finds this condition substantially met condition two requires that each district is organized on the basis of substantial Community identity now I want to emphasize that it is important to note that this condition does not ask about the community identity of the territory being transferred um a lot of the public testimony and public discussion surrounding this item especially at the county level was about the uh Community identity of the folks in the sagebrush area but that's not what the stand focuses on the standard focuses on how the transfer will impact the community identity of the two districts that are involved post transfer in this case uh the county committee staff report emphasized that the territory has a strong Community identity with the locality in general and not with any particular set of

374City boundaries now at the at the LA County committee staff level they um argued that this indicated that um there was not an issue issue of organization on the basis of substantial Community identity and so they said that this condition was not meant however we feel that that actually argues in favor of this condition because it implies that adding The Sage Brush residence to either of the districts is not going to substantially change the community identity of the districts involved furthermore uh with over 250 transfer area students attending linat schools in the 2223 school year without any notable changes in the community ident of the district uh we feel it's unlikely that transferring the remaining students in the territory will have a significantly different outcome so CDE also finds this condition substantially met condition three

375asks whether the transfer will result in an equitable division of property and Facilities of the original District or districts now there are no Glendale facilities within the transfer area and thus no real property will be changing hands as part of this transfer because of that no division of property funds or obligations other than bonded indebtedness is required and facility impacts will be minimal and again we would note that already uh half or more of the students in the Glendale School District are attending linat schools on interdistrict transfers um so CDE finds this condition substantially met condition four requires that the reorganization will preserve each District's ability to educate the students in an integrated environment and not promote racial or ethnic discrimination or segregation our report details the various factors considered in our analysis on page

37611 of attachment one after examining these factors CD staff have concluded that due to the relatively small number of transfer students the fact that both districts already have well integrated populations and the fact that the students in the transfer area reflect the same racial balances in the districts as a whole the transfer will not significantly affect the racial balance of either District or its ability to educate students in an integrated environment so we find this condition substantially met um here you will see a breakdown of the districts on racial and ethnic grounds um as you'll see Glendale is roughly 60% white and 40% minority students with the largest minority group being Hispanic students at about 20% linat is 43% white with 57% minority students the largest minority group being Asian students at about 30% so

377while see that the districts are not identical uh they both represent uh well integrated mixes of racial populations our handbook recommends not only examining districts as whole entities but examining School site data when looking at larger districts as demographics can often shift from area to area within a large District um in this case if we drill down a little further into the Glendale data the student population at cresenta Valley High School which is the Glendale school that includes the transfer territory and its attendance area looks even more like linat with 52% white students 23% Asian students and 15% Hispanic students now condition four does not specifically cite factors like socioeconomic status students with disabilities English Learners um but we feel that this information can also provide helpful context so you'll see that we also have

378a table here providing a comparison of those factors as well uh there's more Divergence here you'll see that Glendale has a significantly higher population of English Learners as well as students of lower socio economic status however again if we drill down and look at school site data going back to cresenta Valley um some of those differences become a little less extreme cresenta Valley has about 4% English Learners and 22% of its students are socioeconomically disadvantaged so while the districts are a little bit further apart on these metrics if you consider the actual schools these students attend they're not quite as disperate as they seem condition five uh um requires that any increase in cost of the state as well as a result of the proposed reorganization will be insignificant and otherwise incidental to the proposal

379to this end our fiscal staff here uh provided a hypothetical estimate of the impact of the transfer on both both districts lcff funding and that can be seen in attachment three of the item in front of you no increase in state costs was identified the lcff funding would simply shift from Glendale to linat the other potential cost concern that we looked at was due to the earlier concerns expressed by linat about housing all of the territory students now that the district has the necessary facilities in place to house all of those students uh we no longer feel that there's any uh concerns on that uh front even if the district were at some point in the future to see a need for new school facilities State funding is not automatic and any request for the

380state to shoulder a portion of those future building costs would be discretionary on the part of the state so CDE finds this condition substantially met as well condition six requires that the reorganization will continue to promote sound educational performance in both districts before continuing to discuss this condition I actually want to say a word here about these districts both of them are top performers Statewide unfortunately in a contested transfer like this sometimes everyone involved has a tendency to focus on the flaws of the districts involved so I just want to note at this point that both of these districts serve their students extremely well and stand as example to their peers around the state however having noted that this condition is not really concerned with the overall quality of the offerings of a district or

381uh the intention is not to draw direct comparisons between the two districts one can believe that one District offers a better set of educational offerings than the other and still find the condition met the condition asks us to look at the impact of the transfer on each District's existing educational programs CDE staff agree with the assessment that was originally offered by the LA County committee staff report both districts offer broad highquality offerings that outperform Statewide averages the number of transfer students is too small to meaningfully affect those District programs and there is no indication that this transfer will cause any of the programs offered by either districts to alter or end CDE finds this condition substantially met as well condition seven looks at the possibility of increased facilities costs associated with the transfer we took

382a very close look at this condition uh which is the focus of your attachment number two due to loin yatta's previous statements about their inability to house all of the transfer area students at the time that this was being heard before the LA County committee lyat ultimately committed to housing the additional students using portable classrooms that only raised additional concerns here within CDE due to the small size of palmrest elementary school campus which is uh the primary recipient of any Elementary School students if this transfer were to take place however in the time since the LA County committee hearings three factors have contributed to satisfy our concerns first the number of students in the transfer area in linat overall has been on decline in addition the campus of palmrest Elementary has actually undergone a significant

383construction effort um that those upgrades were a product of the district's 2016 facilities master plan they were not a direct result of the discussion of this transfer however the result has been a significant upgrade in capacity while simultaneously freeing up additional play Space this was done because the the site um they replaced Portables and some single story structures with uh two new two-story buildings that allow them to utilize their their campus uh space a little bit better reduce the overall footprint of their buildings while actually increasing uh the number of classrooms in the the room for administrative space finally the number of students attending lock Andy schools on interdistrict transfers has been on the rise in recent years um in effect partially implementing that uh the phase in that La kinata originally suggested when they

384were looking at this transfer so all of those factors have consulted to conspired to result in the free capacity to absorb the transfer area students elementary middle and high school without anticipating any need for significant new construction so CDE finds this condition substantially met as well condition eight requires us to determine whether or not the proposed reorganization was primarily designed to increase property values again I want to be clear about what this condition is asking us to examine it does not require that property values remain unchanged by the transfer it doesn't even state that residents of the area uh cannot anticipate increases in their property values the condition requires a determination as to whether that's the primary reason for the transfer analysis done at the county committee level found that the transfer would likely result

385in some increase in property values and a similar investigation done by CDE staff confirmed that assumption however nothing in the transfer document submitted by the petitioners indicated a primary interest in increasing local property values further um we need to bear in mind that this attempt to transfer this territory actually began back in the 1960s well before the modern increases in California real estate prices so it seems unlikely that an effort that has been sustained for over 60 years um by completely different groups of individuals was motivated primarily by a desire to see a moderate increase in property values uh we find this condition substantially met as well condition nine this is our our last condition we're coming to the end here um looks at whether or not the reorganization will um continue to promote sound

386FIS management and will not cause a substantial negative effect on the fiscal status of any of the districts involved so it's important to keep in mind the the word substantial negative effect any transfer of territory from one District to another is going to um involve some loss of Revenue or bonding capacity even if it's only a single home so the question is is that impact substantial cde's fiscal staff conducted a thorough analysis of the effects of this transfer um which again can be seen in attachment 3 it should be noted that the analysis that was done by our fiscal staff assumed a loss of 210 territory students these are the students who are not already attending lock andata schools through interdistrict transfers that number was based on uh 2122 enrollment data 2223 actually saw a

387lower number of students remaining in the territory enrolled in Glendale schools by about 50 students but because that was a significant Divergence from uh previous levels um that had been relatively consistent for the last few years staff chose to use the 2122 data in order to make sure that they were estimating the maximum impact of the transfer it should also be noted that some of that remaining 210 students could choose to remain enrolled in Glendale Schools lat's board has adopted a policy ensuring that any Sagebrush area student who wishes to remain enrolled in Glendale will receive a lifetime rather than annual interdistrict transfer this means that the estimate provided by CDE fiscal staff should be seen as the upper threshold of the potential impact not a guaranteed impact under these assumptions Glendale Unified would see

388a loss of up to $2 million in lcff funding which would go to linat Instead This represents less than 1% of the district's overall Revenue additionally the territory to be transferred represents about 1.85% of the district assessed valuation lowering the district's potential bonding capacity by that same amount the extent to which some of this Revenue loss may be offset by reduced expenses is uncertain District operating costs consist of f fixed expenses such as facility costs which are not easily adjustable on the basis of enrollment figures and also variable costs such as School Meal programs which can be reduced as student numbers decline CDE staff are unable to estimate what percentage of the revenue loss may be off set by reductions in variable costs CD staff do not believe that a revenue reduction of less than

3891% or a decrease in bonding capacity of less than 2% constitute a substantial negative effect on the district's financial management or fiscal status so we find this condition also substantially met in conclusion CDE finds all nine conditions have been substantially met in addition we found no compelling reasons to overrule the decision of the county committee at this point I'd like to reiterate the recommendation that we made earlier CDE recommends that the State Board deny this appeal which would affirm the decision of the county committee to approve the petition and allow the territory transfer to proceed to an election if you were to choose that option you uh would also be required to set the election area um and we are recommending that you set the election area as the proposed transfer area along with the

390attendance areas of cresenta Valley and linat High School which are the the two high schools that um contain the attendance areas for um the the territory um so with that we wanted to um examine both our recommendation and some Alternatives but we wanted to explain first how we evaluated these options the question before us was who in addition to the people in the transfer area will be affected by the transfer and what are the magnitude of those effects clearly the most direct impacts are going to be felt by the voters in the sagebrush territory being transferred which is why they're actually required by law to be included CDE staff believed that there will also be impacts to the families that attend the schools losing and receiving these transferring students these impacts are not of sufficient

391magnitude to change our recommendation but they are of importance to local residents and I think that's um an important distinction to maintain here is the nine criteria evaluate the impact to the districts involved um in setting our election area rationale we're looking at impacts to the residents of the of the districts involved because we're asking who should have a voice at the local level in this election process one example of such impacts would be a minor tax increase to all Glendale USD residents as they absorb a portion of the district's boundry payment currently being paid by the territory residents this amounts to approximately 1 84% increase in the cost of bond repayments to Residents another example is the possible cascading effect of backfilling for the loss of enrollments at Glendale schools affected by the transfer

392for example we estimated that Mountain Avenue Elementary may see a loss of about 15% of its current students that could result in students from surrounding schools being transferred in order to maintain sign uh sufficient enrollment at the site so those are just meant to be a couple of examples not an exhaustive list CDE staff uh don't feel that we're in a position to appreciate or assess all the potential impacts of a large territory transfer on local populations which is why the law requires us to go to a local election so in determining the recommended election area CDE staff considered three options that we wanted to present to you the first option and the one that we are recommending is to include the transfer area itself along with the attendance areas of cresenta Valley and La

393kinata high schools this casts the broadest net bringing in the largest pool of Voters who may be measurably affected by this transfer and allowing them all to have a voice in the process another option that we consider equally viable would be to uh include the attendance areas of the two elementary schools directly affected Palm Crest and Mountain Avenue along with the transfer territory this would have the benefit of drawing an election area that includes voters who will experience more direct and more significant effects from the transfer however the draw back is that some affected voters would be excluded by having the smaller election area uh that's why CD staff did not recommend this option the final option would be to hold the election just in the sagebrush territory that is the minimum required by state

394law and it's consistent with past uh state board practice however most prior territory transfers have been small and therefore unlikely to have significant effects on the surrounding communities the benefit to this option is that it ensures that only voters who are most directly and immediately impacted by the transfer would participate in the election however it does exclude that larger pool of Voters who will also see residents uh who will also see effects from the transfer so the question before you uh when setting the election area is to determine to what extent the impact of the transfer of territory um outside of that territory is significant enough to justify the inclusion of those voters in the election uh with that I would like to thank you for your time and attention I'm happy to answer any

395questions thank you very much um at this point we want to uh open the public hearing uh and so uh we want the public comment slide to be displayed please and uh I will hereby open the public hearing at 3:58 p.m. we will first hear from the petitioners in support of the territory transfer uh from Glendale to laata they will have 10 minutes to make their presentation we will then hear from the applicants the appellants sorry Glendale Unified School District they will have 10 minutes to make their presentation after the presentations we will open up the phone line for public comment from individuals who are not part of either presentation uh so petitioners you may begin thank you well good afternoon uh president darling Hammond vice president Glover woods and distinguished board members Tom Smith

396I'm the chair of the citizens committee that launched this petition in 2013 and joining me today are representatives from the lack kinata Unified School District as long as as well as the city of linat itself uh both of which fully support the transfer by the way so with our limited time today I'm going to be really brief but I wanted to point out that the packets that you were provided earlier provide a good summary of uh many of the facts that we feel supports our position so bear with me so I can get through this I'll just read it to you if you don't mind so from the beginning in the heart of this petition was to bring equality to Sagebrush students by enabling them to enjoy a sense of belonging and wholeness as an

397integral part of their educational experience and also to provide them the absolute right to attend their Community Based schools in linat the city and school distri collaboration is the social fabric of that Community because of this a transfer would greatly enhance the social capital of sage BR students through a greater sense of wellness and inclusion in its recommendation to deny the appeals CDE recognized these outcomes and how they would Ben provide substantial benefits to the sage BR students the CD also found that impacts to gd's finances programs socioeconomic and Dei shifts would be insignificant over 300 Sagebrush students now attend lcusd via permits and there has been no reported significant impacts to gd's Local Schools as a result permits have been AB bandaid but they are not a permanent fixed as they can be curtailed

398or denied by gusd also they do not resolve all inequity issues such as parents are still left without a voice in the governance of the Community Schools their children attend so given that save brush has distinct delineated neighborhood boundaries and is fully contained within the city of La canyata but not within its School District it's a unique situation that would not set a present for future peac meal transfers so for these reasons and more to come petitioners ask his board to affirm the county committee approval and deny the appeals thank you I didn't Advance good afternoon I'm Andrew Gomez Blumenfeld and I want to spend some time talking to you about the area proposed for election um as detailed in a letter distributed to members and staff late last week and I think again this

399morning the petitioner strongly oppose the staff recommendation with regard to the area of election and we urge the State Board to call for an election only in the territory proposed for transfer as the staff report notes the statutory def default area for the election is the territory proposed for transfer and that default area was blessed by the California state supreme court where in its lafco decision it noted that otherwise large relatively disinterested majorities could have effectively veto worthy reorganization efforts that exact kind of pernicious voter dilution that the Supreme Court warned against will occur here under the proposed expanded boundaries that's because under these expanded boundaries The Sage Brush residents that CDE staff rightly acknowledges are most acutely impacted by this transfer those residents they would represent less than 4% of the total electorate that

400simply cannot satisfy the rational basis review test that the Supreme Court established for evaluating the legal validity of election boundaries the antithesis of a rational basis in fact is arbitrariness but the staff report offers almost no explanation to justify these expanded boundaries the the report as you just heard notes that there is likely to be no significant impact on either District as a result of this transfer it suggests that whatever impact there might be would be most acutely felt at the school site level but of course this is a completely unremarkable observation that would be true of every territory transfer and then the report goes further because it says that the election area shouldn't even just be contained to the attendance boundaries of these allegedly most impacted elementary schools but should Encompass the much larger

401attendance boundaries of the nearest high schools why no explanation whatsoever is offered to justify that dramatic expansion and it is significantly undermined by the report's own admission that whatever impacts are felt at the elementary school levels would be quote attenuated at the middle and high school levels this just cannot carry the rational basis burden that is required of it and that rational basis test is critical both because the law requires it but also because the law depends on it for these laws to make any sense and I think this case is a perfect illustration of why that is the education code has established as you just heard a very elaborate and multi-year process of review it happens at the local level the county level and now here at the state level these proposed boundaries though

402would reduce all of that to a single arbitrary question which district has more voters it cannot be that this 10year long process is meant to amount to just that and remember a an election is called for in these cases in part because a district opposes the transfer it would make a mockery of that entire statutory scheme to then put that electoral question disproportionately to the very District whose opposition triggered the election in the first instance it would undermine all of the process that preceded it it would serve just as a show election to codify gd's long-standing objections we do not believe that the law supports such an absurd result now finally perhaps the best evidence that we have that the proposed election boundaries do not comport with the law is that it would not comport

403with your long history of action on this issue in fact we could not find a single instance in which the state board has ever approved a territory transfer and then called for an election in an area other than the territory proposed for election not one and CDE staff is similar they have a very similar uh consistency to their track record it is extremely unusual for them to recommend that you call for an election in an expanded voting area and when they have taken that unusual step such as in the 2000 Alver unified case the State Board you rejected that recommendation you approved the transfer but called for an election only in the territory proposed for transfer now I'll reiterate again the staff report rightly notes that this transfer is unlikely to have any significant impact

404on either District sufficient to Warrant opposing the transfer so if the fact that nevertheless whatever impacts might be felt would be felt most acutely at particular School site levels if that Garden variety fact is sufficient to abandon the default the statutory default election area then it's really not a default at all in fact it will never again be the correct voting area you the state board will have to draw bespoke election boundaries in every territory transfer case which would make each one of those vulnerable to extreme legal challenge the eminently more defensible route is for you to do what you have done in an apparently unbroken record up until today and that is to call for an election only in the area proposed for transfer to call for an election only in the sage brsh

405territory so we strongly urge you to do just that we appreciate your consideration and you'll now hear from superintendent Wendy cette good good afternoon esteemed board um my name is Wendy setet and I'm lcusd superintendent um the 1880s straight line survey that led to the current District boundaries has long ceased to be meaningful if the districts were being created today one would never carve out a sliver of one city and align it with the neighboring District Sagebrush families simply want to be fully vested members of their city and its schools and to share completely in their Community identity and I want to thank Mr speaks and CDE for doing an absolutely amazing job with the nine criteria um they articulate it better than I've heard in the last almost 11 years lcusd has already enrolled

406more than two-thirds of the students estimated within the territory we have 268 of the um approximate 350 to 400 students we are entirely prepared to accept any remaining students seeking to transfer with all related responsibilities and obligations there are no capacity issues pal Crest Elementary has two unoccupied classrooms because of new construction and there are over 125 additional students uh spaces available at that school additionally at our other two elementary schools there are over 100 spaces there and 150 spaces at lanata high school 712 both districts throughout this process have already mitigated any and all potential Financial impacts my name is uh Josh Epstein I'm the governing board president for La kinata Unified School District lcusd has actively supported the sage Rush territory transfer throughout the 10-year negotiation petition and appeal process over the past

407decade both districts have invested heavily in this process with countless hours of Staff time and resources given that this conversation first began in 1963 history shows us that the momentum calling for a territory transfer by the sagebrush residents will not dissipate as seen by the sheer volume of written public comments in favor of the transfer it's clear that this will res surface again and again demanding the time attention and resources of all parties involved at lyana unified we're incredibly proud of our program that facilitates the highest levels of learning while emphasizing inclusion belongingness Wellness equity and access for all Learners responsible stewardship necessitates District resources fund and support students and programs not a continued territory transfer struggle that can be put to rest now I vote today to deny the appeal and establish the Stage

408Rush ter as the sole voting area is Paramount thank you so much for your time thank you very much boy that was well time well executed to the to the minute whoa um okay Glenn Glendale UniFi do you have a hard act to follow on the timing minut okay that's great we will now hear from the appellants from Glendale Unified and you have 10 minutes uh you may be again good afternoon esteemed state board members and staff I am Stan branitz attorney for Glendale Unified School District Glendale still asserts that conditions 2 through n are not substantially met but there is even a greater reason why SBE should Grant glendale's appeals there is no educational need for this transfer it is in the superior court case of Burch V the SBE which is exhibit 268

409the court acknowledged that a compelling educational need is a rightful key consideration to justify a transfer indeed SBE has relied upon this exact consideration in disapproving the Coachella USD transfer to Desert Sands USD and that there was no compelling educational need for that transfer staff's recommendation for denial of Glen's appeal can be summed up as best as saying it's better over over there in laata this will create the quote better over there precedent that future petitioners will seize on in Mass on page three of the staff report it states there are no compelling reasons to transfer the sagebrush territory reasons not even just education but there are no compelling reasons but then the staff also say there's no compelling local uh educational reason to justify overturning the county committee decision to approve the in in

410kind of a weird way of looking at that at page 20 of attachment one staff claim that they're in contradiction to what they just said that there's compelling reasons for denying uh there are compelling reasons for denying the appeal because essentially is better over there yet staff write again on page 18 that CDE finds no convincing academic need support or deny this appeal however the sense of support in community identity for a transfer promises substantial benefits for the territory transfer students in other words it's better over there as it's better over there precedent should not be approved by SBE this would encourage parents to run to wherever it is better that would be a terrible precedent there's neither there's neither Equity nor inclusion in that sbe's goals should be to ensure all California students get

411a quality education not to D parents to flee to the best districts and leave the others to die on the vine it is Undisputed that both districts provide a quality good education to their students it is further Undisputed that Sage bre students are receiving quality education as consistently evident by the sage breast serving schools in Mountain Avenue Elementary it's a 2023 California distinguished School a 2022 California pivotal practice award a SI recipient and a 2020 uh Blue Ribbon School Rosemont Middle School is a 2019 California distinguished school and cresenta Valley High School is listed as one of the top five high schools according to the US News and World Report and is a 2019 uh California distinguish school as SBE has consistently done so for before SBE should consider continue to require a clear showing

412of educational need to justify disruptive and expensive transfer there is no educational need for this transfer please do not abandon this important analytical Talisman it is Undisputed that linat Flintridge Community has spurned Sage breast GSD students by denying them access to certain Community benefits that is not Community identity further SB should not reward wrongdoers by transferring Sage bus into a fold of such exclusionists on page 16 of attachment one sta staff say there's no concrete evidence quote concrete evidence that the purpose of the petition is to raise property values of course there would never be that concrete evidence since condition 8 expressly states that such a provision is disqualifying no petitioner or petitioner would ever say the primary purpose is to increase its property values it's the inferences from those circumstances that must be evaluated

413and here it is quite clear that petitioner primary purpose is to raise property values in three distinct facts 78% of the signatories did not have children in GD schools 77% of the signatories did not even have children and third the Curtis Rosenthal appraisal report concluded that the transfer would contribute a substantial increase in property values SBE this board should not limit its analysis to concrete facts but the totality of the circumstances and in this case circumstances all point that the primary purpose is to raise property values Glendale has a by trustee voting area system that are precisely balanced to maintain Racial equality if this transfer goes through Glendale will then have to go through another timely rebalancing process to ensure Racial equality throughout the throughout the district and their board Board elections on the election

414area if SB denies the appeal which I hope it doesn't um CD recommends that the election area be the sagebrush the lock the cresenta Valley high school and L kinata High School attendance boundaries this is definitely better than just the sagebrush area however the area should be all of Glendale because it will be the remaining Glendale homeowners that will bear the bond indebtedness burden if Sage Brush transfers the bond indebtedness will have to be paid by the remaining Glendale homeowners and SB should not endorse a scheme that is contrary to our founding father's Cry of no taxation without representation there have been three attempts to transfer Sage Brush in the past and then the most recent one in 1993 SBE granted gd's appeal over the staff's recommendation and in similar fashion we ask the same

415here lastly please don't be swayed by the energy of petitioners boisterous arguments please Grant the U the district's appeal and deny the transfer thank you now I will turn it over to glendale's board president Jennifer Freeman thank you so as Stan said I am the Jennifer Freeman I am the school board president for glendell Unified School District and I'm also the trustee area representative for the locker Sena Montrose North Glendale and Sagebrush area schools I'm also happen to be a high school assistant principal and have spent my career in public education and bottom line they're absolutely is no educational reason for this transfer as a school district our singular focus is what is best for our students and this transfer absolutely does not improve educational opportunities for any of our students now while both districts

416do provide a high quality education we've established that our Sage Brush families do have the value added benefit of having a choice in school districts and a choice the lose if this transfer happens so as you've already heard in terms of academics we both offer rigorous instruction at award-winning schools you know that our Sage Brush students are attending a series of blue ribbon and California distinguished schools and they also have the opportunity in Glendale to attend our stem focused magnet Clark Magnet High School if they choose um we also have last year at crena Valley High School we are very proud so we have to take the opportunity an LA the LA County teacher of the year and a finalist for a California teacher of the year so as a district we do value choice

417and we want every student to enroll in the program that best meets the needs and and their interests regardless of their zip code so we do proudly offer programs for every student with our robust dual immersion magnet and intradistrict permit options gusd parents have the flexibility to send their children to the schools that best meet their needs this commitment to supporting families and student choice is why our board voted in 2014 to allow a permissible boundary to All Families living in the sagebrush area any parent living in the territory who wants to send their child to linat schools already has the option to do so there is no need to change the district boundaries right now the families in the sagebrush area have the best of both worlds they have a choice between two outstanding

418school districts and a wealth of instructional programs over the last 10 years consistently more than half the families living in the sagebrush territory have REM chosen to remain in gusd and this year we have 11 kindergarten families living in Sagebrush area 10 of them have chosen their neighborhood School Mountain Avenue Elementary and one has chosen to move and enroll in La canyata schools so this transfer could set a dangerous precedent across the state as many School District boundaries are not contiguous with their City boundaries and serve multiple cities and unincorporated areas in glendel unified our current boundaries extend from the city of glendel through unincorporated Lac crena Montrose and the sage brast area of linat to allow this territory transfer petition to go through simply based on the fact that this area is located within

419the city boundaries of La kyata sets a powerful precedent for the future territory transfers so we are asking that you approve our appeal and deny the transfer there is no educational reason for the transfer it's not in the best interest of our students and it does not fix any real problem instead it reduces the options available to students and it doesn't provide any additional benefit thank you very much for your time and that concludes our presentation thank you ahead of the buzzer very helpful and uh before we open the public comment which is about to happen next we're going to put the public comment slide up again I'd like to start by clarifying some of the terminology uh just so that uh to better understand the nature of the public comment and we anticipate as

420well as to ensure that uh we understand what CD is recommending the board do here Glendale Unified has submitted an appeal asking the board to overturn the LA County committee's approval of a transfer of territory from Glendale Unified to laata unified if the board takes action to Grant Glendale UniFi appeal we are overturning the county committee's approval of the territory transfer which means the transfer will be denied there's sort of a double negative in the um in the the uh recommendation so we just want to make sure everybody is clear about that on the other hand if the board takes action to deny Glendale UniFi appeal will be approving the transfer of territory from Glendale to linat unified uh and I'd also like to make an additional point I'd like to start by thanking the

421members of the public for their high level of interest and engagement on this item to date we've received hundreds of written comments many of which are thoughtful have raised important issues and concerns uh we very much want to hear from as many members of the public as we can uh we also need to ensure that the board has sufficient time to deliberate uh and to carry out its business um so uh it is possible that pursuant to Title 5 code of regulations sections 9522 and 18463 depending on the length of public comment uh we may end up uh asking uh public commenters to avoid repeating reasons for their positions uh that have already been stated and simply consider stating their position on the item uh that they want us to either approve the appeal uh

422and reject the transfer or deny the appeal and approve the transfer so we'll see how the public comment goes um and uh we certainly want to hear from as many people as possible we want to hear the reasons and rationals for their thinking uh uh as much as possible as well uh we're going to open the phone line for the public comment queue members of the public wishing to provide comment can do so in person or by calling the telephone number and using the participant access code on this slide uh and in your comment we encourage you whether you're in person or calling in to clarify whether you support the CDE recommendation to deny the appeal uh and support the territory transfer or that you do not support the CDE staff recommendation and ask that

423the appeal be granted so that we're very clear about the position each one of you is uh communicating are there speakers signed up in person there are 12 people signed up terrific thank you let's hear from them uh please line up at the microphone as I call your name Rick Gunter Jean Hobson Nick carapan Scott Tracy stwart mckin and Eric Paladino am I good okay yeah please yeah please hello I'm Rick Gunter mayor of the city of lyana Flintridge our city council has often reaffirmed our support for this territory transfer most recently at our joint city council District governing board meeting last month I want to highlight one of the unanimously adopted resolutions in support the territory transfer will result in increased involvement by residents of the subject area in linat activities events organizations and

424Civic life our lyat Civic and educational lives are interwoven our youth council is made up of students from all all high schools in the city which does not give the sage but students the same opportunity our local newspaper includes stories and photos from each of the three elementary schools in the city which implies that the sage but students are not part of our community through our joint use agreements the city and lcusd have partnered to provide Recreation opportunities to our families throughout the city but the western edge of our city does not have Fair representation here as there're outside the district I urge you to support the territory transfer and deny this appeal thank you hello my name is Genie Hobson I'm a parks recreation commissioner for the city of linat the gusd arguments you

425have heard today are not new and rejected by both the county committee and the CDE they were speculative at best in 2013 when over 360 territory students went to their schools since then over 300 territory students have moved to linat schools yet gusd has shown no evidence of real harm to their District or local schools so How likely is it that there will be any measurable impact if at most 140 students possibly leave highly likely none however the benefits of a transfer to territory territory kids is substantial as the CDE found that including the fact that Sage Brush would pay a new $500 parcel tax means that they are the most impacted by a transfer and should be the only ones to vote so please help end Decades of conflict and uncertainty by denying the

426appeal and setting the election area to the territory alone thank you I'm Nick caraan one of the chief petitioners of the territory transfer my husband and I moved to Sage 20 years ago because it was an inclusive and diverse Community for us to raise our twins years later when our kids were in gusc elementary schools we felt what other sagus families had been feeling for decades our kids were on an island and there was something missing from their education having a true sense of belonging and being fully part of a community during the last 10 years a bridge of sorts permits has allowed a generation of territory kids including ours the opportunity to attend lanata schools and experience a community enriched and inclusive education the CD saw this value to kids as tangible and important

427in their recommendations that were written up they found a territory transfer promis substantial benefits to Sage students but that bridge is temporary rickety and not stable enough to support future generations of students of getting those benefits because permit policies can change at any time so together let's build a permanent Bridge so sagebush students can always access substantial benefits please deny the appeal and set the election area for sage by Shalom thank you go I'm Scott Tracy former linat School Board member Glendale is the third largest School District in LA county 10 times our population six times more students CDE recommends you deny glendale's appeal but then reject laco's default election area with 1600 Sagebrush voters for one with 30,000 Glendale voters why quoting CDE attendance concerns at the Glendale School site level but today only

4282% of students at glendale's Rosemont Middle and CV High School are Sagebrush residents and Mountain Avenue Elementary enrollment remains stable an expanded voting area with disenfranchised Sage Brush families who clearly have the most at stake due to a $500 parcel tax there is no legitimate reason to expand this election area with respect please honor lafco consistent with your 2020 weisburn election area decision thereby limiting the voting area to Sage Brush families only thank you hi I'm steuart mckenny I've lived in Sage breast for 20 years with my husband Nick and our twins who both graduated lock high school and now freshman in college so this transfers a less about my family about our neighbors and future generations of Sage Brush kids the LA County committee took three years and had a diligent process before approving

429our petition the CDE took 18 months to analyze the extensive facts and found that the transfer would substantially benefits Sagebrush children and recommends that you deny the appeal however study in an area outside of Sagebrush with two to one odds of failure is inequitable and unjust it would create unnecessary tension and a division between the linat and glendell communities as it previously did during the committee County Pro the county committee process I was part of it and it got a little ugly and hostile as G as glendell spread baseless propaganda to scare their Community about having to close schools and firing teachers please do not give the super majority that surround us the power to decide our destiny deny the GSD appeal and keep the election area to the territory only thank you simplify word

430of the day hi I'm Eric Paladino lyat Sagebrush dad my wife and I have three kids who have thrived and are compelled to remain in our local lanatta school palmrest elementary walking distance from our home we love our school in Sagebrush which is in lyat address water all linat to me today the most important thing will end up being the three voting area options the CD gives you once this goes to a vote so let's discuss them option one I called this one makes no sense option this option gives gusd a 2 to1 voting Advantage which would make no sense being that a Sage Brush being that Sage Brush has a 2 to1 student enrollment in lanatta schools not half or more two to one so for every three Sagebrush students there are two that

431are currently in lanatta schools why because Sagebrush is linat then there is option two this one I call the option so let's just move on from this one we obviously like the last option option three the option I call the common sense option which only allows the people who actually live in the transfer area Sage Brush to vote on the transfer hence the common sense option I hope when we simplify and take a step back you will all see it as the same same way as we do one city one District thank you for your time uh there are six more speakers please line up as I call your name Stephanie fosen Carolyn Anderson David Greco ingred funnel darica Watson and James Cardinal thanks Josh are we ready to begin yes okay great good afternoon

432my name is Stephanie Fen I'm a 15-year resident of linat and I'm currently running for a seat on the LA canyata Flint Ridge city council I'm here to share my support for the sagebrush transfer and recommend that the voting area be focused solely on Sage Brush residents I'm hopeful that this board is now prepared to clarify the process by which this El this issue can finally be settled after lingering unresolved for more than 50 years as I've spoken with voters in the course of my campaign Sage breast residents have often commented on the lack of community cohesion caused by the mismatch of the city and lcusd borders giving these ladans the opportunity to align their school and Community lives is the right thing to do as the board considers the appropriate voting area for this

433issue I hope it will look at the desperately large effects this change would have on Sagebrush residents as compared to other stakeholders cresenta Valley High School is more than twice the size of linat high school Sage Brush votes should not be drowned out by those of others on whom this decision will have little impact thank you for your time good afternoon my name is Caroline K Anderson I'm the vice president of the Board of Education linat unified I grew up in the sagebrush area of loan Flintridge having lived to the many petitions in the past I'm grateful to the State Board of Education for recommending that the territory transfer be approved and moved to an election but I implore you to ensure the election area only includes the most impacted by the territory transfer the

434sagb family A broader election area would allow for skewed results as glendel voters outnumber loyata voters by 2 to one currently 75% of the school age students in Sagebrush attend lcusd it is clear that the families in sagebrush have indicated they are citizens of the loyata Flintridge and identify with their City Community they share familiar voice and have a dynamic Synergy with their City neighbors who help guide the priorities within lcusd I strongly recommend and urge that only the families in the sagur area be the one to determine their own fate thank you good afternoon board president and board members my name is David Greco and I'm Chief Council of glendell Unified School District District a resident of Glendale and a parent of gusd uh your staff uh I would urge that you uh reverse

435your staff recommendation and support the appeal of Glendo unified uh as your staff specifically recognizes there are no compelling local educational reasons to justify overturning uh the county committee decision to approve the transfer and if if you if you follow the staff recommendation it seems pretty arbitrary for you to just transfer the territory given that your staff itself is saying that there's no compelling need to do so I continually hear the argument from the LA kinata folks that it's one city one District but your staff also recognize that in LA county many school districts extend boundaries Beyond one city uh we also hear a lot about the fact that 200 students have already or 200 plus students have already gained permits that's because Glendo unified has given them permits to release there's still 200 students

436at least within the sagebrush area that have not sought permits because they want to be at Mountain good afternoon uh board president and colleagues my name is ingr ganel I'm a member of the Glendale Unified School District Board of Education 25-year educator in uh Los Angeles Unified School District uh and we've established here today that neither district has EX better outcomes educationally they are very comparable uh neither district has denied on any extensive level permits going uh from Sage Rush students out of Glendale into Latta but what I would like to highlight today is while people are focusing on the sagebrush students and the sagebrush territory Glendale Unified and this was presented during the staff report has socioeconomically disadvantaged student percentage of 42.1% and loata has a 5.3% I always look at things from an

437equity and access point as I did with you um board member your time is up thank you speaker good afternoon Madame President Madame vice president board members I come to you come before you as the new superintendent of glendell Unified School District and at this moment I'd like to honor my esteemed colleague superintendent support thank you Wendy setet so I just like to share a few words while proponents of the transfer argue for options and flexibility it's crucial to consider the broader implications gusd does not plan to close any schools and instead it's exploring alternatives to boost enrollment in the locker centa area allowing parents in certain areas to choose their preferred school um as one such opt option no students would be compelled to change schools in light of these facts opposing the proposed

438territory transfer is in the best interest of gusd its students and the community it is essential to to protect the district's Financial stability maintain educational continuity for students and ensure our special that our special services remain unaffected thank you hello my name is Jim Cardinal and I am the principal of linetta high school and the parent of two students who graduated from Cen Valley High School I believe in neighborhood schools and believe the fabric of communities is strengthened when students residing in City can attend their local high school lanata high school is the local high school of the students residing in the Sage Brush area it is evident that families and students have voted with their feet by coming to us in great numbers this vote of action needs to be affirmed by the State

439Board of Education and you can accomplish this by reconsidering your position regarding the voting territory allowing the residents of Sagebrush and only Sagebrush to their due process rights and deciding what is best for the their kids the numerous students that have come to us from the Sage Brush share a common experience of finding at lchs a school that is smaller in number and Rich ear in Opportunities and programs having success in the classroom and on teams and in clubs importantly all the resources of the city of linat to focus at lchs and I want to thank you for your time there is no more public comment in the room do you want to shift on the phone please sure um caller ending in 3917 please state your name and affiliation for the record you have

4401 minute your time starts now I'm Katherine Chang a resident of Sagebrush with a child who attends lanatta schools my family has a profoundly compelling educational reason to attend L USB schools Community identity and Civic participation in my hometown Community is a significant element of our kids education secondly lcusd is extremely diverse and we appreciate the robust Dei policies of lcusd 30% of the population is Asian-American and asian-americans are people of color so we are racial ethnic minorities finally if gusd voters are allowed to outnumber La canyata voters then we would in effect be silenced and our votes usurped this unbalanced voter area would be the very antiac a fair and Equitable and would contradict the enlightened Democratic Values espoused by the CDE good Fair public policy demands an election area encompassing only Sage Brush

441finally as for the new lcusd parcel tax accompanying the transfer we Sage Brush families would be the only people subject to the tax so why should any other demographic be allowed voices next caller ending in 9691 please state your name and affiliation for the record you have 1 minute your time starts now Nan lawitz uh co- petitioner uh 150 years ago Rancher linat was split into Lots it was a checkerboard of straight lines saving the expense of surveying up a steep natural boundary of Pickin Canyon there were no families here it was Sagebrush and that line has been a source of confusion and Conflict for decades dividing Neighbors on the same block and even running through the middle of some homes I'm a proud and active Democrat and Civic engagement is has been my primary

442objective in this campaign we have about 1,600 registered voters in Sagebrush if you permit tens of thousands of unaffected voters in nearby Glendale lacena and Montrose to vote on our petition their numbers would overwhelm and delegitimize the election please listen to the residents oppose the appeal and set the voting area as the default in these cases the transfer area only thank you so much thank you next caller ending in 405 four please start your public comment hello my name is David paskowitz and I'm an educator and parent in the linat Unified School District I strongly oppose glendale's appeal and wholeheartedly support the territory transfer of the sagebrush neighborhood of the city of linat Flint Ridge to linat Unified School District and we should be United Sage Brush is home to members of our own Community

443our students participate in the same neighborhood sports leagues enjoy the same community center worship in the local churches together it only makes sense for them to attend the same outstanding school I encourage the SB to unite our cities to provide our children with the Community Education that they deserve by aligning the school district with the natural connections that already exist and if this does come to a vote it should only include the residents of the sagebrush neighborhood not the wider and lopsided region of the cresenta Valley High School area thank you very much thank you next caller ending in 8964 please start your public comment uh yes uh this is Pat Anderson another key factor benefit of a transfer would be enhanced safety oops oops she dropped off uh please call back in um next

444caller ending in 9864 please start your public comment hi um I'm Roger Dalal my family uh with three young children we live in Sagebrush with one of them attending lcusd on a permit um I oppose the gusd appeal and support the sagebush territory transfer to lcusd uh I've seen firsthand how disrupted how disruptive it is for students residing in our lanata neighborhood community to not fully be part of it as they currently don't have the right to attend their Community focused Hometown schools this also impacts their ability to fully participate in some of our our Town's extracurricular activities due to conflicting timing and lack of fam familiarity with the rest of the children the challenges directly influence their comfort level their confidence and the desire to be part of those activities our eldest son has

445flourish academically at lcusd which I attribute to the excellent educational environment fostered by lcusd our sincere hope is that our other two children also will become part of the linat school system to have a similar childhood experience filled with wonderful Community involvement and an extraordinary educational environment thank you thank you next caller ending in 252 8 please state your name and affiliation for the record you have 1 minute your time starts now hello my name is Ry single as a parent of three children who attend lcusd in in the sagebrush District we were permitted in my children are thriving and excelling at their schools they are now fully part of the community that they live in and it does not make any sense for them not to be allowed to go to the linat schools

446please deny the appeal and only allow stage breest residents to vote because it impacts these families thank you thank you next caller ending in 3200 please start your public comment Annie Wang poope as a stage bu resident who also works and Volunteers in linat I ardently support transfer and denial of the appeal this is not about property values we aren't looking to move we're looking to stay and Thrive my Asian Mexican American children attend Lata School on treasured permits transferring local students to a capable district with capacity that has already been doing an excellent job of teaching the majority of them for many years is just practical if there must be a line drawn as to the election area it should be drawn where the impact is greatest at the least it should not be

447drawn to predetermine the outcome based on the disparity and size of the two districts I submit there is no clearer show of community than a decades long common goal supported by the city schools and residents and passed on from neighbor to neighbor individual families may move in and out of the city but the the desire to unify the city and schools is a constant I urge you to deny the appeal and let the transfer proceed using the default election area thank you thank you next caller ending in 3528 please start your public comment my name is detic I attended Palm Prest Elementary School graduated from laata high school and I'm now the system superintendent for linat UniFi the cde's report explicitly recognizes the positive impact of a transfer on the sense of community identity for

448stagebrush students this go our deeply held belief that the transfer is not merely a shi in school district but rather nurturing an environment where each student feels included in our thriving Community as an Alum I can affirm linat is a close-knit familial community and attending linat school should be an inherent right for Sagebrush families as they live within a city we serve I support the cde's recommendation to deny the appeal however the suggested voting area would result in disproportionate representation with glendell voters outnumbering linat 2 to one this imbalance tilts the scale under fairly against linat jeopardizes a fair outcome at the polls and Di diminishes the voices of the sagebrush voters to those of the larger Community who are not directly impacted by the transfer I urge the SB to uphold the transfer and

449designate the stagebrush territory as the rightful voting area thank you for your consideration thank you next caller ending in 6211 please start your public comment thank you my name is Floyd Walter Walters I'm a longtime Sage Brush um citizen uh and I strongly uh suggest that you deny the appeal by Glendale um and allow the transfer to take place and then uh please make my vote part of a fair and Equitable uh election and um make the sagebrush area alone that uh of us that will be affected uh the voters thank you so much for your time thank you caller next caller ending in 62 11 also um please start your public comment hi my name is Blaine bagot I'm the resident of Sage Brush area uh I speak to you from the perspective of

450having formerly served as the Director of communications and education for a sizable Aerospace institution in this area as well as having a son who attended Elementary as an elementary student the Mountain Avenue School where I'm proud to say he was a student body president and later graduated from linat high school I am uh asking you to deny the appeal and choose option number three uh the schools both educational experiences were excellent that's not the issue I think as a parent I get to choose where I want my son to go to school not Glendale please proximity is the ability to have a better educational experience and I ask that you think about that as if this was a decision you were making about your own child thank you thank you next caller ending in 2671

451please start your public comment Chris Kilpatrick uh Chris valy Town Council president um our entire Community is almost unanimously against the uh transfer of the Sage Brush area more particularly one thing to bring to light is the fact that if this transfer occurs an additional property tax burden will be placed on the entire city of glendell in the unincorporated area which I represent that is uh presently served by Glendo Unified School District so at minimum even if the transfer is approved by the board today the election area should not be any of the three options it should be the entire area served by Glendo Unified School District because they are all affected by this if that entire area is not included they will effectively be taxed without ever having any say in the matter thank

452you very much thank you next caller ending in 1979 please state your name and affiliation you have 1 minute your time starts now caller ending in 1979 please start your public comment next caller ending in 3814 please start your public comment hi uh my name is David Santiago spec I'm the principal here at Palm Crest Elementary School which is the direct school that most of the sagebrush students do attend I'm in full support of the transfer of Sagebrush from the Glendo Unified School District to La kyata Unified School District and I would like to deny you to deny the appeal of Glendo Unified School District these families live just minutes away from my school and are such an integral part of our community students in that Sage bu territory participate in extracurricular activities Athletics scouting

453Fine Arts play dates all of that and by fully joining our community as a whole in all aspects we can further Foster an environment where children Thrive and are supported by the strength of the communal purpose and shared objectives of the community of linat so I'd really like for us to embrace the vision of a unified Community dedicated to the advancement of our schools and together we will pave the way for a future where Sage Brush becomes an integral part of lcusd and is given the right as a la kinata zip code to attend La kinata schools so we really appreciate your taking the time to listen to this and please appeal oppose the appeal thank you your time is up next caller ending in 8964 please start your public comment yes this is Pat

454Anderson The Sage Brush resident another key benefit of the transfer would be enhanced safety during emergency or catastrophic events piik Canyon is a formidable natural barrier that creates physical separation between the territory and gusd schools the very location and geography of the territory makes it subject to a whole host of natural disasters and challenges to First Responders Communications and coordination affecting student safety would also be streamlined with a unified City School District response plan in terms of access Glendale local elementary school has limited direct access to and from the territory via a single foot Bridge while there are multiple access paths from within the territory to the Local lyat Elementary School uh therefore for this reason and many others I uh ask you to please deny the appeal and support the election area to be

455Sagebrush only thank you thank you next caller ending in 83000 please start your public comment caller ending in 83000 please begin next caller ending in 2536 please state your name and affiliation you have 1 minute your time starts now hello um my name is Tossy rip Bennett I am a member uh or a resident of the sagebrush area I have a young daughter um she goes to school at a linat school and I have a baby who I hope will also attend a linat school um we moved here because we wanted to be a part of the community and a part of the Great Schools and um we really hope that um you deny the appeal and support the transfer so that we can be an integral part of the community and that um you

456know my daughter who's only nine months old will have the same opportunities that her sister has being able to walk to her local school and you know being a part of the community and having friends that she lives next door to and goes to school with so um really appreciate you hearing me and please support the transfer thank you thank you next caller ending in 6523 please begin your public comment I'm Bob LTZ a 20e AG brush resident I oppose the appeal with the default and voting area determined as to a compelling educational need I referred to a broad research review by Henderson and map that found a significant positive correlation between school family and Community involvement and Student Success as others have shared linat is extremely supportive of its District students I don't feel

457a connection to the community of Glendale or unincorporated LA County I doubt those residents are qualified to determine what is best for the students and residents of the sagebrush area not one unnofficial of Glendale has even spoken here today in the spirit of local self-determination and appropriate Community participation please deny the appeal and set the default voting area thank you thank you next caller ending in 1449 please start your public comment hello Este members of the board I'm Donald Voss former mayor and council member of Lanana Flintridge I urge the board to help unite our city by denying the appeal and I also urge that the election voting area be confined to the directly affected stagebrush transfer area to expand voting beyond the stage brush would run the metaphorical risk of having two foxes and

458one chicken vote on what's for dinner thank you what it's quite a metaphor thank you thank you next caller ending in 09993 please start your public comment hi I'm Jeff Olson and I'm a longtime resident of locking out of Flintridge and presently a homeowner in Sagebrush I'm also a CV Falcon graduating in 1977 both my kids hate to say that but both my kids uh attended lingana public schools from kindergarten through 12th grade I fully support the territory trans because I've seen firsthand the greater sense of community and belonging that is enriched by children's education Glendale talks about there being no difference in education that might be true but this is about community and kids going to school in their Community unlike 90% of linat and all of locker Senna which is part of Glendale

459we in Sagebrush which is West loyata we're not able to fully participate with our community at this time I recommend you deny the appeal so all linat including Sage Brush can have the same benefit as a transfer would result in additional $500 parcel tax or Sage Brush then we Sage Brush only should be the people voting on this transfer thanks for your time thank you next caller ending in 5296 please start your public comment good afternoon this is jennif for Katz I live in Sagebrush and I support the territory transfer I've heard a lot of comments saying that there's no educ educational need for this transfer but I have two words for the board to consider and that's class size I have a senior at CV which is in glendell and I have a freshman

460at linat and I've had the ability to see the two side by side while I love the teachers at CV the class size is just too big I wish that my senior had a smaller classes so that he could have uh had more quality time with his teachers while my daughter at linat is enjoying classes that are often half the the size of CVS every kid that leaves CV for linat is going to reduce the class size at CV so I don't understand why there would be opposition from the locker sent appearance to uh kids leaving for linat and I can tell you that in just the first semester at linat I was able to get meetings with my kids teachers the counselor the vice principal the principal when issues about classes illness social drama

461have come up with my daughter and I've never been able to get that at CV because they just don't have the resources next caller ending in 2911 please start your public comment thank you for the opportunity my name is Nicole kurber I'm a stage brush resident and a parent of two children one of whom is a rising transitional kindergartner I agree with the recommended denial of the gusd appeal and approve I support approval of the territory transfer I'm calling in specifically to speak to the potential election area I sincerely hope you will honor and follow the precedent and default of the election area set for prior to territory transfers by setting this election area to the affected Stage Rush territory only the default and most appropriate Choice giving voice to the students and families who

462will be directly affected by the parcel tax and on a daily basis at school by this decision thank you I'm going to um at this point uh simply let folks know that we're going to allow public comment until 5:10 and ask that as we've heard a very thoughtful rationals from people as they've been commenting that uh folks you know let us know their position and if there are if their reasons are similar to those that have been stated uh we can uh move on to the next caller so we get as many of them as possible in um there's been some concern that maybe some people are calling back in who've already called so we do want to ask that if you have called once we appreciate that and we feel like we will have

463heard um your your um comments so uh we'll continue with public comment until 5 10 and ask people to be as uh expeditious as possible thank you next caller ending in 8395 please State your public comment good afternoon my name is Anna Isn and I'm the associate superintendent of educational services in laata and former Palm Crest principal I have been at lcusd for 18 years and have realized the impact of this nit tight-nit community on Student Success research has shown that when students feel safe valued and connected to their school Community they are more likely to develop a strong sense of belonging which in turn contributes to their well-being in a small high school like lchs each student knows all classmates and staff and is known by their name our survey data prior to covid-19

464showed 74% of our students feeling a sense of belonging versus 42% of 9 to 12 graders in Glendale USD a strong sense of belonging in school has also been linked to better mental health and well-being when students feel connected to their school and peers they're less likely to feel stress and anxiety and depression in conclusion lcusd Fosters a greater sense of belonging among students which has far-reaching positive effects on their educational education and well-being please deny the appeal and approve the transfer thank you very much thank you next caller ending in 300 please start your public comment caller ending in 8397 please start your public comment my name is Karen Hurley and as the former principal of palm Crest Elementary I had the opportunity to serve several students and families from the linat community including

465the sagebrush neighborhood I oppose glendel unified's appeal and strongly advocate for the unification of the sagebrush territory with linat unified the sagebrush Community already within linat boundaries boosts have strong connection with the community Through active participation in our local schol schools organizations sports leagues churches and various communal activities residents of Sagebrush fully engage in the Lata fch Community as well as the linat Unified School District and contribute to the cultural and social fabric of the city we all know that students flourish when they are surrounded by peers with shared experiences and aspirations and lanat UniFi provides precisely that environment for our stage rest students I wholeheartedly ask that you consider the welfare and future of stage bre stud students supporting their unification with linat unified thank you thank you next caller ending in 6610 please

466limit your comment to stating your position only I ask that you deny the GSU appeal and vote for the default election Zone my name is Jamie lader and I'm the associate superintendent of tech services for locking out UniFi and former resident and student at loany high thank you thank you next caller ending 2122 please limit your comment to stating your position [Music] only caller ending in 2122 would you like to stay your position next caller ending in 3879 please State your position yes hello my name is Andrew roach I live in Sagebrush and my position is to deny the Glendale Unified School District appeal to fully support the recommendation of CDE and to compliment this CDE staff member who gave his first PR presentation today which was phenomenal and ask also that the board follow

467a rational basis and limit the election only to the sagebrush territory as that contains the residents who are most materially impacted by any transfer thank you thank you next caller ending in 2022 please state your name and affiliation for the record and please limit your comment to stating your position only hi my name is Jamie Lee Paladino I am a mom of three children um in Sagebrush and I strongly oppose the um I oppose the gusd appeal and support the territory transfer and should we go to a vote I request the vote be confined to the stage BRD area only and I would just like to high right there are only lock andata parents here speaking and Sage bu residents speaking because we care so deeply about this thank you thank you next caller ending

468in 4785 please limit your comment to stating your position only my name is eileene Bergman I'm a resident of Sagebrush I grew up in gusd from K to 12 and I ask you to deny the appeal and uphold the transfer thank you I'm sorry go ahead sorry I have two kids on permit in the loana school district and we are talking about education primarily and I think you got Clarity that there is an advantage but we have not talked about the entire well-being of the child that's really critical here in such a small nit community so please um I'm hoping that you deny the uh appeal by glendel thank you next caller ending in 4902 please limit your comment to stating position only my name is kraula and I am a lanata furch Community member

469of former Schoolboard member and a 25 plus year professor of Education Child Development and learning theory at the local Community College I support the denial of the appeal and support the transfer I also would ask that the election and the establishment of the election in the sagebush territory be only for the residents in that area uh this is a small community and uh the comments that I was going to make have already been stated so thank you for your time thank you next caller ending in 8760 please State your position hello I'm Christine Bonito a very proud principal of crena Valley high school and a parent of three STV Falcons I'm in support of the appeal and I just want to um ex I guess put an exclamation point on the on the fact that

470there is no educational reason for the transfer and I also want to State my position as a board member of the CV Chamber of Commerce that I know firsthand the inclusion that occurs between both communities we support L kyata every year I have students who participate in their turkey trout and they support our October Fest and our mantras parade and Hometown Country Fair we go to the same meetings together we work together we love each other our communities are together all the time and I want to continue to support my Sage Brush students as do all of my other feeder principales thank you so much thank you next caller ending in 5619 please state your name and affiliation as well as your position next caller ending in 6122 please State your position hi yes my

471name is Melissa Greenwood and I'm the assistant superintendent of uh business and operations for lcusd um I support that we deny gd's appeal and set the voting area to Sagebrush territory only thank you thank you next caller ending in 5319 please state your name and affiliation as well as your [Music] position my name is jacqulyn Scott and I am the proud principal of Mountain Avenue Elementary School many families that live in Sagebrush choose to attend Mountain Avenue as we are a neighborhood school we offer such a great robust academic learning experience we urge you I urge you to strongly approve gd's appeal there is no academic reason for a transfer of territory thank you so much thank you next caller ending in 5114 please St your position my name is Ry ranan and I support

472CD recommendation of denying Glenda's appeal and support the transfer I'm resident in the territory of Stage Rush from the city of linat and I'm also a parent of Nicholas the second grader currently attending a l UniFi School District elementary less than a quarter mile away from our home my daughter Ella will be of Elementary age next year and my wife and I are deeply concerned that Ella will not be able to attend the same elementary school as my son next year there has been many instances in recent years that siblings have been forced to attend different schools in different districts due to an Antiquated transfer petition required by G USD our family moved to linat 5 years ago for the linat school district and I'm heavily involved in numerous organizations in linat and sit on

473the PTA board for my son's Nicholas's school now just imagine your home is in a small sliver of loata called Sage Brush your son takes part in the linat little leag your daughter is a Girl Scout at the local linat chapter but you're not certain that your daughter will be able to attend school in linat due to an out-of-date transfer requirement from the 1960s in addition I am not allowed to cast a local vote for any matters related to LC due to being a stage thank you your time is up next caller ending in 3737 please limit your comment to stating your position [Music] only good afternoon my name is Dan Jeff I'm a linat resident and member of the school board I support the recommendation to deny glendale's appeal I strongly disagree with the

474recommendation to expand the voting area beyond the sagebrush territory I urge you to uphold and defend the constitutional rights of the sagebrush residents by setting a rational and fair voting area thank you thank you next caller ending in 5549 please limit your comment to stating your position only my name is Christina tucon I live in the sagebrush area and I have two uh children who started out in Glendale Unified because we had didn't have a permit to linat they are now in linat and have been so for many years I strongly support the territory transfer and I oppose glendale's appeal there's significant precedent for that and I encourage and urge uh CDE to follow precedent and limit the voting area as they have done in wib in other cases and is required by legal precedent

475to limit the voting area only to Stage brush that's the only rational decision otherwise all of the work and all of the decisions that have been occurring and input will be completely um undone and and not considered because of the imbalance in voting constituencies thank you next caller ending in six 444 please state your name and affiliation as well as your position current parent and resident of the Sage Brush area my name is lck manasia my daughter attends PCR uh I am in complete uh favor of denying the appeal and limiting the voting area to the residents that are affected by this decision thank you thank you next caller ending in 0866 please state your name and affiliation as well as your position hi my name is Ashley Min I am a resident of the

476stage brush area who had to change to Rosemont Middle School in 8th grade and that was uh really difficult for me as I was new to the community and um I asked that you deny the appeal and support the transfer limit election to Sage Brush only thank you next caller ending in 8343 please state your name and affiliation as well as your position hello my name is Carrie Hetzel I'm the principal at Paradise Canyon Elementary School in linat I ask you to deny the appeal and I strongly support the territory transfer thank you thank you next caller ending in 7909 please state your name and affiliation as well as your position I'm Tiara nappy my family and I have lived in linat for 25 years raised our three daughters since birth two in college one

477still at Latta High School straight A students one thing that hasn't been addressed yet is the bullying that goes on with kids that are from different areas my oldest daughter was bullied um when she was attending Mountain Avenue School and um my second daughter was told that she was going to have to repeat the third grade and then once transferred The Bullying stopped and my one daughter Advanced on to fourth grade and and my girls are all thriving and doing well in college and getting straight A so if that you could say that it doesn't affect their um education and their mental health it it certainly does and we need to keep our kids in Sage rush and I ask that you deny the appeal thank you for your time thank you thanks to everyone

478who's called in it is 510 or a little after and we do need time to deliberate and I think we've benefited from hearing all of the comments and I appreciate everyone who has called in and shared their views uh so uh given uh that we are going to move on I'm going to close the public hearing at 510 p.m and I'm going to ask our liazon member escabedo if he would like to make some initial comments I would like to make some initial comments one I I I really appreciate um our staff's work on these uh very difficult matters right going through nine conditions and researching all all of them and it just really appreciate your fine work I really appreciate uh glendale's uh staff and linat coming here and presenting each side definitely appreciate

479all the community members you know preponderance from liny who came in and it is evident to me that um you know Sage ver is a is a very close-nit uh community and I really think I'm ready to to conduct a couple of motions if that's okay and um I I would like to motion to deny the appeal I think I've heard enough evidence from both sides that I feel the the appeal from um from Glendale should be denied why don't we I'd like I appreciate your separating the two issues I think that's a good idea so we'll take this in two separate motions one motion on whether to deny the appeal and then we'll come back to the question of the voting area uh do I have a second on that motion uh member oen

480thank you uh any further discussion of the motion there's uh we'll we'll open that up yes um member yashim otari thank you member escabedo um I also appreciate everyone who came out today and who submitted written comment um and being having having grown up in the Los Angeles Greater Los Angeles area um you I have deep respect for both communities uh the I do have a few questions though and this is not about any person or any particular um thing a person said but more about the the process and I was wondering if staff could um answer a few questions for me I I understand that the the in 2016 the County committee discussed each of the nine criteria and although staff recommendation was had found five criteria not met that the county committee found

481that a criteria s was not was not met in 2017 excuse me and then I understand that in 2019 the same committee conducted a vote but didn't vote on each criteria so can you explain the delay of the two years and and I'm asking about this I know the handbook suggests that each criteria be voted upon separately um but there were two other times that the county committee saw this in in 1979 and 1991 and I'm curious to know if we know the county committee voted by each criteria in those other two instances I'm looking to for consistency and precedent thank thank you um yes so first of all to to discuss the most recent uh petition and what happened at the county committee level in in 2017 um as you noted the staff report

482found four conditions met found five conditions not met um there was there was pretty robust discussion um among the county committee members and um they took what they later described as a series of advisory votes um but I I will say that in my own you know review of of that hearing um it was not entirely clear it was not made made entirely clear that those were intended to be advisory votes at the time so they went through they voted um in that case of the nine criteria the county committee had a majority in in support of finding eight out of the nine met um there there was there was some pretty robust discussion about about those um those different criteria and um there were several of them where where you know there were board

483members who did not think that they were met um so the the discussion was very thorough but as part of that discussion they raised some additional questions that they wanted staff to go back and look into and it was because of those additional questions for staff that they then um you know didn't take final action and uh deferred and so that large gap of time that you see is because um County committee staff were sort of you know looking into some of those additional issues um so when it came back um they they did vote uh sort of on on all nine criteria at once um which again um our handbook is is purely sort of an advisory resource we make it very clear in the handbook that we're not telling um County committees or

484school districts how they have to operate um we're just giving them sort of the benefit of experience that the department has gained over the years um in terms of the the two previous or three previous um petitions we actually did a lot of um research and were unable to find really good records on those previous petitions so unfortunately I can't tell you whether there were separate votes on any of those if I could just add really quickly because I think it's really helpful background but I wanted just to remind the board that while helpful you don't need to take that into consideration for your vote today and you do not need to find all the nine criteria to to be substantially met or not to take action to approve or deny so it doesn't have

485to be all of them thank you for the clarity and thank you for your um amazing his historical knowledge where where it's relevant for me is um I had read in the materials that the SBA had denied had sorry approved the appeal so no had denied the transfer the last time it came to the board and that the reason was racial um equity which I believe is criteria 4 and also in the notes it said condition for was not discussed in 2019 at the county committee and we didn't have the specific data for Mountain View um the last time we when we have appeals like this usually at the district aggregate level You Don't See Much change and the racial disparity because it's the N is so big the number of students is so big

486but it's at the Stu at the school level where we see uh larger changes in the racial disparity and so um I think think somebody said 25% uh Mountain View students were students of color 25% were were white students um but the ends are also important because 25% of four is one student and 25% of 100 is 25 students so I I'm I'm asking these questions for some of that context particularly given that this has been such a long um you know on the on the table for so long and also that I haven't seen um these type of territory transfers rarely have they been this large and also rarely have they ever actually I'm not aware of any that have gone from uh a place where they would actually lose uh medium home income

487would actually be reduced so I have um those questions in and specifically about that um I if it would be helpful I I can I have the numbers for um the student Dem Graphics at Mountain View I can grab those and let let you know what they are that would be great and uh do you want to do that first or do you want to take another question first if one of you can get the demographic data while the other one answers the next question that would be a very efficient way to proceed if we could do that and I have a another quick question that's also just a matter of fact and then I'll go to member patillo Bronson who has a question um um my recollection of the documents that we read on

488this case was that there was a guarantee that if the transfer were permitted to move forward that La kinata would be allowing uh permits for anyone who wanted to go to Glendale in perpetuity did I read that correctly yes um La kinata has the their board uh took an action to state that normally a an interd District transfer is good for one year and has to be renewed um and that um they would Grant interdistrict transfers for sort of the the lifetime of the student in their schools okay thank you I just wanted to be sure because there were different things said about that uh member patilo Bronson and then we'll come back to your question uh member yashim motari so I have two questions uh one is on criteria four that we were just

489discussing um the slide referenced um the reorganization of the districts will preserve each affected District's ability to educate students in an integrated environment and will not promote racial or ethnic discrimination or segregation um I think the the data that you provided was really helpful on the um racial breakdowns um one of the commenters um uh ingred um grenell mentioned the larger uh sort of difference however in the socioeconomics of the two districts So within that criteria listed is it relevant to think of an integrated environment as being socioeconomically integrated as well as racially integrated so um i' like to draw a distinction here between what is required by Statute and then um what the authority of the state board so what is required by statute um the statute focuses on on race race and ethnicity

490um however um as as we've said here the the state board can go beyond the nine criteria and so um if you have concerns about you know socioeconomic disparities um you absolutely have the authority to um Factor those into your deliberation the the second related question is around the the parcel tax that's been mentioned a couple times um and I couldn't find any reference I just did a key keyword search in the documents that we have um around the $500 parcel tax and if you could just is that an existing parcel tax is that something that is on the ballot to come is that people have made reference to it but I just wanted know what that is um un I'm not certain what that reference to um it was not something that came up

491in um our conversations with the districts involved it sounded from what I was hearing from public comment like it is a parcel tax that the the folks that are in the sagebrush territory would have um you know imposed on them if they were to move over into the new District um the in in our analysis what we looked at was um what costs would be shifted onto the remainder of the Glendale School District um and that was you know in my presentation I referenced about a uh 1.85 right just under 2% um increase in their um their bond repayments um which is not a set amount that's a um it's a specific dollar amount per 100,000 of assessed value so it's going to rise and fall based on the value of your home but as

492far as that $500 parcel tax I'm not sure what that was a reference to but the two million is a reference to bond indebtedness that's already been undertaken by glendel unified the $2 million is a reference to the lcff funding um you know lcff funding is on a per student basis and So based on that estimate of about 210 students they would lose about $2 million in lcff revenue and my recollection is that that would be the maximum if everybody moved was that right yeah um before we go to any other com questions I do want to see if we have the demographic data that was requested um available now yes so um I believe you'd asked about Mountain Avenue specifically um Mountain Avenue is currently um 55.1% um white students and that comes out

493to 306 um students and then the next largest uh demographic group would be Asian students they're uh 19.6% of the population that's 109 total students um Hispanic students would be the next largest uh population group that's 15.1% at 84 students um I don't know if you need me to go further down the list but but the idea is that um 25% um you know minority students 25% white students would end up being roughly equivalent numbers because white students make up just over half of the population at that school and that's a school in Glendale yes that's what I thought uh yes uh vice president glev Woods this is also a numbers question and I believe in your presentation you uh verbally said uh something about about this when we're looking at demographics school to school

494you just gave us some numbers for Mountain View um I thought in your presentation there was a comparison of palm Crest to Mountain View with socioeconomic as well as ethnicity did I understand that correctly in your presentation um I I didn't compare the two schools directly I just noted that um while there's you know Stark socioeconomic difference um if you look District to District if you look at just um the high school um in Glendale um because you know the High School attendance area sort of encompasses the middle and elementary school areas that's why I chose High School um that socioeconomic difference is is cut roughly in half um so it's still there you know it's still a significant difference but the the demographics of that sort of um Eastern portion of Glendale Unified that's

495that's bordering on linat um the demographics start to look a lot more similar to the demographics of linat itself okay so it was a high school comparison the high school in Glendale in the high school in laata that was the comparison it was no um linat is a one high school district so um when you're when you're comparing sort of the linat numbers overall [Music] um the the demographics of the high school match the district fairly well because it's you know one high school in the district because it's such a small District um but if you compare those to the demographics of the nearest high school in Glendale that's where you see them starting to me mesh up thank you for the clarification if I could just clarify one additional point it sounded like the

496demographics for the elementary schools that are nearby are even more similar correct yeah thank you all right um did that answer your question I'm just super super quick ones one is um several or commenters talked about safety if Sagebrush residents are in lenata C City proper then fire and police are not Glendale or are they all County um they First Responders in an emergency yes so if if there was a an emergency in the Sage Brush Community um those would be uh linat First Responders however there are no schools in the community itself the nearest Glendale schools are in unincorporated County area so I I believe those would be County First Responders if there was a an incident on campus then my last question might be for somebody from linat which I think is quick

497also is several people mentioned that those students in Sagebrush don't have equal access right now to linat offerings and I just wondered if that was referring only to students whose parents chose to go to Glendale Unified uh there was a reference to the youth Council not being able to participate so I just wanted clarification about who that applied to you council is a city council uh so the students Sage Brush students in laata have full access so any Sage Brush student who remains in Glendo obviously does not have full access but I think the point that the people were making was that there are there are Civic groups that the sagebrush students don't have access to even though they're part of the city of Lata Flintridge because they're not being announced at the school and

498and they're not it there's not that equal communication that gives them easier access and just for clarification the existing parcel the parcel tax is existing and so it would transfer over if the territory transferred did you have a question about that you I just want to know that we're going to be losing some of our members soon so if this is a question that's you know essential for your ability to vote I want you to ask it but if not uh okay thank you oh yeah we've got people thinking about their flights and needing to get their coats and such um so I do want to be give us time to deliberate and have as many of our members present for for the vote as possible um are there any other questions about this first

499part of the motion the first motion that is on the table all right seeing none um I think we're ready then to do a roll call vote and uh this is on whether to uphold the CDE recommendation to deny the appeal right correct can you restate what the motion is the motion I know but I just want to be clear what the motion is that we're voting on okay it's essentially says that motion is is to deny the appeal by glendown than you and in essence approve the territory transfer exactly yes vote I you're voting for the territory transfer you're voting to no we're not talking about the we're not talking about the election yet just talking about I mean we're not talking about the election area yet we are saying it would go to

500election it would go to election yes okay are we all clear okay great so we have the motion by member escco and a second by member Olin member uh aapan yes president darling Hammond yes member Escobedo yes vice president glver Woods yes member Lewis yes member mcquillin yes member Olin yes member Rosco Gonzalez yes member patillo Bronson yes member Rodriguez no member yoshimoto toi the motion passes so now the second part of the question is around the territory transfer so uh member es Cabo you were offering some comments yes I you know I I just want to make be clear about the president that we've established as a board to keep the the voting uh to the transfer area and I just wanted to hear from staff is that is is that correct that in

501the past our board has limited the voting to the transfer area that's correct um there have been occasions in the past where staff recommended a different area um but to my knowledge um recent history going back at least to 2000 is that the board has consistently gone with the the minimum statutorily required area thank you clarify the main reason is because the the territory is a lot larger that's one of the main things that we looked at we looked at this independently um and for us we thought it was reasonable to include other um impacted areas that included the attendance areas of those two high schools it seemed like a rational um approach to us and that's what we included those attendance matters because it's such a large territory how many of the 200 students

502that are going to um Glendale go to the high school do you know how many um I don't have an exact number but um it's roughly half and half um so half so um important point to note on the linat side um the the high school and the middle school are a combined campus campus um and then there's the elementary school and um so I believe it's roughly half of the students that are on interdistrict transfers are attending that combined Middle High School and about half of them are at the elementary school level roughly yes go ahead vice president GL Woods my my question is um enrollment I'm going to ask you an enrollment number question and then the electoral numbers for the two elementary schools that would be impacted by the by the transfer

503what is the total enrollment at Mountain View and what is the total enrollment of students at Palm Crest that's my first question um there I I don't have exact numbers in front of me uh it's a little over 500 a Mountain View and uh slightly smaller but similar um up okay uh Mountain Avenue is um for the current year it's 534 and actually I'm sorry uh Palm crest for the current year is 608 so it's slightly larger okay my next question is the electorate area the boundaries for those two schools do you happen to know what the number is of actual voters in each of those areas we don't because unfortunately um that's not the way that um County elections offices divvy up you know voters um you know we're we're sort of comparing apples

504and oranges one is School attendance areas um and the other is trustee areas which is what how they would normally um you know divide up those numbers and so um the the public commenters are correct that we believe that there would be um more voters on the Glendale side than on the lyat side but we unfortunately don't have exact numbers thank you other yes member pillo Bronson sorry this may be for the school district this is back on the parcel tax so the $500 parcel tax is funding for Glendale Unified or for lacr Sena I'm sorry come to the please come to the microphone thank you the current uh lcusd partiel tax is for the residents of the lock unified Community um School District uh does not apply to the sagebrush residents because they're not

505a part of Lain unified so if they were to transfer over the trans the partial tax would apply to them it's not a Glend new thing right yeah okay got it got it thank you appreciate that any other um member ofca did you want to you're I'm fine with questions I think yeah any other questions um I'll just say that you know I was persuaded by the notion that the election ought to be closer to the affected individuals whether that's at the school level or the um Community the neighborhood lever level and I agree I agree I and I would like to make a motion to include only the Sage Brush transfer area as a a area for elections to take place all right so that's another motion uh member Lewis you a motion and

506a second is there discussion on that motion around any hearing none I think we are ready to take a roll call voice on that motion okay member aan yes president darling Hammond yes member es cobetto yes vice president glev Woods yes member Lewis yes member mcquillin yes member Ulen yes member Rosco Gonzalez yes member ptio Bronson yes member Rodriguez no member Yos shimoto T no motion carries yes we are uh we've completed that item uh thank you everyone for both your comments your uh feedback your questions these are complicated issues and we appreciate uh all of the input as well as all of the staff work uh and at this moment we are going to reopen item one to take action on the preliminary report of actions draft November 2023 meeting minutes and to report

507on our liais on assignments um and so uh are there any speakers signed up to provide public comment in person on the action um meeting minutes for November there are no public commenters in the room for this one okay uh and so at this point I'll ask if we have a motion I move that we accept the minute you is there a second braso thank you um I guess we need a roll call vote on this thank you member aapan yes president darling Hammond yes member escabedo vice president Glover Woods yes member Lewis yes member mcquillin yes member Ulin I member Rosco Gonzalez yes member ptio Bronson yes member Rodriguez yes member yoshimoto to yes motion carries all right and now I want to invite SB members to report out on their Lea on activities

508that are not related to any items on our January agenda if you have if you have any spoons left we're GNA go in reverse well I was going to go in reverse alphabetical order but remember yoshimoto is not here so maybe we're g maybe we're gonna go the other way so uh member iPod you have the honors of be getting our liaison reports um it's just been continued conversation with student board members across the state of California which has been wonderful a lot of those conversations have centered around artificial intelligence generative AI what that means for Education K12 education going forward so it's wonderful to have seen that on the agenda um and and the overall essence of those conversations that tends to be pretty unanimous amongst students um and their their representatives that artificial

509intelligence does need to be integrated into to curriculum because curriculum needs to be relevant to students's real life to the real world that's how you increase student engagement and I think there's a large sense that when it comes to students cheating and students being academically dishonest it's because they don't believe what they're learning is important they don't take it seriously so I think actually integrating this technology into our curriculums into um instruction and learning material and using it to enhance everything we're already doing is such a vital part of making sure students are engaged in their learning um another conversation that um has been coming up frequently is that students are getting involved in their school districts creating lesson plans around um the ethnic studies curriculum that's going to become um Universal across California which

510is wonderful to see that students are part of shaping what they're learning and again that engagement there um I've continued to meet with student groups and familiarize them with the alcap process um especially the student component of that I met with East uh side Union High School District um student Advisory Group which was great um something that I'm really excited about and i' I've heard a little bit of conversation um from student board members about is voting privileges for District student board members and I think in New Jersey one of the school districts just allowed 16 and 17 year olds to be New York New York yes voting in Schoolboard election C so there's been some excitement around that and I'm looking forward to having um conversations hearing more uh what students think about that

511and how some of that work can be and that advocacy can be translated into California school districts um how this could impact Civic engagement for students not just um with school boards but also beyond that um so that's something I'm really looking forward to and I I'll keep this short just because it's been such a long meeting um yeah that's my report love we love all the things you've been doing and really appreciate learning about them um member escabedo definitely was a very light it was great being with my colleagues selecting screeners uh for the reading difficulty uh risk it's it was like so much talent in California just pretty impressive and and also attended the California Workforce Pathways looking at the metrics that are embedded in the pathways and had some rich discussion and

512we should have another meeting I believe mid-February terrific thank you very much um vice president glev Woods I'll just share about uh some of the work that's going on with CCE just want to share uh first that there are going to be two convenings in the month of February um one is going to be on the community engagement initiative that will take place in Santa Clara um very very excited to have so many partners from that initiative that'll be coming together and then the second which will take place mid-February is the state system of Support convening also used to be the All Leads meeting that is also going to take place also wanted to lift up that there is a podcast and it's titled rising from the margins it's a conversation with um Englewood unified

513and if you haven't had a chance to hear it I strongly encourage everyone to tune in for that as well um it's a really good podcast really gives a good idea on Englewood unified story so please um in your spare time listen to the podcast and um the other two things I'm just going to let you know there's a couple of tools there's a leverage tool which is a self assessment um there's also a data dashboard and students with disabilities data dashboard that's being worked on so um I have more detail we're short on time I won't go into all of it but a lot of again good work happening with CCE and the next governing board meeting will be February 29th thank you terrific thank you uh member Lewis I will be brief uh

514last week we had the California subject matter project concurrence committee meeting and I'll just give you a couple of highlights uh from that meeting uh first of all uh the executive director of the California Mathematics project provided information about an an upcoming Equity Symposium affirming and elevating student agency 2021 through 24 and it'll take place on February 9th and the 10th in Santa Clara and it's being organized by the math project in partnership with the UC Office of the President and the association of California school administrators uh their approach over the next three years will be a multi-year analysis of work towards uh social racial Justice and Their audience they're targeting K through 12 Educators professional learning dividers uh providers and they'll include student panels and a keynote uh by uh Dr Hal halifu osari

515I hope I pronounced her name correctly professor emeritus in the department of African-American and uh African studies at UC Davis and we also participated in a presentation by the executive director of the PE health project and their youth Focus work around student agency across content areas and uh they have this uh PE health project that they'll be conducting over the next 3 years professional development sessions with health behavior as the focus they're uh basing that on uh the fact that there's been a dramatic increase in the number of students who need social emotional support and behavior support and uh they did a according to this recent survey their uh some of the practitioners in the field of health and physical education uh listed mental health as a top need uh for students and so they're

516they're focusing on that the year one Focus will be on the self the year two focus is on mental skills and year three is on student motivation and uh that that's uh just a very brief synopsis of went what went on in that meeting it was a full day meeting uh there's a lot of work going on with the different uh project uh leads within that uh if you're not familiar it's uh com the California subject matter project is composed of five different projects and stationed all uh at different universities and they they uh perform uh specific works of more than re 80 Regional sites that serve approximately 25,000 Educators and more than 12,000 school districts annually so they do a lot of work and there's a lot going on there so hope I did

517them Justice with just a brief synopsis of what what they have going on but that concludes my report awesome thank you so much um member mcquillin all right thank you um couple of different areas just a quick update um after the November American indan Heritage Month uh superintendent Thurman has decided to do some listening sessions to California tribes and he's going to be uh motating around the state and uh we're hosting one up north U those dates will be coming out to give input to the superintendent on the uh career technical education the The Joint Pathways I also want to add to that that uh the Golden State U grant program will be rolling out on the 22nd of this month that's I think a 500 million program where uh leas can apply for that

518that those dollars to uh focus on um bolstering those Pathways Career Technical education Pathways and working with employers and higher education so another opportunity coming out um on the model curriculum um that we've been working on uh it's it's Dynamic that curriculum on the Southeast Asian uh community so the Mong Vietnamese and uh Cambodia uh curriculum um really some great work is being done on that uh it'll roll out and be completed September of um lots of listening sessions and uh consultants and um higher education uh Consultants working um on that curriculum and then there's the Native American studies curriculum also as a part of that that rolls out um September 2025 the same thing lots of listening sessions um the that curriculum will be uh vetted for the UC CSU uh a through G

519require ments and um it's a guide where where leas can adopt that curriculum uh for their classes um uh the UC Davis social studies uh will host the curriculum on their website there for for all of those four different communities um the last thing I want to mention I do sit on the advisory committee for the UC system Dr Drake's uh American Indian advisory committee and that uh State commit committee is focusing on repatriation of U some of the Sacred items held on our on some of our UC campuses as well as the 177,000 ancestors that are in the name of research and uh science that are held on campuses throughout the UC system and we're we're working to get those back to the tribal communities and buried properly and and then to get our

520sacred items back from from those campuses some of this has been in the media already so and that's all I have to say thank you thank you very much that's uh really interesting member Rosco Gonzalez oh no I'm sorry member alen let me get my alphabet correct thank you um so I have a couple quick updates um first wearing my environmental literacy hat um I wanted to just put out there a quick turnaround on a potential funding opportunity for County offices of Education um the CDE invites County offices of Education with expertise in providing professional learning to apply to be a lead county office for the 2024 through 2027 um California regional Environmental Education Community Network Grant and that uh is Creek um and the creek Network assists will assist kindergarten through 12th grade Educators

521um with integrating academic content standards with environmental literacy so I just wanted to put that out there it's a quick turnaround um and it's exciting stuff and then also I've been um keeping on top of and sort of involved in the climate change and environmental justice program um units that are being developed um in grades K through 12 in the state um they recently the the project leaders recently did a an assessment of where all those units are and they're on track to be um ready for sharing out by the end of the year so they're right on track and they have a plan to get to where they need to get to and it's super exciting work um and then the only and then then the other quick um update I'll give is I'm

522also serving on the Statewide IEP template expert panel with the goal of um creating a um draft a template for IEP meetings that could be implemented across the state and we have um finished our first complete draft and we meet next week to review it um get some feedback from um attorneys and other important folks and then figure out next steps to get feedback from the field so we're really excited about that project um really with the the goal of ensuring that the IEP process um is something that centers Kids and families and is actually a really useful tool for classroom teachers to support the needs of our students with disabilities across the state thank you awesome project um member Rosco Gonzalez well I'll make mine short and sweet in my capacity as a lays

523on for assessment I don't have any major updates since it was comprehensively discussed in item three uh nonetheless I'm grateful for the board's understanding and flexibility in accommodating my remote participation during my recovery from this recent ankle injury uh which has allowed me to stay actively involved with all of you so I hope to see all of you in March terrific yeah and you know it's been great to have you um able to attend this way so I'm glad that this really worked out um member patillo Branson um so the um Consolidated draft report uh of the upk mixed delivery quality and access group work group uh was posted back in December and uh there was actually now the public unveiling of the draft as well as um the beginning of public feedback it's actually

524becoming sort of the meteor discussion as to what can be done now through legislation through regulations um or through administrative uh sort of action that doesn't even require regulations um the final report is uh uh scheduled for March 31st um so we have uh two more we have one more bite at public comment uh and then the final will be um shortly after our next meeting and I will leave it there perfect um member Rodriguez yes hello um first of all to my colleague uh member Osco I hope that you're feeling better soon soon and I've missed you uh at this meeting um so I want to uh my my update is also very short uh we did have 3 uh75 nationally board certified teachers certify in December here in California yes absolutely um and

525that is up from 242 last year so 133 more nbct and uh specifically there's one for my community uh Heber Elementary School District uh Gabrielle Newton uh she's a teacher and uh just certified and so it's a big deal for uh our small community and I hope that a few of my colleagues have signed up and uh I'll be supporting them and doing everything that I can because um I'd love to see the not only teachers be well prepared and uh you know have the performance tasks which is what national board certification is we were talking about the authenticity earlier today and you know it's the portfolio process demonstrating our learning making it culturally responsive and relevant to what we're doing and so uh if teachers didn't get that in their preparation program but then

526they go through national board certification or maybe those of us who did get it and we go through national board certification we just go deeper and deeper and deeper and um and so I'm excited for our profession and the opportunity that California teachers have to um get better at what we do because it's not being perfect it's about getting better and reflecting so thank you and member yoshimo okay two quick updates one on the uptel uh the listening sessions have started and so February 5th from at 3:30 uh if you if you want to know more information email LPL cd. cd. ca.gov and then the first webinar is on Tuesday January 30th uh which will be on Facebook CD's Facebook and then secondly um good news on the seal state seal of Civic engagement we

527had a total of 12,000 seals awarded uh which might not sound humongous but if you think about it that was an increase of 10,000 from year 2122 so congratulations to all the students uh who earn their state seal of Civic engagement again 12,500 plus uh and to everyone who helped them to accomplish that thank you perfect and I'll just uh add a plus uh one more note on that that we are going to be having the CCI the college care well it may become the ccci the college career and Civic ready index coming back to us shortly and I know the department is working on a a set of um uh forward-looking uh proposals for us on that terrific well thank you all I'm so wonderful to um hear all of the good work that's

528going on we have one last thing don't get up yet uh we have agenda item 20 general public comment uh public comment is invited on any matter not included in the printed agenda and members of the public wishing to provide comment may do so in person or by calling the number and using the participant access code on this slide so are there any speakers signed up to provide public commentary person and I think I see one yes he's ready all right good to see you again don't forget to give your name and affiliation for the record I've been ready for a while hello happy New Year Steve McDougall with CFT um one thing I just want you want the board and CD staff to be mindful of is in the early childhood educator education workspace

529um some of which I just heard referen during uh board member comments a lot of those events are happening during the week during the work day and I have a committee that I forward those emails to the chair the co-chairs and they say do they expect folks that are doing the work to participate in these activities about changes to the work I don't know also you know the practitioners Advisory Group you had one actual public school teacher representing hundreds of thousands of teachers the that was approved today you have only one school teacher special educator practitioner on that panel only one and who's going to be doing that work once it's fully implemented I just want you to be mindful about representation of those whose jobs and are impacted by changes to their work and

530having buyin from them by having folks participate thank you very much we appreciate the comment uh are there any commenters by phone no there are no callers in the queue thank you very much so uh given that we have completed public comment uh and there are no further uh callers I hereby adjourn our January 2024 Mammoth SB meeting at 6 o'clock p.m. everybody can catch their Planes Trains and Automobiles and thank you I look forward to seeing you in March